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

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

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...

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Updated: Jul 7, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

在生物医学教育中组织基于挑战的学习的实用技巧

Farah R W Kools¹, Heleen van Ravenswaaij¹

¹Center of Education and Training, Department of Biomedical Sciences, University Medical Center Utrecht, Utrecht University, Utrecht, Utrecht, 3508 GA, The Netherlands.

MedEdPublish (2016)

|December 25, 2023

概括

基于挑战的学习 (CBL) 为医疗专业人员提供了复杂的工作环境所必需的解决问题的技能. 本指南为在生物医学教育中实施CBL提供了十二个实用技巧,培养有价值的毕业后技能并满足社会需求.

科学领域:

生物医学教育生物医学教育
卫生专业培训卫生专业培训

背景情况:

基于挑战的学习 (CBL) 对于培养卫生专业人员解决问题的技能至关重要.
有效实施CBL是必要的,以准备学生应对现实世界的挑战.

研究的目的:

为在生物医学教育中实施基于挑战的学习 (CBL) 提供实际指导.
促进CBL的采用,以提高学生技能发展和社会影响.

主要方法:

这篇论文概述了12个实用技巧,教师可以整合CBL.
它详细介绍了CBL的复杂性,包括组织策略和学生支持机制.

主要成果:

为教育工作者提供一个框架,以成功实施CBL.
提供支持学生实现CBL学习目标的策略.

结论:

基于挑战的学习 (CBL) 是生物医学教育的有效教学方法.
实施CBL可以提高学生的解决问题的能力,并为毕业后的挑战和社会需求做好准备.

关键词:

生物医学教育生物医学教育基于挑战的学习是基于挑战的学习.课程组织课程组织

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