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Related Concept Videos

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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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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The nursing history captures and records the patient's health status, so that a care plan evolves to meet the patient's individual needs. The nursing health history is a part of the initial assessment. A comprehensive history covers all health dimensions and plays a significant role in the assessment process. A comprehensive history includes the patient's biographical information, reasons for seeking health care, expectations, present and past health history, medications, and...
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Data collection gathers information needed to make accurate judgments about a patient's present condition. During a health history interview, subjective data is collected from the patient, their caregivers, or family members, and objective data is collected through observations and physical assessment. Patients are the primary source of subjective data. Thus information gathered from patients through interviews, observations, and physical examination is primary data. Secondary sources of...
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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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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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Oral Health Assessment by Lay Personnel for Older Adults
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Dental students' reflective learning from a geriatric interview assignment.

Mohammad Mahdi Salehi1, Leeann Donnelly2, Carrie Krekoski3

  • 1Oral Health Sciences Department, Faculty of Dentistry, University of British Columbia, Vancouver, British Columbia, Canada.

Journal of Dental Education
|March 29, 2024
PubMed
Summary
This summary is machine-generated.

Dental students gained valuable insights into patient care through geriatric interviews, enhancing their understanding of communication, life journeys, and social determinants of health for improved professional practice.

Keywords:
educationgeriatric dentistryinterviewlife gridreflectionresearch methodology qualitative

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Area of Science:

  • Geriatric Education
  • Dental Student Learning
  • Professional Development

Background:

  • Undergraduate dental students at the University of British Columbia's Faculty of Dentistry undertake a geriatric education assignment.
  • This assignment involves interviewing adults over 65 and critically reflecting on the experience's impact.

Purpose of the Study:

  • To explore the impact of a geriatric interview assignment on dental students' learning.
  • To assess how the assignment influenced students' views on their profession and patient care.

Main Methods:

  • A cohort of 54 third-year dental students' interview assignments from 2021 were analyzed.
  • Exploratory thematic analysis was conducted using NVivo R1 software with two independent coders to ensure reliability.

Main Results:

  • Five key themes emerged: communication, life course journey, person-centered care, social determinants of health, and access to care.
  • Students offered practical suggestions for improving future oral health practice.
  • Over 40% of students utilized a life grid tool during their interviews.

Conclusions:

  • Student reflections revealed diverse insights applicable to their future dental careers.
  • The assignment fostered an understanding of how to better interact with and provide care to older adult patients.