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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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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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Related Experiment Video

Updated: Jul 2, 2025

Setup and Execution Of the Blindfolded Code Training Exercise

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Published on: March 29, 2019

Developing and evaluating a major trauma course and coaching programme for ward nurses.

Chris Knight¹, Stella Ruth Smith²

¹Manchester University NHS Foundation Trust, Manchester, England.

Emergency Nurse : the Journal of the RCN Accident and Emergency Nursing Association

|February 20, 2024

Summary

This summary is machine-generated.

A new major trauma course and coaching program improved UK ward nurses' competence and confidence in managing major trauma patients. The initiative supported professional development and enhanced skills for evidencing national competencies in trauma care.

Keywords:

clinical skills competence competency framework continuing professional development education emergency care nursing care professional professional issues training trauma

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Area of Science:

Nursing
Trauma Care
Professional Development

Background:

UK ward nurses require specific competencies for major trauma patient care.
There is a need to enhance nurses' knowledge, skills, and confidence in major trauma.
Professional development is crucial for nurses to meet national competency standards.

Purpose of the Study:

To describe a bespoke major trauma course for ward nurses.
To introduce a coaching and portfolio development program to support nurses.
To evaluate the impact of the course and program on nurses' competence and professional growth.

Main Methods:

Development and implementation of a specialized major trauma nursing course.
Establishment of a coaching and portfolio development program for participating nurses.
Evaluation of the program through self-rated competence and confidence assessments.

Main Results:

Nurses reported improved self-rated competence and confidence in major trauma topics and clinical skills.
Participants believed their knowledge and skills significantly improved post-intervention.
The coaching and portfolio development program was valued for professional growth opportunities.

Conclusions:

The bespoke major trauma course effectively enhanced nurses' self-perceived competence and confidence.
The coaching and portfolio development program supported nurses in improving skills and professional development.
These initiatives are valuable for equipping ward nurses to meet major trauma competencies.