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相关概念视频

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

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

1.7K
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,...
1.7K
Nursing Evaluation01:15

Nursing Evaluation

3.2K
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.
3.2K
Case Studies01:22

Case Studies

11.6K
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.
11.6K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

1.5K
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...
1.5K
Surveys02:16

Surveys

14.7K
Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
14.7K
Naturalistic Observations02:30

Naturalistic Observations

15.4K
If you want to understand how behavior occurs, one of the best ways to gain information is to simply observe the behavior in its natural context. However, people might change their behavior in unexpected ways if they know they are being observed. How do researchers obtain accurate information when people tend to hide their natural behavior? As an example, imagine that your professor asks everyone in your class to raise their hand if they always wash their hands after using the restroom. Chances...
15.4K

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相关实验视频

Updated: Jun 5, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

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在发展中国家的临床学习环境中评估教师反实践; 定性研究

Moreen Tumwine1, Boaz Mucunguzi2, Guti Walker2

  • 1Kampala International University.

Research square
|December 16, 2024
PubMed
概括

医疗辅导员提供建设性的反,但学生的不满仍然存在,原因是缺席和苛刻的语言等问题. 加强反实践对于医疗教育中的有效工作场所学习至关重要.

科学领域:

  • 医学教育 医学教育
  • 临床实践 临床实践
  • 工作场所学习 工作场所学习

背景情况:

  • 有效的反对于医学生在工作场所的学习至关重要.
  • 医疗教育当前的反实践往往是不充分的.
  • 关于发展中国家的反实践的研究有限.

研究的目的:

  • 评估临床医学导师的反实践.
  • 了解辅导员如何通过反促进工作场所的学习.
  • 识别挑战和学生对反的看法.

主要方法:

  • 坦桑尼亚坎帕拉国际大学的定性研究设计.
  • 参与者包括14名临床医学导师和22名学生.
  • 通过深度访谈收集的数据,并使用感应主题分析进行分析.

主要成果:

  • 五个主题出现了:交付,时间,内容,学生参与和挑战.
  • 导师通常提供建设性和引人入胜的反.
  • 学生报告说,由于反的缺失,延迟,不一致性和苛刻的语言,他们感到不满.

结论:

关键词:
有关反的意见反.临床指导人员的临床指导人员.临床轮换的临床轮换临床教师 临床教师 临床教师临床导师 临床导师基于工作场所的学习

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  • 反是建设性的,但缺乏表现观察和学生反思.
  • 学生的不满凸显了反过程中的差距.
  • 建议推教师发展计划,以提高反的有效性.