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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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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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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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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Introduction to Learning01:18

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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Implementing Open Educational Resources: Lessons Learned.

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    The Oregon Nursing Education Academy (ONEA) trains clinical nurse faculty and preceptors in health equity principles. This program aims to address nursing shortages and improve healthcare by enhancing educators' skills.

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    Area of Science:

    • Nursing Education
    • Health Equity
    • Clinical Teaching

    Background:

    • Effective training for clinical educators and preceptors is crucial for supporting new nurses.
    • National recommendations emphasize the need for nurses to address health equity.
    • A shortage of instructors and preceptors contributes to the overall nursing shortage.

    Purpose of the Study:

    • To prepare clinical nurse faculty and preceptors through specialized educational pathways.
    • To equip nurse educators with skills in teaching health equity concepts.
    • To address the identified lack of preparation in health equity among nurse educators and preceptors.

    Main Methods:

    • The Oregon Nursing Education Academy (ONEA) offers pathways for master's in nursing degrees.
    • Graduate coursework in clinical teaching and health equity is provided.
    • Training is specifically designed for clinical nurse faculty and preceptors.

    Main Results:

    • Over two years, ONEA successfully trained 32 clinical faculty and 46 preceptor scholars.
    • Participant feedback highlighted renewed enthusiasm for nursing careers.
    • Participants confirmed their learning and understanding of health equity concepts.

    Conclusions:

    • ONEA effectively supports nurse educators and preceptors in enhancing their educational principles.
    • The program advances the teaching of health equity among nursing professionals.
    • ONEA contributes to the improvement and transformation of healthcare through skilled educators.