Jove
Visualize
联系我们
JoVE
x logofacebook logolinkedin logoyoutube logo
关于 JoVE
概览领导团队博客JoVE 帮助中心
作者
出版流程编辑委员会范围与政策同行评审常见问题投稿
图书馆员
用户评价订阅访问资源图书馆顾问委员会常见问题
研究
JoVE JournalMethods CollectionsJoVE Encyclopedia of Experiments存档
教育
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab Manual教师资源中心教师网站
使用条款与条件
隐私政策
政策

相关概念视频

Nursing Evaluation01:15

Nursing Evaluation

3.4K
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.
3.4K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

1.8K
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,...
1.8K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

1.6K
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...
1.6K
Formulating and Validating Nursing Diagnosis II01:25

Formulating and Validating Nursing Diagnosis II

2.9K
Nursing diagnoses represent a problem validated by major defining characteristics. There are four categories of nursing diagnoses: problem-focused, risk, health promotion or wellness, and syndrome. The anatomy of a nursing diagnosis includes three components: problem statement or diagnostic label, defining characteristics, and related factors.
Risk nursing diagnoses represent clinical judgments of an individual, family, or community more vulnerable to developing the health problem than others...
2.9K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

1.3K
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...
1.3K
Critical Thinking I01:24

Critical Thinking I

3.4K
Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
3.4K

您也可能阅读

相关文章

通过共同作者、期刊和引用图与本文相关的文章。

排序
Same author

Development and Psychometric Test of the Inpatients Experiences Measurement Scale (IEMS).

Patient preference and adherence·2024
Same author

Exploring nurses' experiences in pressure sore care in long-term care facilities.

International journal of qualitative studies on health and well-being·2024
Same author

The Poetry of Recovery in Peer Support Workers with Mental Illness: An Interpretative Phenomenological Analysis.

Healthcare (Basel, Switzerland)·2024
Same author

Drug Attitude and Medication Adherence of Patients with Early Psychosis in South Korea: Mediating Effect of Medication Adherence Self-Efficacy.

Patient preference and adherence·2023
Same author

Effects of Dietary Habits on General and Abdominal Obesity in Community-dwelling Patients with Schizophrenia.

Clinical psychopharmacology and neuroscience : the official scientific journal of the Korean College of Neuropsychopharmacology·2023
Same author

Effectiveness of a service design training program to improve clinical nurses' compassion and problem-solving in Korea.

PloS one·2022

相关实验视频

Updated: Jul 28, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

19.0K

使用设计思维方法,为护理学生开发和验证基于团队学习 (PES-TBL) 的同行评价量表.

Young-Ran Kweon1, Jungrim Park2

  • 1Department of Nursing, Chonnam National University, Gwangju, Republic of Korea.

Nurse education today
|June 1, 2023
PubMed
概括

使用基于团队学习的设计思维开发了一个新的12项同行评价量表. 这个经过验证的工具衡量了责任,主动和协作,增强了护理教育评估.

关键词:
设计思维 设计思维护理学生 护理学生同行评审是一项同行评审.基于团队的团队学习.验证研究的验证研究.

更多相关视频

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

3.6K
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

17.2K

相关实验视频

Last Updated: Jul 28, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

19.0K
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

3.6K
Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

17.2K

科学领域:

  • 医学教育 医学教育
  • 护理教育 护理教育
  • 教育心理学教育心理学

背景情况:

  • 同行评价对于理解以学习者为中心的教育中的团队动态至关重要.
  • 现有的尺度在反映学生在团队学习 (TBL) 中的经验方面缺乏有效性和可靠性.

研究的目的:

  • 开发和验证专门用于以团队为基础的学习环境的同行评价量表.
  • 为了确保尺度准确地捕捉学生的课堂体验.

主要方法:

  • 这是一项涉及韩国四所大学的横截面方法学研究.
  • 设计思维方法被用来开发一个12项规模,从8名护理学生和8名教授的输入.
  • 规模验证涉及722名护理学生,使用探索性和确认性因子分析,分半分析和可靠性测试 (克朗巴赫的alpha,麦当劳的omega,复合可靠性).

主要成果:

  • 通过设计思维阶段,成功开发了12项同行评价规模,评分为5分.
  • 探索性因素分析确定了三个关键因素:责任,主动性和协作.
  • 确认因素分析证实了良好的构造有效性,具有可接受的收和判别有效性. 所有可靠性指标都超过了0.70.

结论:

  • 设计思维方法在创建同行评价工具时有效地纳入了学习者的观点.
  • 开发的尺度表现出足够的可靠性和有效性,用于评估基于团队学习的护理学生.
  • 这种经过验证的尺度可以有效地在护理教育中的团队学习评估中实施.