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Related Concept Videos

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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Nursing Evaluation01:15

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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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The nursing process is the core of practice for every registered nurse to deliver holistic, patient-focused care. The following are the five steps in the nursing process.
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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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Fundamentals of Nursing Process II01:25

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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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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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Evaluating undergraduate nursing education and student competencies: a mixed-methods study using the input- process-

Menevse Yildirim1, Melek Sahin2

  • 1Fethiye Faculty of Health Sciences, Sıtkı Koçman University, Muğla, Turkey. menevseyildirim@mu.edu.tr.

BMC Nursing
|July 2, 2025
PubMed
Summary

This study explored undergraduate nursing education in Turkey, finding students perceive high program effectiveness and competence. However, areas like curriculum, faculty resources, and graduate tracking need improvement for better nurse preparation.

Keywords:
Mixed methodsNursing educationNursing faculty membersNursing studentsProfessional competenceScholarsUndergraduate programs

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Area of Science:

  • Nursing Education Research
  • Higher Education Assessment
  • Health Professions Education

Background:

  • Undergraduate nursing education in Turkey spans four years, combining theory and clinical practice.
  • Challenges include high student-to-instructor ratios, necessitating student-centered quality assessment.
  • This study addresses the need to understand student perspectives on education and professional competencies.

Purpose of the Study:

  • To explore undergraduate nursing education quality from the students' viewpoint.
  • To assess nursing students' perceived professional competencies.
  • To identify challenges encountered by nursing students during their education.

Main Methods:

  • Sequential explanatory mixed-methods design utilizing quantitative and qualitative data.
  • Quantitative data collected from 127 fourth-year nursing students via the BNPAS and CINS scales.
  • Qualitative data gathered through document analysis of 14 student group reports, analyzed using the Input-Process-Outcome model.

Main Results:

  • Students reported high mean scores on the Bachelor's Degree Nursing Program Assessment Scale (BNPAS) and Nursing Students' Self-Assessment of Professional Competence Scale (CINS).
  • Lowest scores were noted in 'Assessment of the Educational Process' (BNPAS) and 'Clinical Biomedical Sciences' (CINS).
  • Qualitative analysis revealed concerns regarding curriculum quality, faculty resources, teaching/learning practices, assessment methods, and graduate support.

Conclusions:

  • Despite positive overall perceptions, specific areas require enhancement in nursing licensure education programs.
  • Key areas for improvement include curriculum structure, assessment strategies, faculty resources, and post-graduation tracking systems.
  • Restructuring and quality improvement of nursing education programs are crucial for preparing competent nurses.