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Related Concept Videos

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

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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 insulin...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Planning Nursing Care I01:21

Planning Nursing Care I

The planning phase of the nursing process helps nurses set priorities, outline patient-centered goals and expected outcomes, and tailor nursing interventions to align with the aligned care plan. Through the planning phase, the nurse applies critical thinking skills to align and develop interventions according to the patient's needs. It provides continuity of care allowing patients to receive the maximum benefit from treatment. It serves as a pilot plan for allocating individual staff to a...
Nursing Evaluation01:15

Nursing Evaluation

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.
Section...
Documentation in Long-Term and Home Healthcare Setting01:29

Documentation in Long-Term and Home Healthcare Setting

Documentation in long-term care facilities and home healthcare settings is crucial for ensuring continuous, coordinated, and comprehensive care for patients. Each setting has its specific documentation processes and tools:
Long-Term Care Facilities

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Related Experiment Video

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Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 22, 2010

Assessing faculty development needs and perceptions for residency programs at a medical school in Rwanda.

Kara L Neil1,2, Michel R Gatera3,4, Natalie McCall5

  • 1Africa Health Sciences University, Kigali, Rwanda. kara.neil@kfhkigali.com.

BMC Medical Education
|October 2, 2025
PubMed
Summary

Faculty at Africa Health Sciences University perceive stronger teaching skills than research skills. Strengthening faculty development programs is crucial for academic growth in health sciences universities.

Keywords:
Faculty developmentMedical educationResidency

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Area of Science:

  • Health Professions Education
  • Academic Medicine
  • Faculty Development

Background:

  • Africa Health Sciences University (AHSU) in Kigali, Rwanda, is a new institution training health professionals.
  • AHSU aims to equip faculty to meet the growing demand for healthcare professionals.
  • This study assesses faculty and staff perceptions of teaching and research skills at AHSU.

Purpose of the Study:

  • To explore faculty and staff perceptions of their current teaching and research skills.
  • To identify strategies for enhancing faculty development initiatives at AHSU.

Main Methods:

  • A cross-sectional, survey-based study conducted at AHSU's clinical teaching sites.
  • Anonymous questionnaires collected data on demographics, roles, teaching/research skills, and faculty development preferences from 230 participants.
  • Data analyzed using descriptive statistics and the Kruskal-Wallis test (p < 0.05).

Main Results:

  • Nurses and midwives comprised the largest participant group (62.61%).
  • Teaching skills (mean=3.46/4) were perceived as stronger than research skills (mean=2.95/4).
  • Motivations for faculty development included improving teaching/scholarship and personal interest; importance was associated with role, education, and rank.

Conclusions:

  • Enhancing faculty development can improve the academic environment in health sciences universities.
  • Universities should support and recognize clinical and non-clinical staff in academic roles.
  • Recommendations include institutional support, improved recognition frameworks, and promoting innovative teaching methods.