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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.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
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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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Documentation in Long-Term and Home Healthcare Setting01:29

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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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Methods of Documentation II: POMR01:26

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The Problem-Oriented Medical Record (POMR) revolutionized medical record-keeping by introducing a systematic approach focusing on the patient's problems rather than merely listing symptoms. Dr. Lawrence Weed's introduction of this method in the 1960s marked a significant advancement in medical documentation. The POMR framework consists of four key components: the database, problem list, plan of care, and progress notes.
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Managing assessment during curriculum change: Ottawa Consensus Statement.

Richard B Hays1, Tim Wilkinson2, Lionel Green-Thompson3

  • 1College of Medicine and Dentistry, James Cook University, Townsville, Australia.

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|May 20, 2024
PubMed
Summary
This summary is machine-generated.

Health professional education curricula require periodic review, including assessment practices, to ensure alignment and avoid unintended learning consequences. Integrating assessment review into curriculum change management is crucial for successful educational program evolution.

Keywords:
Assessmentcurriculum changehealth professional education

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Curriculum Development

Background:

  • Curriculum change in health professional education is frequent, driven by new knowledge, skills, and evolving graduate roles.
  • Unplanned curriculum evolution occurs continuously, but assessment practices are often overlooked during formal reviews.
  • Ignoring assessment can lead to unintended consequences, potentially negating the impact of curriculum changes.

Purpose of the Study:

  • To provide guidance on managing assessment during curriculum change in health professional education.
  • To emphasize the importance of integrating assessment review into the broader curriculum change process.
  • To ensure constructive alignment across all components of the curriculum ecosystem.

Main Methods:

  • This consensus paper synthesizes evidence and prior contributions on curriculum and assessment management.
  • It highlights the interconnectedness of curriculum components (outcomes, content, delivery, assessment).
  • It considers both external drivers (national exams, accreditation) and internal drivers (technology, learning preferences).

Main Results:

  • Changes in any curriculum component necessitate a review of the entire ecosystem to maintain alignment.
  • Assessment practices must be considered to support and not undermine curriculum changes.
  • Effective curriculum review requires strong governance, stakeholder engagement, expertise, and quality assurance.

Conclusions:

  • Managing assessment is integral to successful curriculum change in health professions education.
  • A holistic approach, reviewing the entire curriculum ecosystem, is essential for optimal outcomes.
  • This paper offers a framework for integrating assessment considerations into curriculum reform.