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Related Concept Videos

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

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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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 Implementation01:15

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Implementation is the execution of the nursing care plan developed during the planning phase.
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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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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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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Nursing Evaluation01:15

Nursing Evaluation

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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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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.
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Design, Implementation, and Evaluation of a Learning Needs Assessment for Nursing Professional Development

Adam T Booth, Kathryn L Robinson, Mandi D Walker

    Journal for Nurses in Professional Development
    |December 19, 2023
    PubMed
    Summary

    This study shows how a nursing education department used professional standards to create a learning needs assessment survey. The survey identified key areas for improvement and barriers in nursing professional development.

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    Area of Science:

    • Nursing Professional Development
    • Healthcare Education
    • Professional Standards Implementation

    Background:

    • The 2022 Association for Nursing Professional Development Scope and Standards of Practice provides a framework for the profession.
    • Nursing professional development departments require effective methods for assessing educational needs.
    • Operationalizing standards into practical tools is crucial for advancing nursing practice.

    Purpose of the Study:

    • To describe the operationalization of the 2022 Association for Nursing Professional Development Scope and Standards of Practice into a learning needs assessment (LNA) survey.
    • To highlight a collaborative approach to LNA design, implementation, and evaluation within a system-level education department.
    • To identify educational improvement areas, barriers, and critical competencies for nursing professional development practitioners.

    Main Methods:

    • A descriptive study design was employed.
    • A collaborative approach involved LNA design, implementation, and evaluation.
    • A learning needs assessment (LNA) survey was conducted among nursing professional development practitioners.

    Main Results:

    • The LNA survey successfully operationalized the nursing professional development standards.
    • Key areas for educational improvement within nursing professional development were identified.
    • Barriers to nursing professional development and critical competencies were determined.

    Conclusions:

    • The integration of professional standards into an LNA survey is feasible and effective.
    • Collaborative LNA processes enhance the identification of educational needs and practice barriers.
    • The findings provide a model for other nursing professional development departments seeking to align practice with standards.