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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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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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Nursing Evaluation01:15

Nursing Evaluation

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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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Current Trends in Nursing II01:30

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Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...
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Nursing Implementation01:15

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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 Interventions II: Selecting and Classifying the Nursing Interventions01:29

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Creating and executing a nursing diagnosis helps nurses plan care and guide patient, family, and community interventions. They are developed based on a patient's physical evaluation and support measuring the outcomes. It is not recommended to select random interventions throughout the planning process. Instead, consider the following six essential factors when choosing interventions:
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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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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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Effectiveness of an Evidence-Based Practice Training Program for Nurse Educators: A Cluster-Randomized Controlled

Preethy D'Souza1, Anice George2, Sreekumaran Nair3

  • 1UCL Institute of Education, University of London, London, UK.

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Summary

Evidence-based practice (EBP) training significantly improved nurse educators' knowledge, attitude, practice, and competency. This study demonstrates the effectiveness of EBP programs in enhancing nursing education.

Keywords:
attitudecompetencyevidence-based nursingevidence-based practiceknowledgenursing educationpracticerandomized controlled trial

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Area of Science:

  • Nursing Education
  • Evidence-Based Practice
  • Healthcare Professional Development

Background:

  • Evidence-based practice (EBP) is crucial for enhancing clinical outcomes by integrating evidence, expertise, and patient preferences.
  • Integrating EBP into nursing curricula is essential for effective implementation.
  • The impact of EBP training on nurse educators is not well-understood.

Purpose of the Study:

  • To assess the effectiveness of an EBP training program.
  • To evaluate changes in nurse educators' knowledge, attitude, practice, and competency in EBP.

Main Methods:

  • A pragmatic randomized controlled trial involving 51 nurse educators.
  • Cluster randomization into intervention (30-hour EBP training) and control groups.
  • Outcomes measured using validated questionnaires and the Fresno test at baseline, 5, and 10 months.

Main Results:

  • Participants in the EBP training group showed significant improvements.
  • Statistically significant differences were observed in knowledge, attitude, practice, and competency compared to the control group (p < .05).
  • The intervention was effective in enhancing EBP-related outcomes.

Conclusions:

  • EBP training programs are effective interventions for nurse educators.
  • The study supports the integration of EBP training to enhance nursing education.
  • Findings highlight the positive impact on nurse educators' EBP capabilities.