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Related Concept Videos

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 Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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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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Nursing Clinical Information System01:27

Nursing Clinical Information System

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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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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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Nursing Assessment01:29

Nursing Assessment

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The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments...
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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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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Comprehensive Assessment of Clinical Learning Environments to Drive Improvement: Lessons Learned from a Pilot

Joey Bernal1, Nicole Cresalia2, Jessica Fuller3

  • 1Medical Education, University of California San Francisco, San Francisco, California, USA.

Teaching and Learning in Medicine
|August 24, 2022
PubMed
Summary

A holistic assessment approach effectively engaged stakeholders to improve clinical learning environments (CLEs). This method integrated diverse data, fostering collaboration and actionable plans for better health professions education.

Keywords:
Learning environmentassessmentdiversityinclusionquality improvement

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Area of Science:

  • Health Professions Education
  • Implementation Science
  • Healthcare Management

Background:

  • Clinical learning environments (CLEs) are crucial for health professions education, yet their quality assessment is often fragmented.
  • Existing tools for evaluating CLEs are limited in scope, and organizational oversight of education and patient care is frequently siloed.
  • Leadership from both education and healthcare delivery sectors must share responsibility for improving CLEs.

Purpose of the Study:

  • To design and pilot a holistic approach for assessing and reviewing CLEs.
  • To determine if a formative assessment process can engage diverse stakeholders in CLE improvement.
  • To utilize implementation science concepts for a structured assessment and improvement cycle.

Main Methods:

  • Focused on two clinical departments, assessing medical learners from undergraduate and graduate programs.
  • Developed an assessment grid based on four pillars: inclusivity/collaboration, continuous quality improvement, work-learning alignment, and education-healthcare mission integration.
  • Collected quantitative data from existing sources and qualitative data via observations, focus groups, and interviews.

Main Results:

  • The holistic assessment successfully engaged education, departmental, and health systems leadership.
  • Actionable improvement plans and sustained collaborative structures were established.
  • Collated quantitative and qualitative data effectively identified issues and informed improvement initiatives.

Conclusions:

  • The piloted approach demonstrated feasibility and effectiveness in initiating actionable improvements for CLEs.
  • This model can be adapted by other institutions for CLE assessment and quality improvement.
  • Development of a comprehensive learning environment scorecard is underway for cross-institutional comparison.