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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Nursing Implementation01:15

Nursing Implementation

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Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Planning Nursing Care I01:21

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The planning phase of the nursing process helps nurses set priorities, outline patient-centered goals and expected outcomes, and tailor nursing interventions to align with the aligned care plan. Through the planning phase, the nurse applies critical thinking skills to align and develop interventions according to the patient's needs. It provides continuity of care allowing patients to receive the maximum benefit from treatment. It serves as a pilot plan for allocating individual staff to a...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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Community Based Intervention01:30

Community Based Intervention

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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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How to Launch and Continually Enhance an Effective Medical Campus Faculty Development Program: Steps for

Ellen Childs1, Christy D Remein2, Robina M Bhasin3

  • 1Division of Health and Environment, Abt Associates, Rockville, MD, USA.

Journal of Healthcare Leadership
|July 15, 2021
PubMed
Summary
This summary is machine-generated.

This paper outlines strategies for establishing and enhancing faculty development programs in academic health sciences. It provides a guide for creating and sustaining a faculty development office to support educators.

Keywords:
career developmentfaculty developmentmedical educationmentoring

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Area of Science:

  • Medical Education
  • Academic Health Sciences
  • Faculty Development

Background:

  • Boston University Medical Campus' Faculty Development Office has a decade of experience.
  • Academic medical centers require robust faculty support systems.

Purpose of the Study:

  • To report strategies for launching and improving faculty development programming.
  • To provide a guide for establishing and sustaining faculty development offices.

Main Methods:

  • Instituting faculty development programs through needs assessments.
  • Engaging institutional stakeholders for program development.
  • Designing, evaluating, and modifying programs for diverse faculty needs.

Main Results:

  • A step-by-step process for creating and sustaining a faculty development office.
  • Identification of vital lessons learned in program implementation.
  • A framework for biomedical educators to build institutional support.

Conclusions:

  • Key steps for launching and improving faculty development programs are identified.
  • Faculty development programs are crucial and should be expanded in academic medical centers.