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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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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 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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A Comprehensive Students-as-Teachers Program: Developing and Empowering Future Medical Educators.

Selina Noramly1, Linda Waggoner-Fountain1, Meg Keeley1

  • 1University of Virginia School of Medicine, Charlottesville, VA USA.

Medical Science Educator
|August 5, 2024
PubMed
Summary
This summary is machine-generated.

Fourth-year medical students trained as near-peer teachers in a Students as Teachers (SaT) program showed positive outcomes. This adaptable program can be implemented by other institutions to enhance pre-clinical medical education.

Keywords:
Course developmentStudents as teachersTeaching assistants

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Area of Science:

  • Medical Education
  • Near-Peer Teaching
  • Curriculum Development

Background:

  • Medical school curricula increasingly require effective teaching skills from students.
  • Fourth-year medical students can serve as valuable near-peer educators in pre-clinical settings.
  • Existing programs for training medical student teachers are limited.

Purpose of the Study:

  • To describe the development and implementation of two formats for a Students as Teachers (SaT) program.
  • To train fourth-year medical students as near-peer teachers for the pre-clinical curriculum.
  • To present program outcomes and facilitate adoption by other institutions.

Main Methods:

  • Developed two program formats: a 2-week credit-bearing elective and an evening workshop series.
  • The program trained 191 fourth-year medical students since 2017.
  • Utilized a learning communities' framework to structure the training and delivery.

Main Results:

  • The Students as Teachers (SaT) program successfully trained 191 medical students.
  • Positive outcomes were observed within the learning communities' framework.
  • The program demonstrated flexibility through its two distinct delivery formats.

Conclusions:

  • The Students as Teachers (SaT) program is an effective model for training near-peer educators.
  • The program's adaptable formats support implementation in diverse institutional settings.
  • This initiative enhances pre-clinical medical education by leveraging student teaching capabilities.