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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...
Planning Nursing Care I01:21

Planning Nursing Care I

The planning phase of the nursing process helps nurses set priorities, outline patient-centered goals and expected outcomes, and tailor nursing interventions to align with the aligned care plan. Through the planning phase, the nurse applies critical thinking skills to align and develop interventions according to the patient's needs. It provides continuity of care allowing patients to receive the maximum benefit from treatment. It serves as a pilot plan for allocating individual staff to a...
Planning Nursing Care II01:29

Planning Nursing Care II

A nursing care plan can present in two forms: informal and formal. Informal is a care plan for the individual use of the nurse and goals they wish to accomplish during their shift. Informal care plans are not included in the patient chart. A formal nursing care plan is a written or computerized guide that organizes patient care. It is further subdivided into two: standardized and individualized care plans. Standardized care plans are pre-populated care plans for specific patient populations,...
Healthcare Agencies II01:17

Healthcare Agencies II

There are various healthcare agencies in the United States—some of which are managed by religious institutions and others by different government branches.
Parish nursing is a growing specialty nursing profession that focuses on holistic healthcare, health promotion, and illness prevention. It blends professional nursing practice with a health ministry, focusing on health and healing within the context of a Christian community. Parish nurses serve as health educators, referral sources, and lay...
Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
Health Information Technology and Healthcare Information System01:30

Health Information Technology and Healthcare Information System

Health Information Technology (HIT)
Health Information Technology, commonly called HIT, integrates advanced information systems and technology in healthcare settings. Its primary functions include:

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Updated: Jun 19, 2026

Establishment of a Clinic-based Biorepository
07:50

Establishment of a Clinic-based Biorepository

Published on: May 29, 2017

米国医学部の教育プログラム,2003年~2004年

Barbara Barzansky1, Sylvia I Etzel

  • 1Division of Undergraduate Medical Education Policy and Standards, American Medical Association, Chicago, Ill 60610, USA. barbara_barzansky@ama-assn.org

JAMA
|September 2, 2004
PubMed
まとめ

米国医学部では,1993年~1994年,そして2003~2004年の間,学生の入学率が安定した26%の教員増加が見られました. ディーンズ・ディーンズ

科学分野:

  • 医療教育 医療教育について
  • アカデミック・アドミニストレーション
  • 学部開発学部開発について

背景:

  • アメリカの医学部では,組織やプログラムが絶えず進化しています.
  • 医療教育の変化を追跡することは,制度的動態を理解するために不可欠です.

研究 の 目的:

  • 2003~2004年の米国医学部教育プログラムの現状と1993~1994年の状況を比較する.
  • 教員数,学生の入学,学長の役割,および臨床評価方法の動向を分析する.

主な方法:

  • 医療教育に関する連絡委員会 (LCME) の医療学校年次アンケート (2003-2004) を利用しました.
  • 分析されたアメリカ医学大学協会 アメリカ医学教育データ (1983-1984,1993-1994,2003-2004) のディレクトリ.

主要な成果:

  • フルタイムの教員数は1993年~1994年から2003年~2004年まで26%増加 (90,975人から114,549人) しました.
  • 学生の入学率は安定したまま (約. 66,453から67,166まで).
  • 院長の48%は二重の役割を担っており,標準化された患者/客観的な構造化された臨床試験 (OSCE) と米国医療免許試験 (USMLE) のステップ2の臨床スキルの採用は異なっていた.

さらに関連する動画

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

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

関連する実験動画

Last Updated: Jun 19, 2026

Establishment of a Clinic-based Biorepository
07:50

Establishment of a Clinic-based Biorepository

Published on: May 29, 2017

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

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

結論:

  • 医学部院長の役割は拡大し,しばしば教育のための明確な行政構造があります.
  • フルタイムの教員数の継続的な増加は,安定した学生数と対照的です.
  • 医学部における標準化された臨床評価の実施には大きな違いがある.