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Related Concept Videos

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 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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Data Collection III01:05

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The physical assessment examines the patient for objective data that defines the patient's condition, and aids in formulating the nursing care plan. The purpose of physical assessment is a health status appraisal, which includes identifying health problems, and establishing a database for nursing intervention.
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Establishing a secure, collaborative nurse-patient relationship is crucial for delivering high-quality care. This relationship, founded on trust, respect, and honesty, enhances the patient's comfort and willingness to share vital health information. For example, a nurse who listens actively and without judgment provides clear information about health conditions and treatment options and respects patient decisions, which builds a trusting relationship.
Communication between nurses and...
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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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Surveys02:16

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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Related Experiment Video

Updated: Jul 11, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Longitudinal Assessment of Pharmacy Students' Collaborative Practice Abilities.

Jaime Maerten-Rivera1, Ashley E Woodruff1, Yichen Zhao1

  • 1University at Buffalo, School of Pharmacy & Pharmaceutical Sciences, Buffalo, NY, USA.

American Journal of Pharmaceutical Education
|November 16, 2023
PubMed
Summary
This summary is machine-generated.

Pharmacy students showed improved collaborative abilities after interprofessional education (IPE) forums, but these gains diminished between events. Consistent reinforcement of interprofessional competencies is crucial for lasting development.

Keywords:
CollaborationInterprofessional educationPharmacy student

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Area of Science:

  • Pharmacy Education
  • Interprofessional Collaboration
  • Healthcare Competencies

Background:

  • Interprofessional education (IPE) impact on pharmacy students' collaborative skills is not fully understood.
  • Existing data often focuses on singular IPE experiences, leaving long-term effects uncertain.

Purpose of the Study:

  • To assess the longitudinal changes in pharmacy students' interprofessional collaborative abilities.
  • To evaluate skill development across the second and third professional years (PYs).

Main Methods:

  • Utilized the Interprofessional Collaborative Competency Attainment Scale - Revised (ICCAS-R) for data collection.
  • Tracked four student cohorts (2019-2022) over four time points spanning PY2 and PY3.
  • Employed repeated measures analysis of variance to compare mean scores pre- and post-interprofessional forums.

Main Results:

  • Self-assessed collaborative abilities increased immediately following each interprofessional forum (T1-T2 and T3-T4).
  • A significant decrease in collaborative abilities was observed between the two forums (T2-T3).
  • Data from 336 students across four cohorts indicated a pattern of temporary gains followed by decline.

Conclusions:

  • Interprofessional education forums temporarily enhance pharmacy students' collaborative competencies.
  • The observed decline between forums highlights the need for sustained reinforcement.
  • IPE strategies should incorporate multiple touchpoints to foster enduring interprofessional collaborative skills.