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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 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 Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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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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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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Patient-centered Care01:13

Patient-centered Care

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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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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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Game-Based Quality Improvement Teaching: Using Taters in Nursing Education.

Clare Kranz, Jennifer Macali, Saifon Phengphoo

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

    This study found that a gameful learning approach using Potato Head figures effectively improved nursing students' understanding and engagement with quality improvement (QI) processes. The method shows promise for preparing new nurses for QI initiatives in clinical practice.

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    Area of Science:

    • Nursing Education
    • Healthcare Quality Improvement
    • Pedagogical Innovation

    Background:

    • Quality improvement (QI) education is challenging in traditional classroom settings, leaving nursing students unprepared for post-graduation practice.
    • The Plan-Do-Study-Act (PDSA) method is a common QI framework in nursing education.
    • A gap exists in effectively teaching QI principles to nursing students for practical application.

    Purpose of the Study:

    • To propose and evaluate a gameful learning strategy for enhancing nursing students' comprehension and involvement in QI.
    • To assess the effectiveness of using Potato Head figures as a tool for teaching QI concepts.

    Main Methods:

    • An observational study design was employed.
    • Nursing students participated in a classroom activity followed by self-selected focus groups.
    • Thematic analysis was used to analyze qualitative data from focus group transcripts.

    Main Results:

    • Learners reported the gameful activity was effective for teaching QI.
    • Positive themes included enjoyment, competitiveness, interactivity, communication, and teamwork.
    • Negative themes identified were a disconnect between the QI topic and the game, and unclear instructions.

    Conclusions:

    • Gameful learning approaches can improve nursing students' understanding and engagement with QI projects.
    • This educational strategy may enhance the readiness of new graduate nurses for QI implementation in clinical settings.