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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.
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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.
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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.
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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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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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Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time...
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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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了解NCLEX-RN重复作家的学习需求:一个试点的开发设计研究研究.

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    此摘要是机器生成的。

    在国家注册护士执照考试 (NCLEX-RN) 中失败的毕业生需要有针对性的教育支持. 一个在线课程对重复考试的考生来说是有前途的,强调了结合认知和情感学习策略的必要性.

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    科学领域:

    • 护理教育 护理教育
    • 专业许可证考试 专业许可证考试
    • 教育心理学教育心理学

    背景情况:

    • 毕业生不通过国家委员会注册护士执照考试 (NCLEX-RN) 需要基于证据的教育支持.
    • NCLEX-RN是加拿大和美国注册护士执照的关键考试.
    • 确定重复考试者有效的补救策略对于劳动力发展至关重要.

    研究的目的:

    • 测试一项专为加拿大受过教育的护理学生而设计的在线教育计划,重复NCLEX-RN.
    • 为了评估一个新的在线补救计划的有效性.
    • 确定影响重复参加NCLEX-RN考试的人成功的因素.

    主要方法:

    • 一项教育发展研究涉及19名加拿大受过教育的护理学生,他们重复了NCLEX-RN.
    • 数据收集包括虚拟会议,现场笔记,计划完成率和自我报告的考试结果.
    • 在线课程的形成性评估在三个研究周期中进行.

    主要成果:

    • 在19名学生中,有10名在随后的尝试中通过了NCLEX-RN;两个失败了,五个失去了跟进,两个退出.
    • 参与者在完成在线课程时遇到了挑战.
    • 出现了两种不同的重复考试者的模式:那些在补救期间学习不足的人和那些在补救期间学习过度的人.

    结论:

    • 重复参加NCLEX-RN的学生需要综合的认知和情感学习支持,以管理之前失败的心理影响.
    • 应为重复NCLEX-RN候选人制定具体的教育设计原则.
    • 解决知识缺口和情绪困扰对于提高重复考试者NCLEX-RN通过率至关重要.