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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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Nursing Evaluation01:15

Nursing Evaluation

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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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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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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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Continuing Care01:25

Continuing Care

1.4K
Continuing care describes the variety of health, personal, and social services provided over a prolonged period. The need for continuing care is increasing because people are living longer. Many people do not have families or others to care for them. Continuing care is mainly for patients who are disabled, functionally dependent, or suffering from a terminal disease. It is available within institutional settings or in homes. Examples include nursing centers or facilities, assisted living,...
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Documentation in Long-Term and Home Healthcare Setting01:29

Documentation in Long-Term and Home Healthcare Setting

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Documentation in long-term care facilities and home healthcare settings is crucial for ensuring continuous, coordinated, and comprehensive care for patients. Each setting has its specific documentation processes and tools:
Long-Term Care Facilities
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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在息治疗中评估学生学习成果的工具:文献综述

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    Journal of hospice and palliative nursing : JHPN : the official journal of the Hospice and Palliative Nurses Association
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    本研究回顾了评估护理学生初级息护理技能的工具. 它在认知,情感和精神运动领域确定了21种经过验证的工具,以确保高质量的患者护理教育.

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    科学领域:

    • 护理教育 护理教育
    • 抚慰性护理是一种缓解性护理.
    • 基于能力的教育 基于能力的教育

    背景情况:

    • 初级息护理对于护理实践至关重要,要求所有学生接受正规教育.
    • 基于能力的教育 (CBE) 框架对于培养护理学生在息护理方面的知识,态度和技能至关重要.
    • 在认知,情感和精神运动领域有效评估学生的学习,对于提供优质的息护理至关重要.

    研究的目的:

    • 进行文献审查,以确定可靠和有效的工具来评估护理学生的初级息护理学习成果.
    • 根据已建立的学习领域 (认知,情感,精神运动) 组织识别的工具.
    • 讨论在学术和实践环境中实施这些评估工具的考虑因素.

    主要方法:

    • 进行了文献搜索,以找到评估初级息护理学生学习成果的已发表的工具.
    • 文章的选择是基于包括仪器可靠性和/或有效性数据.
    • 结果被分为三个学习领域:认知,情感和精神运动.

    主要成果:

    • 该审查在20篇文章中确定了21种工具,用于评估初级息护理能力.
    • 四种工具评估认知领域的结果 (知识).
    • 七种仪器评估情感领域的结果 (对死亡的态度,照顾重病患者,自我效能).
    • 四种工具评估心理运动领域的结果 (能力和能力).

    结论:

    • 教师应该利用强大的,验证的工具来衡量初级息护理的学习成果.
    • 已识别的工具提供了可靠的手段来评估护理学生在息护理方面的准备.
    • 在CBE框架内实施这些工具可以提高护理教育和未来实践的质量.