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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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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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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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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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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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Related Experiment Video

Updated: Jan 13, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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From passive to powerful: creating engaging resident-as-teacher modules.

Anna E Rueda1, Stephanie V Sherman2, Sherita J Love3

  • 1Department of Pediatrics, Baylor College of Medicine, Houston, Texas, USA.

Proceedings (Baylor University. Medical Center)
|January 9, 2026
PubMed
Summary

Novel resident-as-teacher e-modules significantly improved training relevance for medical residents. Tailoring content to resident experience and specialty enhances effectiveness.

Keywords:
1-minute preceptorCoachingPICRATe-learningresident-as-teacher

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Area of Science:

  • Medical Education
  • Digital Learning
  • Resident Training

Background:

  • Designed and implemented three novel institutional resident-as-teacher (RAT) e-modules for postgraduate year (PGY) 1, 2, and 3.
  • Compared new e-modules with previously utilized online trainings to evaluate effectiveness.

Purpose of the Study:

  • To design, implement, and evaluate novel resident-as-teacher (RAT) e-modules.
  • To compare the effectiveness of new e-modules with previous online trainings.
  • To assess the relevance and acceptability of RAT e-modules across different training levels and specialties.

Main Methods:

  • Utilized the PICRAT model to create interactive e-learning experiences.
  • Employed unpaired t-tests to compare evaluations of previous and new trainings.
  • Used one-way ANOVA for specialty-based acceptability and content analysis for open-ended feedback.

Main Results:

  • High response rates (93.2%-98.9%) across PGY1-3 residents.
  • Significant improvement in training relevance compared to original training (0.68 to 0.98, P < 0.01).
  • Specific teaching strategies (coaching, 1-minute preceptor, RIME) were identified as relevant for different PGY levels.

Conclusions:

  • Interactive e-modules effectively deliver resident-as-teacher content across various specialties and training levels.
  • Tailoring content to learner stage and specialty needs can further enhance relevance.
  • Novel e-modules offer a valuable tool for enhancing resident teaching skills.