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Related Concept Videos

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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When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...
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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 Evaluation01:15

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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.
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Dosage Regimens: Designs and Approaches01:28

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Designing a dosage regimen, which refers to the manner of drug administration, is a complex process involving the selection of drug dose, route, and frequency. This process is underpinned by pharmacokinetic parameters derived from tests and population averages. These parameters are then tailored to patient-specific variables such as diagnosis, demographics, and allergy status. Once therapy commences, therapeutic response monitoring is critical and achieved through clinical and physical...
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When measuring distances in areas with physical obstructions, such as a lake in a field, surveyors must employ techniques to calculate accurate lengths without direct line measurements. One effective method is the offset technique, which allows for precise distance estimation over inaccessible stretches.In this scenario, a surveyor must measure a side of an area that crosses a lake. Since the measuring tape cannot span the lake, the surveyor begins by establishing a baseline that aligns with...
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Showcasing Outcome-Based Continuing Education (OB-CE): Tips on Designing and Measuring an OB-CE Program.

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    This article guides healthcare professionals in adopting the American Nurses Credentialing Center outcome-based continuing education model. It details learner-centered design and measurement strategies for improved educational outcomes.

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    Area of Science:

    • Nursing Education
    • Continuing Professional Development

    Background:

    • The landscape of continuing education is transitioning from traditional time-based formats to outcome-based approaches.
    • Healthcare professionals require effective methods to demonstrate learning and its impact.

    Purpose of the Study:

    • To explore the adoption of the American Nurses Credentialing Center (ANCC) outcome-based continuing education model.
    • To provide practical strategies for implementing measurable outcomes in continuing education.

    Main Methods:

    • Review of the ANCC outcome-based continuing education framework.
    • Discussion of learner-centered education design principles.
    • Outline of measurement tactics for five levels of outcomes.

    Main Results:

    • Successful adoption requires integrating learner-centered design.
    • Measurement tactics are crucial for assessing the five levels of ANCC outcomes.
    • Outcome-based education leads to demonstrable learner achievements.

    Conclusions:

    • The ANCC model offers a structured approach to outcome-based continuing education.
    • Implementing this model enhances the value and impact of professional development for nurses.
    • Focusing on measurable outcomes improves learner engagement and knowledge application.