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相关概念视频

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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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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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 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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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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Accountability and Responsibility of a Nurse II01:09

Accountability and Responsibility of a Nurse II

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Professional accountability in nursing is a multifaceted concept that encompasses professional ethics, legal standards, and employment expectations. This framework ensures that nurses maintain and elevate the quality of care while upholding the values of their profession. It compels them to treat patients, families, and colleagues with respect, compassion, and integrity.
For example, a nurse demonstrating respect and compassion might listen attentively to a patient's concerns, provide...
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相关实验视频

Updated: Jun 14, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
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在护理中培养自我调节的学习者

Sherrilyn Coffman, Anna Taber

    The Journal of nursing education
    |August 30, 2024
    PubMed
    概括

    在学习技能方面扎的护理学生可以通过自我调节的学习策略来提高学术成功. 促进自我调节的作业有助于学生掌握课程,并为执照考试做好准备.

    科学领域:

    • 护理教育 护理教育
    • 教育心理学教育心理学

    背景情况:

    • 许多护理学生缺乏必要的学习技能,导致学术困难.
    • 在早期的作业或考试中失败可能会阻碍进步和执照考试的表现.

    研究的目的:

    • 为护理学生介绍基于自我调节学习理论的实践作业.
    • 加强学生对学习的控制,改善学习策略.

    主要方法:

    • 为毕业生护士学生开发了两个作业:"研究文献搜索作业策略"工作表和学生主导的考试评论.
    • 任务是基于自我调节的学习原则,以培养主动的学习行为.

    主要成果:

    • 任务旨在帮助学生制定有效的学习策略和目标设定技能.
    • 记录了学生对这些自我调节的基于学习的作业的反应.

    结论:

    • 整合自我调节的学习原则提高了护理教育的积极学习.
    • 教师对自我调节的学习辅助工具的理解,以确定学生的需求和设计支持性作业.

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