Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Peripheral Artery Disease III: Interprofessional Care01:27

Peripheral Artery Disease III: Interprofessional Care

26
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...
26
Documentation in Long-Term and Home Healthcare Setting01:29

Documentation in Long-Term and Home Healthcare Setting

967
Documentation in long-term care facilities and home healthcare settings is crucial for ensuring continuous, coordinated, and comprehensive care for patients. Each setting has its specific documentation processes and tools:
Long-Term Care Facilities
967
Continuing Care01:25

Continuing Care

1.6K
Continuing care describes the variety of health, personal, and social services provided over a prolonged period. The need for continuing care is increasing because people are living longer. Many people do not have families or others to care for them. Continuing care is mainly for patients who are disabled, functionally dependent, or suffering from a terminal disease. It is available within institutional settings or in homes. Examples include nursing centers or facilities, assisted living,...
1.6K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

1.8K
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,...
1.8K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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

1.3K
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...
1.3K
Patient-centered Care01:13

Patient-centered Care

2.2K
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...
2.2K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Demographic, Clinical and Social Determinants of Blood Pressure Control Among Black men who have had Stroke or Transient Ischemic Attack.

Journal of racial and ethnic health disparities·2026
Same author

The TargetEd MAnageMent Intervention for Reducing Stroke Risk in Black Men: A 6-Month Prospective Randomized Controlled Trial.

International journal of aging & human development·2026
Same author

Use of Personal and Social Resourcefulness by Adult-Child and Spousal Caregivers of Persons with Dementia.

International journal of aging & human development·2026
Same author

The Caregiving Career: Responses and Strategies of Caregivers, Care Partners, and Caretakers of Persons with Dementia.

Issues in mental health nursing·2026
Same author

Barriers, Attitudes, and Solutions for Brain Health Research Training in LMICs: A Trainee Cross-Sectional Study in Uganda.

Advances in medical education and practice·2026
Same author

Demographics and Clinical Correlates of Blood Pressure Among Ugandans at Risk for Stroke.

Journal of neurology research·2026

Related Experiment Video

Updated: Aug 28, 2025

An Educational Video Demonstration of How to Prone a Critically Ill Intubated Patient
07:16

An Educational Video Demonstration of How to Prone a Critically Ill Intubated Patient

Published on: November 30, 2022

3.4K

Interactive Evidence-Based Pressure Injury Education Program for Hospice Nursing: A Quality Improvement Approach.

Jacinta M Seton1,2,3,4,5,6,7,8,9, Holly M Hovan1,2,3,4,5,6,7,8,9, Kath M Bogie1,2,3,4,5,6,7,8,9

  • 1Jacinta M. Seton, DNP, MSN, APRN, ACNS-BC , College of Health Sciences and Professions, Ohio University, Dublin; Louis Stokes Cleveland VA Medical Center, Cleveland, Ohio; and Quality Management Service, VHA Greater Los Angeles Healthcare System, Los Angeles, California.

Journal of Wound, Ostomy, and Continence Nursing : Official Publication of the Wound, Ostomy and Continence Nurses Society
|September 15, 2022
PubMed
Summary

Frontline hospice nursing staff showed significant improvements in pressure injury (PI) knowledge and practice after an evidence-based education program. This quality improvement project highlights the program's success and potential for ongoing implementation.

More Related Videos

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

23.8K
Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
05:04

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training

Published on: August 9, 2024

1.1K

Related Experiment Videos

Last Updated: Aug 28, 2025

An Educational Video Demonstration of How to Prone a Critically Ill Intubated Patient
07:16

An Educational Video Demonstration of How to Prone a Critically Ill Intubated Patient

Published on: November 30, 2022

3.4K
Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

23.8K
Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
05:04

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training

Published on: August 9, 2024

1.1K

Area of Science:

  • Quality Improvement in Healthcare
  • Nursing Education
  • Patient Safety

Background:

  • Pressure injuries (PIs) are a concern in hospice care.
  • There is a need for effective PI education for hospice nursing staff.
  • Existing literature lacks measurable targets for PI education in hospice settings.

Purpose of the Study:

  • To develop and implement an interactive, evidence-based pressure injury (PI) education program.
  • To evaluate the impact of this program on frontline hospice nursing staff knowledge and practice.

Main Methods:

  • A quality improvement project was conducted on an inpatient hospice unit.
  • Nineteen hospice nursing staff participated in pre-/post-workshop assessments.
  • Education was delivered through 7 workshops based on Kolcaba's Theory of Comfort and a PDSA model.

Main Results:

  • Significant improvements were observed in staff PI knowledge (P = .001) and practice (P = .001).
  • A large magnitude of effect was noted for overall knowledge change (d = 1.04) and PI care planning/practice (d = 2.64).
  • Staff satisfaction with the workshop education was high (100% agreement).

Conclusions:

  • An evidence-based PI education program significantly improved frontline hospice nursing staff knowledge and practice.
  • The project has initiated discussions for sustaining the PI education program.
  • This initiative underscores the value of targeted education in enhancing patient care and safety in hospice settings.