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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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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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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

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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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Guidelines for Nursing Documentation I01:30

Guidelines for Nursing Documentation I

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Quality documentation and reporting share essential characteristics that ensure they are practical and valuable resources for those who use them. These characteristics are:
Factual:  
The following points emphasize the significance of upholding accurate and unbiased documentation in healthcare.
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Obedience01:08

Obedience

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According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation,...
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Accountability and Responsibility of a Nurse I01:30

Accountability and Responsibility of a Nurse I

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Accountability in nursing is a fundamental principle that underscores the obligation of nurses to take responsibility for their actions and answer for any errors or omissions in patient care. This principle is grounded in the professional, legal, and ethical frameworks that shape nursing practice. For instance, nurses must adhere to all relevant laws, regulations, and practice standards, including guidelines set forth by nursing boards and professional bodies, to ensure their actions comply...
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相关实验视频

Updated: Jul 1, 2025

A Novel Approach for the Administration of Medications and Fluids in Emergency Scenarios and Settings
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护理学生对促进安全药物管理的教学和学习实践的看法.

Tammy Hnatyshyn1, Twyla Ens, Andrew Estefan

  • 1About the Authors The authors are faculty members in the Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada. Tammy Hnatyshyn, MN, RN, is associate professor. Twyla Ens, MN, RN, is associate professor. Andrew Estefan, PhD, RPN, is associate professor. Megan Kirkpatrick, MN, RN, is assistant professor. This study was funded by the Taylor Institute for Teaching and Learning at the University of Calgary (Scholarship of Teaching and Learning Grant). The authors are grateful to Kimberly Helmer for work on the grant application and to the students who participated in this study. For more information, contact Tammy Hnatyshyn at thnatysh@ucalgary.ca .

Nursing education perspectives
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概括
此摘要是机器生成的。

通过与教师,同学和护士的支持关系来培养安全药物管理中的积极学习经验. 步伐和实践等因素可以增强学习,而噪音和中断则会阻碍学习.

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科学领域:

  • 护理教育 护理教育
  • 患者安全 患者安全
  • 药物管理 药物管理

背景情况:

  • 有效的药物管理对于患者的安全至关重要.
  • 学习安全的药物管理给护理学生带来了独特的挑战.
  • 了解学生的观点是改善教育策略的关键.

研究的目的:

  • 探索影响护理学生学习安全药物管理的因素.
  • 确定有效的教学实践和学习促进者.
  • 了解药物管理学习中的障碍和负面影响.

主要方法:

  • 定性研究探索护理学生的观点.
  • 专注于有效的教学,药物错误,近乎失误和改进策略.
  • 分析学生报告的对学习和患者安全的影响.

主要成果:

  • 护理教师,同行和工作人员护士对学习和患者安全有重大影响.
  • 积极的学习因素包括良好的关系,适当的步伐和实践.
  • 负面因素包括噪音,时间限制和中断.

结论:

  • 人际关系和有利的学习环境对于掌握药物管理至关重要.
  • 解决与环境和时间相关的障碍可以增强学生的学习和患者的安全.
  • 教育策略应该利用积极的影响,减轻负面影响.