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相关概念视频

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

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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...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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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.
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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.
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Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
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Implementation is the execution of the nursing care plan developed during the planning phase.
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Nursing organizations play a vital role in representing nurses working in specialized clinical settings, such as the American Association of Critical-Care Nurses (AACN).
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相关实验视频

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护士教育者促进学生成功的策略

Terri Thompson1

  • 1Terri Thompson, DNP, RN, is a professor of nursing and full-time tenured faculty member for 12 years at California Baptist University. She has met with many students and educators regarding student challenges to help develop strategies to promote student success.

Journal of Christian nursing : a quarterly publication of Nurses Christian Fellowship
|September 8, 2025
PubMed
概括

护理学生遇到许多挑战,影响他们的学术和个人福祉. 护士教育者在实施支持学生成功和减轻这些困难的策略方面发挥着至关重要的作用.

关键词:
护士教育者 护士教育者护理 护理 护理护理教育 护理教育护理学生 护理学生精神上的照顾 精神上的照顾压力就是压力,压力就是压力.学生心理健康 学生心理健康学生的成功 学生的成功学生的福祉 学生的福祉

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科学领域:

  • 护理教育 护理教育
  • 学生支持服务 学生支持服务

背景情况:

  • 护理学生经常遇到重要的学术,情感,心理和精神上的挑战.
  • 这些多方面的困难可能会阻碍他们的教育进步和整体福祉.

研究的目的:

  • 识别护理学生面临的常见挑战.
  • 概述护士教育工作者的策略,以促进这些学生的学术成功.

主要方法:

  • 文献综述和综合现有关于护理学生挑战和支持策略的研究.

主要成果:

  • 确定了影响护理学生的关键学术,情感,心理和精神压力因素.
  • 突出了护士教育工作者的有效教学和支持性干预措施.

结论:

  • 护士教育者在培养支持性学习环境方面发挥着关键作用.
  • 教师的积极主动策略可以显著提高护理学生的成功和性.