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Related Concept Videos

Nursing Evaluation01:15

Nursing Evaluation

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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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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 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 Implementation01:15

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Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
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Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

Role of Communication in the Nursing Process III: Evaluation and Documentation

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A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Development and evaluation of a nursing educational program: A quasi-experimental study.

Michiko Saito1, Kumi Mikuni2

  • 1Dokkyo Medical University, School of Nursing, Shimotsugagun, Tochigi 321-0293, Japan.

Nurse Education Today
|November 3, 2024
PubMed
Summary

Nurses receiving specialized education demonstrated improved care for isolated patients with multidrug-resistant organisms (MDROs). This training enhanced their understanding and observation of patient psychological states, reducing anxiety and depression.

Keywords:
Educational programNursingPsychological care

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Area of Science:

  • Infection Control
  • Nursing Education
  • Patient Psychology

Background:

  • Multidrug-resistant organisms (MDROs) spread via healthcare worker contact.
  • Isolated patients with MDROs require specialized nursing knowledge in infection prevention and psychological support.
  • Current nursing practices may lack sufficient focus on the psychological well-being of isolated patients.

Purpose of the Study:

  • To develop and evaluate an educational program for nurses focusing on the psychological care of isolated patients with MDROs.
  • To enhance nurses' skills in managing the psychological impact of isolation on patients with MDROs.
  • To improve the quality of care for patients with MDROs through targeted nursing education.

Main Methods:

  • A quasi-experimental design was used to evaluate the educational program's effectiveness.
  • The ADDIE instructional model (Analysis, Design, Development, Implementation, Evaluation) guided program creation.
  • Seventy-eight nurses participated, with 25 in the intervention group and 53 in the control group.

Main Results:

  • Nurses in the program group showed significant behavioral changes (p < .05).
  • Improved observation of physiological and psychological responses related to patient anxiety and depression was noted.
  • The program effectively enhanced nurses' understanding of isolated patients' psychological states.

Conclusions:

  • The educational program positively impacted nurses' understanding and behavior towards isolated patients with MDROs.
  • Targeted education can improve nurses' ability to address the psychological needs of patients with MDROs.
  • This approach holds potential for enhancing the quality of care for patients in isolation due to infections.