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相关概念视频

Nursing Assessment01:29

Nursing Assessment

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The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments...
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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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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...
2.3K
National Nursing Organizations II01:30

National Nursing Organizations II

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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).
The AACN emphasizes a healthy work environment through six standards to achieve an optimal patient outcome. The standards are appropriate staffing, meaningful recognition, collaboration, authentic leadership, effective communication, and decision-making. In addition, AACN provides certification programs, webinars, journals, and...
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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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 Implementation01:15

Nursing Implementation

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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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Using Learning Outcome Measures to assess Doctoral Nursing Education
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在入门级和高级级护理课程中教授和评估健康评估能力.

Angela Schooley1,2, Jeanne Moore3, Tracey Chan4

  • 1College of Nursing, Purdue University Northwest, Hammond.

The Journal of nursing education
|September 9, 2025
PubMed
概括
此摘要是机器生成的。

在护理方面,基于能力的教育 (CBE) 需要更好的身体评估评估. 标准化工具和时间存在差距,阻碍了准备实践准备的毕业生.

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科学领域:

  • 护理教育 护理教育
  • 健康评估健康评估
  • 基于能力的教育 基于能力的教育

背景情况:

  • 过渡到基于能力的教育 (CBE) 需要评估身体健康评估教学和评估方法在护理.
  • 这对于入门级和高级护理课程都至关重要.

研究的目的:

  • 在护理教育中检查当前教学和评估身体健康评估能力的实践.
  • 确定在实施基于能力的教育 (CBE) 方面的挑战和差距.

主要方法:

  • 采用逆向设计原则进行了一项全国性调查.
  • 收集的数据集中在物理评估能力行为,评估策略和教学/学习方法上.

主要成果:

  • 用描述性统计数据分析了54个入门级和27个高级课程的调查.
  • 主要发现包括缺乏标准化的评估工具,对特定人群的关注有限,包容性评估的障碍和时间限制.

结论:

  • 虽然一些CBE元素被整合了,但显著的差距阻碍了物理评估课程的成功实施.
  • 解决这些差距对于准备有能力,准备实践的护理毕业生至关重要.