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Related Concept Videos

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.
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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.
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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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Related Experiment Video

Updated: Oct 25, 2025

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Student Perceptions of a Cardiac Skills Laboratory Using a Just-in-Time Teaching Approach.

Katilya S Williams Ware, Sarah Owens Watts, Chih-Hsuan Wang

    The Journal of Nursing Education
    |August 4, 2021
    PubMed
    Summary

    Nursing students found the Just-in-Time Teaching (JiTT) skills lab effective for learning cardiac rhythms. This interactive approach improved understanding and clinical preparation for medical-surgical nursing students.

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    Area of Science:

    • Nursing Education
    • Medical-Surgical Nursing
    • Cardiology

    Background:

    • Students in advanced medical-surgical nursing courses struggled with identifying cardiac rhythms.
    • A skills lab was redesigned using the Just-in-Time Teaching (JiTT) approach to address this learning gap.
    • JiTT was implemented to enhance student-faculty interaction and guide teaching practices.

    Purpose of the Study:

    • To examine baccalaureate nursing students' perceptions of the JiTT teaching approach in a skills lab setting.
    • To assess the effectiveness of JiTT in improving the identification of cardiac rhythms.
    • To evaluate the impact of JiTT on clinical preparation.

    Main Methods:

    • A mixed-methods study was conducted with 269 baccalaureate nursing students.
    • Data were collected using a questionnaire with Likert-type and open-ended questions.
    • Student perceptions of the JiTT skills lab were analyzed.

    Main Results:

    • Students reported highly positive evaluations of the JiTT teaching approach.
    • Qualitative data revealed four key themes: assessed prior knowledge, student-centered learning, interactivity, and clarity.
    • The JiTT approach was perceived as beneficial for learning cardiac rhythms.

    Conclusions:

    • The integration of a JiTT skills lab was reported by students as an effective method for enhancing cardiac rhythm understanding.
    • Students felt better prepared for clinical practice after participating in the JiTT skills lab.
    • The JiTT approach shows promise for improving nursing students' clinical skills and knowledge in cardiology.