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Related Concept Videos

Nursing Clinical Information System01:27

Nursing Clinical Information System

Nursing Clinical Information System (NCIS)
A Nursing Clinical Information System (NCIS) is a specialized type of healthcare information system tailored to meet the unique needs of nursing practice. It incorporates the principles of nursing informatics to streamline information management and improve the quality of care delivery.
Critical attributes of NCIS include:
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
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 Implementation01:15

Nursing Implementation

Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
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...
Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...

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Related Experiment Video

Updated: Jun 29, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Integrating Project-Based Learning and Experiential Learning to Enhance Learning Outcomes in Long-Term Care Courses.

Fu-Chi Yang1, Hsiao-Mei Chen2

  • 1Department of Healthcare Industry Technology Development and Management, National Chin-Yi University of Technology, College of Management, Taichung, Taiwan ; Liberal Education Center, National Chin-Yi University of Technology, College of General Education, Taichung, Taiwan.

Florence Nightingale Journal of Nursing
|June 27, 2026
PubMed
Summary
This summary is machine-generated.

Integrating project-based learning and experiential learning significantly improved student outcomes in long-term care education. These methods enhanced self-reflection, willingness to serve older adults, and overall learning, bridging theory and practice.

Related Experiment Videos

Last Updated: Jun 29, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Gerontology and Healthcare Education
  • Pedagogy and Educational Psychology

Background:

  • Long-term care (LTC) education requires effective pedagogical strategies to prepare students for practice.
  • Traditional didactic methods may not fully equip students with the necessary skills and attitudes for geriatric care.

Purpose of the Study:

  • To evaluate the impact of integrating project-based learning (PBL) and experiential learning (EL) on student learning outcomes in an advanced LTC course.
  • To assess changes in self-reflection, willingness to serve older adults, and engagement in LTC services.

Main Methods:

  • A convergent mixed-methods design was employed with 56 master's students over an 18-week course and a 9-day internship.
  • Quantitative data collected via pre- and post-intervention questionnaires analyzed with paired sample t-tests.
  • Qualitative data from reflective journals and learning reports analyzed through content analysis.

Main Results:

  • Significant improvements were observed in self-reflection and insight (p < .01), willingness to serve older adults (p < .001), and overall learning outcomes (p < .001).
  • A positive trend in willingness to engage in LTC services was noted but did not reach statistical significance (p > .05).
  • Qualitative analysis revealed enhanced empathy, teamwork, and professional identity.

Conclusions:

  • The integration of PBL and EL is an effective strategy for enhancing key competencies in LTC education.
  • These pedagogical approaches successfully bridge the gap between theoretical knowledge and practical application in the field.
  • Further research is recommended to explore the long-term impact on professional development and workforce sustainability.