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Related Concept Videos

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

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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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Purposive Learning01:22

Purposive Learning

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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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Nursing Implementation01:15

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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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Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Transitioning Simulation Education Objectives to Competency-Based Education.

Anita M Stephen1, Linda S Behar-Horenstein, Brooke S Russo

  • 1Author Affiliations: Biobehavioral Department, University of Florida/College of Nursing, Gainesville, FL (Dr Stephen); Biobehavioral Department, University of Florida, Delray Beach, FL (Dr Behar-Horenstein); and Biobehavioral Department, UF Health HSC-Jacksonville, Jacksonville, FL (Dr Russo).

Nurse Educator
|August 12, 2025
PubMed
Summary
This summary is machine-generated.

Nursing simulation education needs a clear method for competency-based education (CBE) implementation. This study outlines a systematic approach to align simulation outcomes with American Association of Colleges of Nursing (AACN) competencies.

Keywords:
assessmentcompetenciesnursing educationnursing practicepatient safety

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Area of Science:

  • Nursing Education
  • Simulation-Based Learning
  • Competency-Based Education

Background:

  • Transitioning to competency-based education (CBE) in nursing simulation requires systematic curriculum assessment.
  • Current information on implementing CBE in simulation is limited.

Purpose of the Study:

  • To develop and validate a systematic approach for aligning nursing simulation objectives with established competencies.
  • To address the lack of clarity in CBE implementation within simulation.

Main Methods:

  • A 3-phase process was employed using the University's Online Simulation System.
  • Two experts identified American Association of Colleges of Nursing (AACN) behavioral performance indicators (BPIs) matching simulation outcomes.
  • Interrater agreement was achieved through consensus, followed by validation by a third expert.

Main Results:

  • 152 expected behavioral outcomes were identified.
  • These outcomes were matched with 39 AACN BPIs.
  • High interrater agreement was achieved (>89% initially, 98% after validation).

Conclusions:

  • A systematic 3-phase approach effectively aligned simulation objectives with AACN BPIs.
  • This method facilitates the validation of current simulation activities for competency-based alignment.
  • It helps identify potential gaps in nursing curricula.