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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

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...
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 Assessment01:29

Nursing Assessment

The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments and...
Longitudinal Research02:20

Longitudinal Research

Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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...
Accountability and Responsibility of a Nurse II01:09

Accountability and Responsibility of a Nurse II

Professional accountability in nursing is a multifaceted concept that encompasses professional ethics, legal standards, and employment expectations. This framework ensures that nurses maintain and elevate the quality of care while upholding the values of their profession. It compels them to treat patients, families, and colleagues with respect, compassion, and integrity.
For example, a nurse demonstrating respect and compassion might listen attentively to a patient's concerns, provide comfort...

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Related Experiment Videos

Entrustment and Practice Readiness: Learner Experiences With Implementing Longitudinal Assessment Using Entrustable

Jennifer K Kallio1, Cheryl A Vamos2, Nathaniel G Chapman3

  • 1Department of Restorative Sciences, Adams School of Dentistry, University of North Carolina At Chapel Hill, Chapel Hill, North Carolina, USA.

Journal of Dental Education
|June 29, 2026
PubMed
Summary
This summary is machine-generated.

Dental learners found the longitudinal entrustment framework using Entrustable Professional Activities (EPAs) acceptable and appropriate for assessing practice readiness. This approach supports continuous skill development and motivation for lifelong learning in dental education.

Keywords:
assessment, educationbehavorial sciencesclinical competencecompetency‐based educationcurriculum developmenteducation, dentaleducational researchentrustable professional activitiesentrustmenthealth professions educationimplementation sciencelongitudinal assessmentpractice readinessprofessional identity formationprogram evaluationqualitative researchstudent perspectivesstudents, dentalteaching methodologies

Related Experiment Videos

Area of Science:

  • Dental Education
  • Medical Education
  • Healthcare Professional Training

Background:

  • Traditional assessment methods in dental education often rely on single, high-stakes evaluations.
  • There is a growing need for more authentic and continuous assessment strategies to ensure practice readiness.
  • Longitudinal frameworks, such as Entrustable Professional Activities (EPAs), offer a promising alternative for evaluating learner competency over time.

Purpose of the Study:

  • To evaluate dental learner experiences with a longitudinal entrustment framework using Entrustable Professional Activities (EPAs).
  • To assess the acceptability, appropriateness, and feasibility of the EPA system from the learners' perspective.
  • To identify facilitators and barriers influencing the implementation of this assessment system in dental education.

Main Methods:

  • A multi-methods design was employed with fourth-year dental students.
  • Surveys assessed learner perceptions of acceptability, appropriateness, and feasibility (n=25).
  • Virtual focus groups explored learner experiences in depth (n=18), guided by the Consolidated Framework for Implementation Research.

Main Results:

  • Learners reported high acceptability (82%) and appropriateness (82%) of the EPA system for assessing entrustment and practice readiness.
  • Feasibility was rated at 70%, with learners preferring longitudinal assessment for progress tracking and skill development.
  • Facilitators included learner-centered values, faculty training, and positive faculty relationships; shared understanding and feedback were crucial.

Conclusions:

  • Learners perceive EPA-based longitudinal assessment as an authentic, learner-centered method for evaluating practice readiness.
  • The framework motivates ongoing skill refinement and supports lifelong learning.
  • Successful implementation and sustainability depend on addressing feasibility and fostering shared understanding between learners and faculty.