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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...

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Fundamentals of Nursing Process II

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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...

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.
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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.
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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Teaching evidence-based practice: Knowledge to implementation in a BSN program, part 1.

Kelly J Ruppel¹, Beverley A Bone¹

¹Bellarmine University, Louisville, Kentucky, USA.

Worldviews on Evidence-Based Nursing

|January 13, 2022

Summary

This summary is machine-generated.

This study highlights an interactive team-based approach to teaching evidence-based practice (EBP) to nursing students. The method successfully enhanced students' perceived achievement of EBP learning objectives, promoting real-world application.

Keywords:

curriculum evidence-based practice mentorship survey

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Area of Science:

Nursing Education
Evidence-Based Practice (EBP)
Healthcare Education

Background:

Nurses require enhanced education and skill-building in evidence-based practice (EBP) for quality patient care.
Nurse educators are crucial in addressing the educational needs for EBP.
This article details the first part of a two-part series on EBP education.

Purpose of the Study:

To describe an interactive learning process for evidence-based practice (EBP) education.
To enable nursing students to appraise and implement evidence in clinical settings.
Focus on the first course of a two-course sequence, covering EBP steps 1-3 during the junior year.

Main Methods:

Students worked in teams of 3-4 on faculty-developed clinical scenarios.
Class time was allocated for project completion, focusing on EBP steps 1-3.
Anonymous surveys using a 5-point Likert scale measured perceived achievement of EBP learning objectives.

Main Results:

The evidence-based project concluded with student presentations of practice recommendations.
Eighty students responded to the survey, with mean scores of 4.0 or higher.
High mean scores indicate a significant perceived achievement of EBP learning objectives by students.

Conclusions:

Team-based interactive learning fosters discussion and understanding of EBP.
This educational approach effectively mimics real-world EBP implementation.
Linking EBP steps to clinical scenarios enhances student learning and application.