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Related Concept Videos

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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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 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 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 Implementation01:15

Nursing Implementation

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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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Fundamentals of Nursing Process II01:25

Fundamentals of Nursing Process II

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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
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Related Experiment Video

Updated: May 28, 2025

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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Senior year nursing students' self-regulated learning in complex simulation-based palliative education: A qualitative

Betty P M Chung1, E Angela Chan1, Katherine K P Chang1

  • 1School of Nursing, The Hong Kong Polytechnic University, 11 Yuk Choi Road, Hung Hom, Hong Kong, China.

Nurse Education Today
|February 11, 2025
PubMed
Summary

Nursing students used self-regulation and cognitive effort to manage challenging palliative care simulations. This approach helped them adapt and emotionally regulate their learning in a simulated environment.

Keywords:
Cognitive loadEducationNursingPalliative careQualitative researchSimulationUndergraduate studies

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Area of Science:

  • Medical Education
  • Nursing Education
  • Palliative Care

Background:

  • Palliative care education can cause psychological distress.
  • Simulated environments offer a safer space for skill repetition and proficiency.
  • Understanding how students regulate cognitive load in simulations is crucial.

Purpose of the Study:

  • To explore how nursing students adapt, exert cognitive effort, and emotionally regulate their learning.
  • To investigate the navigation of complex and ambiguous palliative care in simulations.

Main Methods:

  • Qualitative study using interpretive description.
  • Focus groups conducted with 29 fourth-year nursing students in Hong Kong.
  • Data collected via audiotaped and transcribed focus group discussions.

Main Results:

  • Students co-constructed learning through self-regulation and cognitive effort in palliative care simulations.
  • Key themes included anxiety-driven learning, managing relational challenges, flexibility, presence, and reframing care.
  • Students actively adapted to patient and family needs within the simulation.

Conclusions:

  • Pedagogical design must prepare students for uncertainty in simulation-based palliative education.
  • Embodied cognition in communication and collaboration can minimize cognitive overload.
  • Findings offer insights into enhancing cognitive agility in nursing students.