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Related Concept Videos

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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Theoretical Foundations of Nursing Practice01:30

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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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Patient-centered Care01:13

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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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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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The Nurse Faculty Caregiver: A Concept Analysis.

Lisa Cross1, Susan Lynch2

  • 1School of Nursing, Salem State University, Salem, MA, USA lcross@salemstate.edu.

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Many nurse faculty are compound caregivers, balancing professional duties with unpaid caregiving. Defining this role is crucial for supporting nurse faculty and improving workforce retention.

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Area of Science:

  • Nursing Education
  • Caregiving Studies
  • Workforce Research

Background:

  • Nurse faculty often manage multiple caregiving responsibilities, including professional duties and unpaid caregiving at home.
  • A significant portion of the nursing workforce (61%) also serves as unpaid caregivers.
  • This dual role suggests nurse faculty may face unique challenges balancing classroom, clinical, and home caregiving demands.

Purpose of the Study:

  • To review existing literature on compound caregivers.
  • To establish a clear definition of compound caregivers within the context of nurse faculty roles.

Main Methods:

  • A concept analysis utilizing Walker and Avant's framework was employed.
  • Literature searches were conducted across CINAHL, MEDLINE, Scopus, ERIC, and Complementary Index databases.
  • The search covered publications from 2004 to 2024.

Main Results:

  • Nine peer-reviewed articles were identified and analyzed.
  • A proposed definition for compound caregivers in nurse faculty was developed.

Conclusions:

  • Defining the compound caregiver role in nursing education is essential.
  • This definition can help administrators identify risks associated with caregiving demands.
  • Recognizing these factors may contribute to improved retention within the nurse faculty workforce.