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Related Concept Videos

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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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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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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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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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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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Assessing the Use of Microlearning for Preceptor Development.

Stephanie M Roskowski1, Michael D Wolcott2, Adam M Persky1

  • 1Eshelman School of Pharmacy, University of North Carolina Chapel Hill, 301 Pharmacy Lane, CB #7574, Chapel Hill, NC 27599, USA.

Pharmacy (Basel, Switzerland)
|June 27, 2023
PubMed
Summary
This summary is machine-generated.

Microlearning, a brief educational approach, was preferred by most pharmacy preceptors over traditional methods. While satisfaction was higher with microlearning, knowledge and self-efficacy showed no significant differences between the two methods.

Keywords:
educationefficiencyengagementlearningmicrolearningpharmacypreceptor developmentteachingtechnology

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Area of Science:

  • Pharmacy Education
  • Adult Learning Theory

Background:

  • Preceptor development is crucial for effective pharmacy education.
  • Traditional learning methods may not always be the most efficient or engaging.

Purpose of the Study:

  • To compare microlearning with traditional methods for preceptor development.
  • To assess participant satisfaction, knowledge, self-efficacy, and behavior perception.

Main Methods:

  • Twenty-five participants underwent both traditional and microlearning interventions in a randomized crossover design.
  • Data analyzed using ANOVA and Wilcoxon paired t-tests.
  • Satisfaction assessed via surveys and free-text responses.

Main Results:

  • Microlearning was preferred by 72% of participants over traditional methods (p = 0.007).
  • Participants found microlearning more engaging and efficient.
  • No significant differences were found in knowledge, self-efficacy, or behavior perception between methods.

Conclusions:

  • Microlearning demonstrates potential as an effective preceptor development strategy.
  • Further research is required to validate findings and optimize delivery.
  • Both methods improved knowledge and self-efficacy compared to baseline.