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Related Concept Videos

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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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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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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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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Peripheral Artery Disease (PAD) is characterized by narrowed arteries that diminish blood flow to the extremities. Effective management of PAD requires an interprofessional approach involving various healthcare professionals. The critical aspects of interprofessional care for PAD patients focus on risk factor modification, drug therapy, exercise therapy, nutrition therapy, critical limb ischemia care, and interventional radiology and surgical procedures.The primary treatment goal for PAD...
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Related Experiment Video

Updated: Sep 25, 2025

E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy
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Precision patient education using a "flipped classroom" approach.

Bradley W Schuller1, Christina Burch1, Theresa Casterton2

  • 1SCL Health, St. Joseph Hospital, Radiation Oncology, Denver, Colorado, USA.

Journal of Applied Clinical Medical Physics
|April 28, 2022
PubMed
Summary

A flipped classroom approach significantly improved patient education in radiation oncology telemedicine. This method increased understanding, reduced anxiety, and enhanced patient satisfaction with complex treatment information.

Keywords:
active learningflipped classroomspatient educationtelemedicine

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Area of Science:

  • Medical Education
  • Radiation Oncology
  • Telemedicine

Background:

  • Patient education is crucial for managing expectations and reducing anxiety in radiation oncology.
  • Traditional telemedicine education may not fully engage patients with complex treatment information.

Purpose of the Study:

  • To adapt a flipped classroom model for radiation oncology patient education via telemedicine.
  • To assess the impact of this active learning approach on patient understanding, anxiety, and satisfaction.

Main Methods:

  • Developed three educational modules (introduction, planning scan, treatment delivery) delivered via timed emails.
  • Utilized appointment time for collaborative learning sessions.
  • Tracked email engagement metrics and surveyed patients on understanding, anxiety, and satisfaction.

Main Results:

  • High email open (77.1%) and material access (72.2%) rates were observed.
  • Patients re-read materials an average of 4.6 times.
  • Significant improvements in understanding treatment planning (p=0.031) and daily treatments (p=0.0078) were noted.
  • Patients reported reduced anxiety (p=0.031) and high satisfaction scores.

Conclusions:

  • The flipped classroom model demonstrates high patient engagement with educational materials.
  • Active learning strategies effectively enhance patient comprehension and decrease anxiety in radiation oncology telemedicine.
  • This approach is feasible for integration into existing telemedicine platforms.