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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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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 Assessment01:29

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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.
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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 Evaluation01:15

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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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National Nursing Organizations II01:30

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Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
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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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Updated: Aug 22, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
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A needs assessment for competency development of nurse educators.

Ausanee Wanchai1, Duangjai Phrompayak2, Benyapa Prompuk2

  • 1Nursing Administration Department, Research and Academic Services, Faculty of Nursing, Boromarajonani College of Nursing, Buddhachinaraj, Praboromarajchanok Institute, Ministry of Public Health, Nonthaburi, Thailand.

Nursing Forum
|November 13, 2022
PubMed
Summary

Nurse educators desire enhanced nursing knowledge and teaching skills, prioritizing these over other competencies. Their development needs remain consistent across demographics like gender and age.

Keywords:
competency developmentneeds assessmentnurse educator

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Area of Science:

  • Nursing Education
  • Healthcare Professional Development

Background:

  • Nurse educators are crucial for training future healthcare professionals.
  • Assessing and addressing their competency development needs is vital for quality nursing education.

Purpose of the Study:

  • To evaluate current and desired competencies of nurse educators.
  • To identify demographic factors (gender, age, education, experience) influencing competency needs.

Main Methods:

  • A cross-sectional study was conducted in 2021.
  • 435 nurse educators from Thai nursing colleges participated.

Main Results:

  • Desired competency development scores significantly exceeded current scores (p < .05).
  • Priorities included nursing knowledge, teaching pedagogy, and learning activity preparation.
  • Demographic factors did not influence competency development priorities.

Conclusions:

  • Nurse educators prioritize knowledge and teaching skills, followed by professional values.
  • Competency development planning should be comprehensive, as needs are uniform across demographics.
  • Further research should focus on tailored competency development programs for nurse educators.