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Related Concept Videos

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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The planning phase of the nursing process helps nurses set priorities, outline patient-centered goals and expected outcomes, and tailor nursing interventions to align with the aligned care plan. Through the planning phase, the nurse applies critical thinking skills to align and develop interventions according to the patient's needs. It provides continuity of care allowing patients to receive the maximum benefit from treatment. It serves as a pilot plan for allocating individual staff to a...
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Planning Nursing Care II01:29

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A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
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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.
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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Patient-centered Care

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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...
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Exploring perspectives of personal learning plans in a residency programme.

Sara Awad1, Jennifer Turnnidge2, Jeffrey J H Cheung3

  • 1Department of Medicine, Queen's University, Kingston, Ontario, Canada.

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Summary

Personal learning plans (PLPs) enhance resident learning in postgraduate medical education. Effective PLP implementation requires collaboration and support, fostering self-regulated learning skills through reflection.

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Area of Science:

  • Medical Education Research
  • Competency-Based Medical Education

Background:

  • Personal learning plans (PLPs) are increasingly used in postgraduate medical education.
  • Challenges exist in implementing PLPs in real-world settings.
  • Understanding factors influencing PLP quality is crucial.

Purpose of the Study:

  • To explore residents' and academic advisors' perspectives on PLP use and implementation.
  • To investigate PLP integration within a competency-based residency program.

Main Methods:

  • Semi-structured interviews conducted with residents (n=18) and academic advisors (n=9).
  • Interviews conducted within an Internal Medicine residency program at a Canadian academic center.
  • Verbatim transcription and open coding analysis of interview data.

Main Results:

  • Three key themes emerged: setting the stage for learning, fostering engagement, and learning through reflection.
  • Successful PLP implementation necessitates collaboration between residents and advisors.
  • Institutional and program-wide support is vital for effective PLP integration.
  • PLP implementation is iterative, supporting reflection and self-regulation.

Conclusions:

  • Personal learning plans can effectively promote self-regulated learning skills in residency.
  • Social and environmental supports are essential to facilitate PLP engagement and implementation.