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

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

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...

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

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

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...

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

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

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,...

The Professional Nurse

The Professional Nurse

Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.

Models of Health Promotion and Illness Prevention II

Models of Health Promotion and Illness Prevention II

The person's health status fluctuates continually, varying from being in good health to becoming ill and returning to being healthy. To understand the concept of illness prevention, there are two models. First, the health-illness continuum model is a graphic representation of an individual's wellness. It states that a person is considered healthy in the absence of physical disease and the presence of good emotional health.
The agent-host-environment model states that disease results...

Models of Health Promotion and Illness Prevention I

Models of Health Promotion and Illness Prevention I

A model is a theoretical way to understand a concept or an idea. Models can overcome barriers to health regardless of diverse economic and cultural backgrounds. In addition, models make the task easier by providing different ways to approach complex issues. There are two major health promotion models: the health belief model and the health promotion model.
The health belief model (HBM) attempts to predict health-related behavior in specific belief patterns. According to the HBM, a person's...

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Simulation to Develop Teaching Competencies in Health Professions Educators: A Scoping Review.

Diane B Monsivais¹, Franchesca Nunez

¹About the Authors Diane Monsivais, PhD, CNE, ANEF, is a professor and associate dean for graduate programs, The University of Texas at El Paso School of Nursing, El Paso, Texas. Franchesca Nunez, PhD, RN, is an assistant professor, The University of Texas at El Paso School of Nursing. A 2017 National League for Nursing Research in Nursing Education Grant (Nancy Langston Research Award) supported this study. The authors acknowledge with thanks Harvey Castellano, MSIS, UTEP associate library director, research, instruction and access services, and Ivan Garcia, MSN, research assistant. For more information, contact Dr. Monsivais at dimonsivais@utep.edu.

Nursing Education Perspectives

|October 15, 2021

Summary

This summary is machine-generated.

Simulation is a promising strategy for developing teaching competencies in health professions educators. This review synthesizes existing research on simulation interventions for faculty development, highlighting its potential for nursing education.

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Area of Science:

Health Professions Education
Faculty Development
Simulation-Based Learning

Background:

Limited integration of evidence on simulation for clinical educator competency development.
Need for a comprehensive review of simulation interventions in health professions education.

Purpose of the Study:

To determine the current state of knowledge regarding simulation as an intervention for developing teaching competencies.
To identify and synthesize studies on simulation use for health professions educators.

Main Methods:

Scoping review methodology employed.
Identification of interventions using simulation to enhance teaching skills.
Inclusion criteria applied to select relevant articles.

Main Results:

Thirteen articles met the inclusion criteria.
Simulation interventions occurred in academic settings, integrated into curricula or as standalone activities.
Outcomes predominantly comprised post-educational self-assessments of teaching competencies.

Conclusions:

Simulation is a promising strategy for enhancing teaching competencies in health professions educators.
Further research is warranted, particularly in nursing education.
Simulation offers a valuable approach to faculty development in healthcare settings.