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相关概念视频

Nursing Evaluation01:15

Nursing Evaluation

3.1K
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.
3.1K
Guidelines for Writing Outcome01:11

Guidelines for Writing Outcome

2.6K
When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...
2.6K
Nursing Interventions II: Selecting and Classifying the Nursing Interventions01:29

Nursing Interventions II: Selecting and Classifying the Nursing Interventions

2.0K
Creating and executing a nursing diagnosis helps nurses plan care and guide patient, family, and community interventions. They are developed based on a patient's physical evaluation and support measuring the outcomes. It is not recommended to select random interventions throughout the planning process. Instead, consider the following six essential factors when choosing interventions:
2.0K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

1.6K
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,...
1.6K
Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

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

1.2K
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:
1.2K
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

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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.
Physicians
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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相关实验视频

Updated: May 11, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
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Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

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评估跨学科研究:不同主题和知识基础的不同结果.

Sidney Xiang1, Daniel M Romero1,2,3, Misha Teplitskiy1

  • 1University of Michigan School of Information, Ann Arbor, MI 48109.

Proceedings of the National Academy of Sciences of the United States of America
|April 18, 2025
PubMed
概括

跨学科研究的接受程度因类型而异. 知识基础的跨学科性提高了接受度,而主题的跨学科性可能会降低它,特别是在传统期刊中.

关键词:
跨学科的跨学科性在同行评审中进行同行评审.出版 出版 出版 出版

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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

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科学领域:

  • 科学出版业的科学出版.
  • 研究评估研究评价
  • 在STEM学科中,

背景情况:

  • 跨学科研究对于应对全球性挑战至关重要.
  • 有关科学期刊选择与跨学科工作存在担忧.
  • 之前的研究重点是发表论文的结果,而不是接受概率.

研究的目的:

  • 调查跨学科的不同维度如何影响手稿接受率.
  • 为了确定主题和知识基础的跨学科性是否被期刊不同的评价.
  • 检查尺寸对齐和期刊类型对验收的调节效应.

主要方法:

  • 分析了62个STEM期刊中的128,950份稿件提交.
  • 区分主题跨学科性 (标题/摘要) 和知识基础跨学科性 (引用).
  • 统计建模以评估跨学科维度对接受概率的影响.

主要成果:

  • 知识基础的跨学科性与接受概率 (每1SD增加0.9pp) 有正相关.
  • 主题跨学科性与接受概率负相关 (1.2 pp每1SD下降).
  • 当知识基础的跨学科性很高或期刊被指定为"跨学科"时,主题跨学科性处罚就会减少.

结论:

  • 杂志对跨学科研究的评价是微妙的,而不是统一的偏见.
  • 区分主题和知识基础的跨学科性对于理解接受至关重要.
  • 手稿与期刊范围和受众的对齐影响了评估结果.