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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 Implementation

Nursing Implementation

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.

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,...

Interdisciplinary Care: The Health Care Team-I

Interdisciplinary Care: The Health Care Team-I

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution...

Nursing Clinical Information System

Nursing Clinical Information System

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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Development and implementation of a formative instructional coaching program using the Teaching Practices Inventory

Amanda A Olsen¹, Kathryn A Morbitzer², Skye Zambrano²

¹School of Education, University of Texas at Arlington, Arlington, TX, USA.

BMC Medical Education

|July 16, 2022

Summary

This summary is machine-generated.

This study developed an instructional coaching program to provide feedback on evidence-based teaching practices. The program improved observation reliability and instructor feedback quality, enhancing health professions education.

Keywords:

Curriculum Instructional coaching Medical education Peer observation Pharmacy education Teaching

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Area of Science:

Medical Education
Health Professions Education
Pedagogy

Background:

Evidence-based teaching practices are linked to improved student achievement.
Assessing and providing feedback on teaching quality presents a significant challenge.
Instructional coaching offers a method for formative feedback on teaching practices.

Purpose of the Study:

To design, implement, and evaluate an instructional coaching program.
To provide formative feedback to instructors on evidence-based teaching practices.
To enhance teaching quality in health professions education.

Main Methods:

Utilized an instrument adapted from the Teaching Practices Inventory for formative assessment.
Program coaches received required training.
Evaluated program effectiveness through anonymous post-session surveys and interrater reliability testing.

Main Results:

Interrater reliability of the observation instrument improved through piloting.
No significant differences in scoring were found between trainees and education professionals.
Instructors perceived the feedback as practical, timely, specific, and collegial.

Conclusions:

Instructional coaching programs fostering evidence-based teaching are crucial for health professions education.
Further research is needed to optimize coaching programs for student learning.
Incorporating student perspectives could enhance coaching program effectiveness.