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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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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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Critical Thinking II01:25

Critical Thinking II

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Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
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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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Critical Thinking I01:24

Critical Thinking I

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Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
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Ethical Dilemmas II01:30

Ethical Dilemmas II

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Resolving an ethical dilemma in healthcare involves a systematic approach that considers every aspect of the issue, respecting both the patient's needs and values and the healthcare professional's ethical obligations. Here are potential steps to resolve an ethical dilemma:
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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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通过使用修改后的Delphi方法,确定医疗居民的教学能力.

Tadayuki Hashimoto1,2, Makoto Kikukawa3

  • 1Osaka Medical and Phermaceutical University, Osaka, Japan.

Korean journal of medical education
|March 10, 2024
PubMed
概括

医疗人员具有关键的教学能力,主要充当临床教师,榜样,辅导员和评估员. 这项研究为过渡到教学角色的居民提供了基于能力的教育.

科学领域:

  • 医学教育 医学教育
  • 研究生医学教育研究生医学教育
  • 医疗保健专业发展

背景情况:

  • 医疗人员在教育初级学员方面发挥着越来越重要的作用.
  • 定义和理解居民教学能力对于有效的医学教育至关重要.
  • 现有的框架可能无法完全捕捉住居民的多方面的教学角色.

研究的目的:

  • 识别和定义医疗居民所期望的核心教学能力.
  • 建立居民作为教育工作者所需的基本技能的共识.

主要方法:

  • 一个经过修改的Delphi研究,涉及24名小组成员 (教育工作者,董事,首席住户,住户) 在日本.
  • 通过使用7点的利克特等级,达成三轮共识,达成协议的门超过80%.
  • 根据哈登和克罗斯比的医学教师的12个角色对能力的分类.

主要成果:

  • 建立了27个不同的居民教学能力的清单.
  • 居民主要被认为是临床/实践教师,教学模范,在职模范,学习辅导员和学生评估员.
  • 这些能力突显了在居民教学中教育近距离的重要性.

结论:

关键词:
在医生看病的医生.基于能力的教育教育.德尔菲技术 德尔菲技术是什么?年轻医生初级医生教学教学 在教学教学.

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  • 鉴定的能力为居民作为教师的基于能力的教育提供了基础.
  • 强调教育的近距离可以提高居民教育工作者的有效性.
  • 这些发现支持为居民教师制定有针对性的培训计划.