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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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Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
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Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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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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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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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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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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在技能实验室中教授技能的跨专业模块.

Sumit Sharma1, Animesh Jain2, Ciraj Ali Mohammed3

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这项研究解决了医疗教育中标准化临床技能培训模块的需求. 在耳鼻喉科中开发的耳视镜和前鼻包装模块与基于能力的医学教育指南保持一致.

关键词:
模块是一个模块.技能实验室 技能实验室 技能实验室技能教学 技能教学 技能教学

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科学领域:

  • 医学教育 医学教育
  • 临床技能培训 临床技能培训
  • 耳鼻喉科 耳鼻喉科 耳鼻喉科

背景情况:

  • 临床技能实验室为医疗学员提供安全的环境,在与患者互动之前练习和完善技术.
  • 标准化模块对于在医疗保健教育中获得和评估一致的技能至关重要.
  • 国家医学理事会实施的基于能力的医学教育 (CBME) 需要为2019年MBBS批次提供结构化技能教学.

研究的目的:

  • 在耳鼻喉科内开发耳视镜和前鼻包装标准化的教学模块.
  • 调整模块开发与国家医学委员会的指导方针,以能力为基础的医学教育.
  • 为创建不同医学科目和机构的类似模块提供基础工具.

主要方法:

  • 为两个特定的耳鼻喉科能力开发标准化的教学模块:耳视镜和前鼻包装.
  • 使用国家医疗委员会指南作为模块创建的基准.
  • 计划试点实施和收集来自样本学生的反,以改进模块结构.

主要成果:

  • 成功开发了用于耳视镜和前鼻包装的标准化教学模块.
  • 模块旨在满足基于能力的医学教育的要求.
  • 开发的模块作为未来技能培训课程开发的基准.

结论:

  • 标准化模块对于医学教育中有效的临床技能培训至关重要.
  • 开发的耳鼻喉学模块为实施基于能力的医学教育提供了实际框架.
  • 这些模块可以进行调整和扩展,以支持各种医疗学科的技能发展.