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相关概念视频

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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Guidelines for Writing Outcome01:11

Guidelines for Writing Outcome

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When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...
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Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Surveys02:16

Surveys

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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Comparing Experimental Results: Student's t-Test01:09

Comparing Experimental Results: Student's t-Test

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The t-test is a statistical method used to compare the sample mean with a population mean or compare two means from two data sets. The test statistic is calculated from the standard deviation, mean, and number of measurements in the data set at a selected confidence interval and then compared to a table of critical values at this confidence level. If the test statistic is smaller than the critical value, the null hypothesis is accepted. In this case, we state that the difference between the...
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Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

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A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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学生对博士级写作课程学习的反思

Jessica Anderson1, Kristen Berryman, Jessica Dowd

  • 1PhD student (Mss Anderson, Berryman, Dowd, Kenny, Reilly, Retano-Anderson, Ronquillo, and Wadhawan and Messrs Luib and Nkrumah) and Associate Professor (Dr Birnbaum), Rutgers University School of Nursing, Newark, New Jersey.

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概括

护理博士生通过一学期的课程学习识别和修复写作问题. 这项研究强调了在研究生护理教育中需要更好的写作支持.

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科学领域:

  • 护理教育 护理教育
  • 学术写作 学术写作

背景情况:

  • 研究生护理课程广泛使用写作改进计划.
  • 缺乏有效的指标来评估这些写作程序的价值.

研究的目的:

  • 探索研究生护理学生如何从写作支持感知学习.
  • 了解护理博士生学术写作技能发展的过程.

主要方法:

  • 一个全学期的写作课程被整合到护理科学博士课程中.
  • 形成性评估被用来跟踪学生在早期草稿中识别和解决写作问题的情况.

主要成果:

  • 学生们在最初的草稿中积极识别问题.
  • 学生通过独立检测和解决写作挑战来展示学习.
  • 学生的自我报告表明,他们从写作支持中获得了宝贵的学习经验.

结论:

  • 在护理研究生中,写作能力与专业身份和智力成长有关.
  • 有效的写作教学需要大量的时间和精力,挑战传统的教学方法.
  • 显然需要在护理研究生课程中重新评估和调整写作教学.