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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 Implementation01:15

Nursing Implementation

5.1K
Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
5.1K
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
Restorative Care01:19

Restorative Care

2.0K
Restorative care is provided once a patient has been discharged from a healthcare facility and requires additional services. The additional services include home care, rehabilitation programs, and extended care. Restorative care centers help the patient regain their previous level of functioning or acquire a new level of functioning due to the incapacitating effects of a disease or a disability. It aims to assist patients in enhancing their quality of life by encouraging independence,...
2.0K
Formulating and Validating Nursing Diagnosis I01:26

Formulating and Validating Nursing Diagnosis I

2.7K
A nursing diagnosis is written when the nurse recognizes a cluster of essential patient data indicating health problems treated with independent nursing interventions. The standardized terminologies of a nursing diagnosis help nurses identify and treat patients' problems. Every electronic health record that uses nursing diagnosis must employ standard diagnostic terminology. Developing an efficient, individualized care plan begins with accurate nursing diagnoses.
There are thirteen domains...
2.7K

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Updated: Jul 17, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
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Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

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标准化护理考试补救:一个程序评估方案

Jeanette M Olsen, Dalete Mota, Catherine Wildenberg

    The Journal of nursing education
    |September 6, 2023
    PubMed
    概括
    此摘要是机器生成的。

    在标准化考试中没有达到基准分数的护理学生的补救时间增加,导致第二次尝试的分数得到改善. 校友发现修复比目前的学生更有帮助,突出需要有效的策略.

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    科学领域:

    • 护理教育 护理教育
    • 健康 专业 教育 卫生 专业 教育
    • 项目评价 项目评估

    背景情况:

    • 一所公立大学的护理课程在2020年春季扩大了其标准化考试协议.
    • 扩展包括更多的专业考试,强制性补救,以及对表现不佳的学生进行重新测试.
    • 这项研究的重点是评估修复组件的有效性.

    研究的目的:

    • 评估一项针对接受标准考试的护理学生的修复重点计划.
    • 分析修复对学生成绩的影响.
    • 确定学生对修复障碍和有用策略的看法.

    主要方法:

    • 采用了混合方法的研究设计.
    • 定量数据包括汇总的,非识别的健康教育系统公司 (HESI) 专业考试成绩 (n = 907).
    • 通过Qualtrics对护理学生和最近的校友 (n = 70) 的调查,收集了定性数据.

    主要成果:

    • 有更高修复时间要求的学生在第二次尝试时显示出更大的得分改善.
    • 与当前学生相比,校友报告说,他们对补救的帮助程度的满意度明显高 (p = .029).
    • 确定的主要主题包括修复障碍,有效策略和激励政策,丰富了定量发现.

    结论:

    • 提供了优化标准化考试补救策略的建议.
    • 提供了政策建议,以提高护理教育中补救计划的有效性.
    • 这些发现强调了定制修复方法对学生成功的重要性.