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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

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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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Nursing Evaluation01:15

Nursing Evaluation

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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.
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Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

Role of Communication in the Nursing Process III: Evaluation and Documentation

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A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:
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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 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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Nursing Implementation01:15

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Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
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相关实验视频

Updated: May 15, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
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检查一个媒体能力培训计划的博士护理学生.

Rachel Malloy1, DaiWai M Olson, Dawit Measho

  • 1Author Affiliations: Department of Academic Nursing, Wake Forest School of Medicine, Winston-Salem, North Carolina (Dr Malloy, Bell); and Department of Neurology, University of Texas Southwestern, Dallas, Texas (Olson, Measho).

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|April 10, 2025
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概括

媒体培训显著提高了护士的信心和对其在公共卫生传播中的作用的理解. 该计划赋予护士更多的媒体参与和宣传的权力.

关键词:
卫生新闻 卫生新闻媒体培训 媒体培训在媒体的护士.专业发展专业发展公共倡导活动 公共倡导活动

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科学领域:

  • 护理 护理 护理
  • 卫生沟通健康沟通
  • 媒体研究 媒体研究

背景情况:

  • 护士对于患者护理和倡导至关重要,但在医疗保健媒体中代表性不足.
  • 媒体对护士的报道仍然低于4%,这表明存在很大的差距.

研究的目的:

  • 开发,实施和评估护士的媒体培训计划.
  • 评估护士在培训后对媒体参与的信念,理解,信心和承诺的改善.

主要方法:

  • 基于10个已发表的护士媒体能力的程序开发.
  • 利用了柯克帕特里克的评估模型和前后观察性研究设计.

主要成果:

  • 参与者报告了所有测量类别的自我感知改善.
  • 观察到的统计学意义在于对媒体的公共卫生益处的更好理解 (P=.026) 和对媒体技能的信心增加 (P=.0005).

结论:

  • 专门的媒体培训计划对于护士来说是必不可少的.
  • 赋予护士媒体技能和信心对于有效的公共卫生沟通和宣传至关重要.