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相关概念视频

Nursing Assessment01:29

Nursing Assessment

7.7K
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...
7.7K
Data Collection III01:05

Data Collection III

2.8K
The physical assessment examines the patient for objective data that defines the patient's condition, and aids in formulating the nursing care plan. The purpose of physical assessment is a health status appraisal, which includes identifying health problems, and establishing a database for nursing intervention.
The principles to begin the physical assessment include conducting a comprehensive or problem-related history in a quiet, well-lit room, emphasizing privacy and comfort for the...
2.8K
Assessment of apical radial pulse01:25

Assessment of apical radial pulse

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Apical-Radial (A-R) Pulse Assessment
The A-R pulse assessment involves simultaneous evaluation of the apical and radial pulses. When the apical and radial pulse rates vary, this assessment helps identify a pulse deficit.
Pre-Procedural Preparation
784
Assessment of Respiration01:23

Assessment of Respiration

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The respiratory system's basic structures and primary functions lay the foundation for nurses' comprehensive respiratory assessments. This assessment includes subjective and objective data to gauge the patient's respiratory health.
Subjective Assessment: Nurses interview the patient to gather information directly during the subjective assessment. It includes questions about the individual's medical history, medications, and symptoms, focusing on past respiratory conditions like...
1.2K
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
Data Validation01:03

Data Validation

5.1K
Data validation is an essential part of a comprehensive assessment. Validation is confirming or verifying and opening the door to gathering more assessment data as it clarifies vague or unclear data. The process of checking and verifying the collected information is called data validation. The primary purpose of data validation is to ensure data is as free from error, bias, and misinterpretation as possible.
Nursing assessment guides are generally based on holistic models rather than medical...
5.1K

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相关实验视频

Updated: Jul 19, 2025

Quantitative Static and Dynamic Assessment of Balance Control in Stroke Patients
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Quantitative Static and Dynamic Assessment of Balance Control in Stroke Patients

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关于目的:评估对齐的情况

John Norcini1

  • 1J. Norcini is research professor, Department of Psychiatry, SUNY Upstate Medical University, Syracuse, New York; ORCID: https://orcid.org/0000-0002-8464-4115 .

Academic medicine : journal of the Association of American Medical Colleges
|August 9, 2023
PubMed
概括

基于能力的课程需要医学教育的基于标准的评估. 使用相同的评估用于多个目的,如入学和反,是低效的,可能导致负面结果.

科学领域:

  • 医学教育 医学教育
  • 评估科学 评估科学

背景情况:

  • 在本科医学教育 (UME) 中,基于能力的课程需要基于标准的评估.
  • 当前的做法往往使用单项评估,既用于总结性 (例如,住院入学) 和形成性 (例如,反) 目的.
  • 在UME和研究生医学教育 (GME) 中,这种双重目的的方法是不理想的,并可能带来重大的意外后果.

研究的目的:

  • 突出在医学教育中使用单一评估用于多种目的的挑战.
  • 提出一个框架,用于开发优化特定目的的评估系统.

主要方法:

  • 该研究回顾了UME和GME当前的评估实践.
  • 它讨论了基于标准的需求的标准参考分数解释的局限性.
  • 概述了基于目的的评估系统的概念方法.

主要成果:

  • 用评估来进行决策和反,这两方面都会损害效率和有效性.
  • 一个单一的评估不能最好地服务于不同的目的,如高风险的入学和发展反.
  • 从标准参照的角度来看,误解标准参照得分可能会使评估结果无效.

结论:

  • 为特定目的开发不同的评估组件可以提高对齐性和透明度.

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  • 专注于目标的评估设计优化了测试内容,分数解释和反.
  • 这种方法限制了不必要的副作用,并提高了教育评估的有效性和有用性.