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相关概念视频

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
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
Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

1.3K
Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
1.3K
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-II01:18

Interdisciplinary Care: The Health Care Team-II

1.4K
An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
1.4K
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

1.6K
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...
1.6K

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相关实验视频

Updated: May 23, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

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在教学跨专业教育活动中使用基于观察者的评估评估学生IPEC能力的评估.

Jacqueline M Zeeman1, Kimberly A Sanders1, Tia M Belvin1

  • 1UNC Eshelman School of Pharmacy.

Innovations in pharmacy
|May 22, 2025
PubMed
概括

本研究介绍了IPEC个人学生能力评估工具 (I-CATIS),用于评估跨专业教育 (IPE) 能力. 观察者的评分低于学生的自我评价,突出了IPE客观评估的需要.

科学领域:

  • 专业之间的教育 (IPE)
  • 医疗保健专业培训 医疗保健专业培训
  • 能力评估能力评估能力评估能力

背景情况:

  • IPE能力发展需要多样化的学习经验.
  • 现有的IPE评估工具通常依赖于自我评估,因此需要客观措施.
  • 基于观察者的评估可以提供更准确的IPE能力评估.

研究的目的:

  • 描述一个基于观察者对个人学生IPEC能力发展的评估.
  • 在教学IPE环境中,将基于观察者的评分与学生自我评价的评分进行比较.
  • 试行IPEC个人学生能力评估工具 (I-CATIS).

主要方法:

  • I-CATIS在一个与药学和牙科学生的案例合作活动中进行了试点.
  • 教师辅导员在I-CATIS上接受了培训,以对13个IPEC子能力的学生进行评估.
  • 学生的自我效能评分与教师观察者评分进行了比较.

主要成果:

  • 63名药学学生被6名教师评价.
  • 大多数学生在能力方面被评为"最低" (26%) 或"正在发展" (64%),只有10%被评为"有能力".
  • 学生的自我评价在所有子能力中始终高于观察者评级.
关键词:
基于能力的教育教育.专业间教育是专业间的教育.结果评估结果评估结果药房教育 药房教育

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The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time
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The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time

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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

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相关实验视频

Last Updated: May 23, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

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The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time
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The Participant-Reported Implementation Update and Score PRIUS: A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

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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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结论:

  • 在教学环境中,I-CATIS促进了基于观察者的个人学生IPEC能力的评估.
  • 这种工具可以补充自我评估数据,并为课程开发提供信息,以便为协作实践做好准备.
  • 客观评估对于确保医疗保健毕业生在协作环境中具有能力至关重要.