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Related Concept Videos

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

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

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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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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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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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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Critical Thinking01:19

Critical Thinking

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Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
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Critical Thinking II01:25

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Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
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Related Experiment Video

Updated: Jan 12, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
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Assigned Discussants: A Quality Improvement Teaching-Learning Innovation to Increase Student Engagement and

Elizabeth Li Sharpe, Tara Spalla King

    The Journal of Nursing Education
    |November 3, 2025
    PubMed
    Summary
    This summary is machine-generated.

    Implementing peer discussants in presentations enhances student engagement and understanding. This active learning strategy improves communication skills, preparing nursing students for professional practice.

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    Area of Science:

    • Nursing Education
    • Active Learning Strategies
    • Pedagogy in Higher Education

    Background:

    • Peer presentations are effective for active learning.
    • Assigned discussants facilitate meaningful dialogue among students.
    • This study investigated student self-assessment of peer discussant impact.

    Purpose of the Study:

    • To evaluate the effects of peer discussants on student communication.
    • To assess the impact of peer discussants on student engagement.
    • To determine how peer discussants influence student understanding of presentations.

    Main Methods:

    • Students received instructions on implementing peer discussants.
    • A six-item Likert-style survey was administered post-course.
    • Surveys assessed engagement, understanding, and communication compared to a no-discussant control.

    Main Results:

    • A 40% response rate (67 students) was achieved.
    • All survey items received a mean rating of at least 2 on a 3-point scale.
    • Highest ratings were for engagement and understanding (discussant role) and quality of peer feedback (presenter role).

    Conclusions:

    • Assigned discussants represent a valuable active teaching-learning strategy.
    • This method supports nursing students' development as professional nurses.
    • Peer discussants foster lifelong learning skills in nursing education.