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Related Concept Videos

Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

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Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
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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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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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Comparing Experimental Results: Student's t-Test01:09

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The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...
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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.
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Related Experiment Video

Updated: Sep 16, 2025

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A Tale of Two Institutions: Implementing IPE Curricula and Assessment Tools.

Kathryn K Neill1, Chad Lairamore2, Wendy L Ward3

  • 1College of Pharmacy, University of Arkansas for Medical Sciences, 4301 W. Markham St. #768, Little Rock, AR 72205 USA.

Medical Science Educator
|July 8, 2025
PubMed
Summary
This summary is machine-generated.

A centralized approach to interprofessional education (IPE) implementation fosters greater capacity and uptake compared to grassroots efforts. This finding aids in developing effective IPE models and statewide collaborations.

Keywords:
ConsortiumCurriculumFrameworkInstitutional infrastructureInter-institutionalInterprofessional education

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Area of Science:

  • Health Professions Education
  • Collaborative Healthcare Training
  • Interprofessional Practice Models

Background:

  • Established benefits of interprofessional education (IPE) contrast with diverse implementation strategies.
  • Variability in IPE program structures necessitates comparative analysis for effective dissemination.

Purpose of the Study:

  • To compare infrastructure, curriculum, evaluation, and implementation insights from a decade of interprofessional education (IPE) at two institutions.
  • To identify factors contributing to successful interprofessional education (IPE) program development and capacity building.

Main Methods:

  • Comparative case study analysis of interprofessional education (IPE) implementation over ten years.
  • Utilized the Interprofessional Education Collaborative (IPEC) Institutional Assessment Instrument to evaluate institutional capacity.

Main Results:

  • Both institutions evolved common curriculum frameworks and evaluation metrics for interprofessional education (IPE).
  • A centralized administrative approach demonstrated superior capacity for interprofessional education (IPE) uptake compared to a grassroots model, evidenced by higher IPEC assessment scores.
  • These comparative experiences led to the formation of a statewide interprofessional education (IPE) consortium.

Conclusions:

  • Centralized administrative support is more effective for building interprofessional education (IPE) capacity and uptake.
  • Findings contribute to the collective knowledge base on effective interprofessional education (IPE) models.
  • The study highlights the value of comparative analysis in optimizing interprofessional education (IPE) implementation strategies.