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Related Concept Videos

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 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 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 Implementation01:15

Nursing Implementation

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Implementation is the execution of the nursing care plan developed during the planning phase.
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Nursing Interventions II: Selecting and Classifying the Nursing Interventions01:29

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Creating and executing a nursing diagnosis helps nurses plan care and guide patient, family, and community interventions. They are developed based on a patient's physical evaluation and support measuring the outcomes. It is not recommended to select random interventions throughout the planning process. Instead, consider the following six essential factors when choosing interventions:
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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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Supporting nursing faculty to teach veteran's care: a mixed method, multi-intervention study.

Brenda Elliott1, Katie A Chargualaf2, Barbara Patterson3

  • 1Department of Nursing, 3594 Messiah University , Mechanicsburg, PA, USA.

International Journal of Nursing Education Scholarship
|July 15, 2024
PubMed
Summary
This summary is machine-generated.

Nurse educators improved veteran care education through workshops and digital interventions. This professional development is key to a competent, culturally sensitive nursing workforce prepared to care for veterans.

Keywords:
facultynursingprofessional developmenttimed digital interventiontransfer of learningveteran competencies

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Area of Science:

  • Nursing Education
  • Veterans Health
  • Professional Development

Background:

  • Integrating veteran-centered care into nursing curricula is essential.
  • Nurse educators require specific training to effectively teach veteran care.
  • Existing professional development may not adequately bridge the gap to teaching practice.

Purpose of the Study:

  • To assess nurse educators' attitudes toward veterans post-workshop.
  • To evaluate the impact of workshops and timed digital interventions (TDIs) on curriculum integration.
  • To explore educators' experiences transferring learning to teaching.

Main Methods:

  • Longitudinal, multi-intervention, multi-method pilot study design.
  • Utilized pre- and post-workshop surveys.
  • Incorporated qualitative interviews for in-depth insights.

Main Results:

  • Initial neutral attitudes toward working with veterans were reported by 26 nurse faculty.
  • Timed digital interventions (TDIs) reinforced veteran-centered content, facilitating its integration into nursing courses.
  • Evidence suggests successful transfer of learning from workshop to teaching practice.

Conclusions:

  • Nursing faculty development is critical for integrating veteran care content.
  • TDIs offer a cost-effective method to enhance engagement and bridge implementation gaps.
  • This approach supports a competent and culturally sensitive nursing workforce for veteran care.