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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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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
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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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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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Updated: May 15, 2025

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Laboratory course development and implementation fostering teaching assistant growth.

R Telfah1, A Roser2, R Masoud3

  • 1School of Biological Sciences, Louisiana Tech University, Ruston, Louisiana, USA.

Journal of Microbiology & Biology Education
|April 10, 2025
PubMed
Summary
This summary is machine-generated.

University STEM teaching assistants (TAs) require tailored development to effectively manage diverse student needs and course objectives in laboratory settings. This study details three TA development examples across key science courses.

Keywords:
PCRTA growthbiology labscreate STEM labelectrophoresisgeneticslab supervisionlaboratory procedureslabsteaching assistant

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Area of Science:

  • Science Education
  • Higher Education Pedagogy

Background:

  • University-level STEM teaching assistants (TAs) are crucial for delivering undergraduate laboratory instruction.
  • TAs face complex challenges including student preparedness, course goals, and instructor supervision.
  • Effective TA training is essential for professional development, retention in STEM, or identifying training needs.

Purpose of the Study:

  • To present and exemplify effective TA development strategies within undergraduate STEM laboratory courses.
  • To provide practical examples of instructional resources for TA training.

Main Methods:

  • Case study approach detailing TA development in three distinct lab courses: Gel Electrophoresis, Genetics, and PCR Methods.
  • Inclusion of course materials and links to instructional resources for each example.

Main Results:

  • Demonstrated successful TA development through tailored support and resource provision.
  • Highlighted variability in TA preparedness and the impact of targeted training.

Conclusions:

  • Individualized TA development is critical for enhancing the quality of undergraduate STEM laboratory education.
  • Providing specific instructional resources and examples supports TA effectiveness and professional growth.