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Related Concept Videos

Nursing Clinical Information System01:27

Nursing Clinical Information System

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Nursing Clinical Information System (NCIS)
A Nursing Clinical Information System (NCIS) is a specialized type of healthcare information system tailored to meet the unique needs of nursing practice. It incorporates the principles of nursing informatics to streamline information management and improve the quality of care delivery.
Critical attributes of NCIS include:
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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.
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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.
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Documentation in Long-Term and Home Healthcare Setting01:29

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Documentation in long-term care facilities and home healthcare settings is crucial for ensuring continuous, coordinated, and comprehensive care for patients. Each setting has its specific documentation processes and tools:
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Health Literacy01:21

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Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
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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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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Using an Adaptive, Self-Directed Web-Based Learning Module to Enhance Residents' Medical Knowledge Prior to a New

Andrei Brateanu1, Tara M Strang1, Ari Garber1

  • 1Internal Medicine Residency Program, Cleveland Clinic, NA10, 9500 Euclid, Cleveland, OH 44195 USA.

Medical Science Educator
|August 30, 2021
PubMed
Summary
This summary is machine-generated.

An adaptive, online, self-directed spaced repetition module significantly improved internal medicine residents' medical knowledge before clinical rotations. This learning tool offers an effective method to enhance resident preparedness.

Keywords:
Adaptive learningClinical rotationsMedical knowledgeSelf-directedSpaced education

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Area of Science:

  • Medical Education
  • Digital Learning Technologies
  • Internal Medicine Residency Training

Background:

  • The impact of self-directed adaptive learning on internal medicine residents' knowledge before clinical rotations remains unexamined.
  • Assessing the efficacy of novel educational tools is crucial for optimizing resident preparedness.

Purpose of the Study:

  • To evaluate the effect of a self-directed, adaptive, online spaced repetition module on medical knowledge acquisition in internal medicine residents.
  • To determine if this intervention improves knowledge levels prior to a new clinical rotation.

Main Methods:

  • A randomized controlled trial was conducted with postgraduate year 1 internal medicine residents.
  • The intervention group utilized an adaptive, online, self-directed spaced repetition module alongside PDF curriculum materials.
  • The control group received only PDF curriculum materials, with both groups assessed at baseline and 3 months.

Main Results:

  • No significant baseline differences were observed between the intervention and non-intervention groups.
  • The intervention group demonstrated a statistically significant improvement in medical knowledge assessment scores compared to the control group (24.2% vs. 8.6%, p < 0.001).

Conclusions:

  • An online, self-directed, adaptive spaced repetition learning module is a simple and effective method for increasing resident medical knowledge.
  • This approach can enhance the knowledge base of residents at the commencement of their clinical rotations.