Jove
Visualize
联系我们
JoVE
x logofacebook logolinkedin logoyoutube logo
关于 JoVE
概览领导团队博客JoVE 帮助中心
作者
出版流程编辑委员会范围与政策同行评审常见问题投稿
图书馆员
用户评价订阅访问资源图书馆顾问委员会常见问题
研究
JoVE JournalMethods CollectionsJoVE Encyclopedia of Experiments存档
教育
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab Manual教师资源中心教师网站
使用条款与条件
隐私政策
政策

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

3.3K
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.
3.3K
Methods of Documentation VI: Case Management Model01:15

Methods of Documentation VI: Case Management Model

561
The case management model is a multidisciplinary approach that involves healthcare professionals from diverse disciplines, such as physicians, nurses, therapists, social workers, and pharmacists, working collaboratively to address the various needs of patients. Each healthcare professional brings unique expertise and perspectives, contributing to a more comprehensive understanding of the patient's condition and tailoring treatment plans accordingly.
For example, a patient with a chronic...
561

您也可能阅读

相关文章

通过共同作者、期刊和引用图与本文相关的文章。

排序
Same author

Anxiety Among Perinatal Women Living With HIV: A Global Scoping Review.

The Journal of the Association of Nurses in AIDS Care : JANAC·2026
Same author

Reimagining Perinatal Care in Alabama Through Innovative Partnerships.

Journal of midwifery & women's health·2026
Same author

Seeking a Universal Definition for Severe Maternal Morbidity.

Journal of obstetric, gynecologic, and neonatal nursing : JOGNN·2026
Same author

Implementation of a decision aid to promote shared decision-making on mode of birth in low-risk pregnant women: a cross-sectional study within the QUALI-DEC hybrid trial.

BMJ global health·2026
Same author

Digital decision aids and prenatal outcomes: a systematic review and meta-analysis.

Expert review of pharmacoeconomics & outcomes research·2025
Same author

Deep Bite Correction with the Invisalign System: A Case-Series Study.

European journal of dentistry·2025

相关实验视频

Updated: Jun 13, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

1.6K

虚拟跨专业合作体验的混合方法评估.

Penni I Watts1, Brett Shorten, Peter Bosworth

  • 1Author Affiliations: Technology & Innovation (Dr Watts) and Acute, Chronic & Continuing Care (Dr A. Shorten), School of Nursing, Office of Interprofessional Curriculum, Center for Interprofessional Education and Simulation, University of Alabama at Birmingham (Dr Watts, Mr B. Shorten, Mr Bosworth, Ms Camp, Dr Cruz Walma, Dr A. Shorten); and Department of Orthodontics, Harvard School of Dental Medicine, Boston, MA (Cruz Walma).

Computers, informatics, nursing : CIN
|June 11, 2025
PubMed
概括

虚拟跨专业教育有效地培养医疗保健团队的技能. 这个异步在线课程增强了858名学生在八个专业的协作和沟通能力.

关键词:
非同步的虚拟教育.卫生专业 卫生专业 卫生专业跨专业能力 跨专业能力护理教育的教育.团队训练 团队训练 团队训练

更多相关视频

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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

Published on: December 9, 2022

3.5K
A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
00:08

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

7.0K

相关实验视频

Last Updated: Jun 13, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

1.6K
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

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

Published on: December 9, 2022

3.5K
A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
00:08

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

7.0K

科学领域:

  • 健康 专业 教育 卫生 专业 教育
  • 专业间合作 专业间合作
  • 虚拟学习环境 虚拟学习环境

背景情况:

  • 跨专业教育 (IPE) 对于为医疗专业学生准备以团队为基础的临床实践至关重要.
  • 将IPE整合到课程中面临着诸如日程冲突和不同学术需求等挑战.
  • 虚拟异步交付提供了一种灵活的解决方案,以克服IPE中的这些障碍.

研究的目的:

  • 评估虚拟异步跨专业教育体验在发展协作能力方面的有效性.
  • 评估学生对团队合作,沟通和专业成长的看法,在跨专业的背景下.

主要方法:

  • 采用混合方法方法,结合跨专业协作能力达到量表 (ICCAS) 和定性主题分析.
  • 跨专业合作体验涉及8个专业的858名学生,他们完成了四个在线模块,重点是以团队为基础的护理规划.
  • 在2020年至2021年期间,收集了五次课程代的数据.

主要成果:

  • ICCAS的结果表明,性别,队列和职业是得分变化的重要预测因素 (P < .001),而年龄组则不是 (P = .281).
  • 定性分析确定了关键主题:跨专业合作,沟通和尊重,专业成长,以及多样化的专业贡献的价值.
  • 虚拟异步格式成功支持了跨专业能力的发展.

结论:

  • 一个异步的虚拟课程有效地促进了医疗保健学生多样化的跨专业能力的发展.
  • 虚拟学习环境可以克服实现跨专业教育的传统障碍.
  • 这些发现强调了沟通,尊重和理解专业角色在有效的专业间合作中的重要性.