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Patient-centered Care01:13

Patient-centered Care

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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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Case Studies01:22

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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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.
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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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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Ethical principles are essential in guiding nurses to fulfill their responsibilities, focusing on the quality of nursing care and decision-making. These principles, including autonomy, beneficence, non-maleficence, justice, and fidelity, shape the ethical framework within healthcare settings.
Consider the following scenario, which illustrates how these principles are applied in the care of Mr. John, a fifty-year-old teacher diagnosed with metastatic liver cancer.
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在护理学生中提高自我报告的以人为中心的护理能力:使用交互式案例研究的试点研究.

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科学领域:

  • 护理教育 护理教育
  • 改善医疗保健质量 改善医疗保健质量
  • 以患者为中心的护理

背景情况:

  • 有效的护理教育需要培养以人为中心的护理 (PCC) 的策略.
  • 高质量的患者护理取决于护士能够提供以人为中心的护理的能力.

研究的目的:

  • 这项试点研究使用互动案例研究评估了干预措施对本科护理学生PCC能力的影响.
  • 评估一种新型教学方法在培养护士学生PCC技能方面的有效性.

主要方法:

  • 一项试点研究与美国中西部一所大学的39名第二年本科护理学生进行.
  • 一场90分钟的研讨会包含了互动案例研究,重点关注患者因素如何影响跌倒风险.
  • 以人为中心的护理能力是使用以患者为中心的护理能力尺度来衡量的.

主要成果:

  • 干预后没有观察到PCC总体能力的统计学意义上的变化.
  • 一个小到中等的效应大小 (科恩d=0.35) 表明了PCC能力的积极趋势.
  • 对学生答案的内容分析揭示了与PCC相关的主题,表明了质量上的好处.

结论:

  • 互动案例研究是教育工作者提高护理学生PCC能力的潜在策略.
  • 这些发现支持基于案例的学习的整合,以改善护理教育中的以患者为中心.