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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

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,...
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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

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
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

1.2K
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...
1.2K
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
Metacognition01:26

Metacognition

137
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
137
Ethical Issues01:27

Ethical Issues

848
Nurses are essential in patient care, upholding the ethical principles of their profession and effectively navigating ethical dilemmas. Neglecting ethical issues can lead to inadequate patient care, compromised therapeutic relationships, and moral distress among healthcare workers.
Ethical Concerns in Healthcare:
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相关实验视频

Updated: Jun 4, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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探索医学教育工作者对教学有效性和学生学习学习的观点.

Adnan Sukkurwalla1,1, Syed Jaffar Abbas Zaidi2, Muhammad Taqi3

  • 1Department of Community Dentistry, Dow Dental College, Dow University of Health Sciences, Karachi, Pakistan. adnan.anwar@duhs.edu.pk.

BMC medical education
|December 19, 2024
PubMed
概括

巴基斯坦的医学教育工作者倾向于以学生为中心的学习,但面临着资源和过时的课程的挑战. 教师发展对于改善医学教育中的教学方法和学生成果至关重要.

关键词:
教师发展学院的发展医学教育 医学教育教学策略的教学策略.教学和学习奖学金 (SoTL)以学生为中心的学习学习.教师身份认同教师身份认同教学实践中的教学实践.

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Using Learning Outcome Measures to assess Doctoral Nursing Education
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科学领域:

  • 医学教育 医学教育
  • 教学研究教学研究
  • 健康 专业 教育 卫生 专业 教育

背景情况:

  • 像巴基斯坦这样的资源有限的环境对医学教育提出了独特的挑战,包括大班和传统的教学方法.
  • 有效的医学培训需要批判性思维和实践技能,但由于教学上的局限性,这些技能往往是不发达的.
  • 医疗教育工作者需要支持和培训,以向以学生为中心的方法转变,尽管存在制度和资源限制.

研究的目的:

  • 探索巴基斯坦医学教育工作者所使用的教学方法.
  • 调查教育工作者对教学效率的看法以及在实施现代教学技术时遇到的挑战.
  • 确定教师发展的需求,以支持医疗机构的以学生为中心的学习.

主要方法:

  • 采用了一种连续解释混合方法设计.
  • 教学方法库 (ATI) 评估了93名医疗和牙科教育工作者之间的以教师为中心和以学生为中心的方法.
  • 与25名教育工作者进行的半结构化访谈提供了以主题分析的定性见解,以及使用SPSS和曼-惠特尼U测试分析的定量数据.

主要成果:

  • 教育工作者主要使用混合教学方法,女性教育工作者更倾向于以学生为中心的方法 (p=0.001).
  • 关键主题揭示了教育工作者作为转型的催化剂,强调指导和实践学习.
  • 显著的挑战包括过时的课程,以背诵为重点的评估,以及对支持交互式和持续评估方法的教师发展计划的强烈愿望.

结论:

  • 医学教育工作者承认以学生为中心的学习的价值,但受到机构因素,过时的课程和评估方法的限制.
  • 课程改革,持续的培养性评估和教师发展对于提高医学教育教学效率至关重要.
  • 促进教学卓越,使教育工作者的实践与他们的看法保持一致,对于改善医学培训成果至关重要.