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相关概念视频

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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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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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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The Scientific Method in Nursing Process01:18

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The scientific method provides the foundation for any research. It is the most reliable and objective of all forms of gaining knowledge and guides in applying research-based evidence in practice and conducting future research.
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Epidemiological study designs are fundamental tools for investigating the distribution, determinants, and control of health conditions in populations. They help researchers understand the relationships between exposures and outcomes, and they broadly fall into two categories: "observational" and "experimental" studies.
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Maintaining nurses' educational and administrative records in healthcare settings, including hospitals and nursing schools, is paramount. Here's a breakdown of the types of academic records mentioned:
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Charting by Exception, or CBE, is a method of documentation used in healthcare, particularly in nursing, that focuses on documenting only significant or abnormal findings rather than recording every detail. This approach aims to streamline the documentation process, improve efficiency, and ensure that healthcare providers can quickly identify deviations from normalcy in patient assessments.
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Updated: Nov 30, 2025

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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在以证据为基础的实践中评估教育的工具:系统审查.

Terrence Shaneyfelt1, Karyn D Baum, Douglas Bell

  • 1Department of Medicine, University of Alabama School of Medicine, and Department of Veterans Affairs Medical Center, Birmingham, AL 35233, USA. terry.shaneyfelt@med.va.gov

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概括

这项研究审查了评估基于证据的实践 (EBP) 教学的工具. 虽然存在一些有效的工具来评估EBP技能和能力,但对态度和行为需要进一步发展.

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科学领域:

  • 医学教育 医学教育
  • 健康 专业 教育 卫生 专业 教育
  • 基于证据的实践.

背景情况:

  • 基于证据的实践 (EBP) 整合了研究证据,患者价值观和临床情况的决策.
  • 有效的EBP教学需要以其自身有效性的证据为指导的评估.

研究的目的:

  • 系统地评估和总结现有的工具来评估基于证据的实践 (EBP) 教学.

主要方法:

  • 在多个数据库 (MEDLINE,EMBASE,CINAHL,HAPI,ERIC) 和其他来源进行了全面的文献搜索.
  • 两个独立的评价者提取了关于仪器开发,格式,学习者水平,评估领域,可行性,可靠性和有效性的数据.
  • 根据心理测试和评估目的的适用性,仪器被分为三个级别.

主要成果:

  • 包含了115篇文章,代表了104种独特的工具,主要是评估医学学生和实习生的EBP技能.
  • 获取和评估证据通常是评估技能,新的工具评估问题制定和应用到患者护理.
  • 虽然53%的仪器显示了一些有效性证据,但只有10%显示了三种或更多类型;高质量的仪器被确定为能力,课程有效性和行为结果.

结论:

  • 有有效的工具可用于评估特定的EBP领域,并且可以根据不同的评估需求量身定制.
  • 需要进一步的研究和仪器开发,以有效地评估EBP态度,行为和高级技能.