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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

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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...
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Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
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Community Based Intervention01:30

Community Based Intervention

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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
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Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution...
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Purposive Learning01:22

Purposive Learning

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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最佳实践会议:一个基于实践的互动学习活动,用于居民和教师发展.

Randon Welton1, Tana Andre1

  • 1Wright State University.

MedEdPublish (2016)
|December 13, 2023
PubMed
概括

最佳实践会议 (BPC) 使用积极学习来改善医学教育. 它导致了临床医生治疗建议和实践模式的变化.

科学领域:

  • 医学教育 医学教育
  • 继续医学教育 继续医学教育
  • 精神病学是一个精神病学.

背景情况:

  • 持续医学教育 (CME) 计划往往缺乏可衡量的学习成果.
  • 积极学习技术可以提高知识的保留和在临床实践中的应用.

研究的目的:

  • 评估最佳实践会议 (BPC) 在增强CME计划中可测量的学习方面的有效性.
  • 评估积极学习策略对临床实践模式的影响.

主要方法:

  • BPC使用了翻转课堂技术,指导讨论和基于同行的学习.
  • 数据是通过会议前,会议后和3个月后续评估收集的.
  • 精神病学住院医生和教师参加了为期1.5小时的会议.

主要成果:

  • 39-48%的与会者在会议期间改变了他们推的治疗方法.
  • 大约10%的人在会议后三个月报告了实践模式的变化.
  • 该BPC促进了临床实践习惯的批判性评估.

结论:

  • 最佳实践会议有效地促进了基于实践的学习和改进.
关键词:
继续医学教育 继续医学教育翻过来的教室基于同行学习的学习.基于实践的学习.

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  • 在CME的积极学习策略可以导致临床实践的重大变化.
  • 以同行为基础的学习和批判性评估是有影响力的医学教育的关键组成部分.