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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...
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Role of Communication in the Nursing Process I: Assessment and Diagnosis01:25

Role of Communication in the Nursing Process I: Assessment and Diagnosis

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The nursing process uses scientific reasoning, problem-solving, and critical thinking to guide nurses in providing patients with appropriate care. This process is a systematic approach to recognize, avoid, and treat current or potential health issues while promoting the patient's well-being.
The nursing process considers the patient's emotional and physical well-being. The process can be repeated or stopped at any point if judged essential. Assessment is the first step in the nursing...
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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

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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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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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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Documentation of Nursing Diagnosis01:10

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The nurse documents nursing diagnoses and enters them into the patient record. The identified patient's nursing diagnosis is either written out with a plan of care or entered into the electronic health record.
In some settings, data-driven computerized decision support systems are in place, allowing for more accurate nursing diagnoses. The database within one of these systems includes diagnostic labels defining characteristics, activities, and indicators for nursing. A nurse enters...
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护理教育中的获取:确定残疾人适应措施的交互过程.

Lori Brodie1, Michele Lopez2, Brandy Jackson3

  • 1Galen College of Nursing, Louisville, KY, USA.

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通过独特的见解,残疾护士丰富了医疗保健. 解决护理教育中的障碍对于多样性和包容性至关重要,确保更好的患者护理.

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美国残疾人法案的美国人.住宿设施 住宿设施身体残疾就是残疾.互动过程是一个互动的过程.护理教育 护理教育

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科学领域:

  • 护理教育 护理教育
  • 医疗保健 劳动力多样性 医疗保健 劳动力多样性
  • 关于残疾人的研究.

背景情况:

  • 残疾护士从患者和医疗保健系统的经验中提供了有价值的观点.
  • 尽管对劳动力的多样性有潜在的好处,但存在重大障碍,阻碍了残疾护士在护理教育中的纳入.
  • 现有的能力主义误解和缺乏包容性政策阻碍了残疾护理学生的入学.

研究的目的:

  • 解决残疾护士在教育环境中的持续障碍.
  • 为了澄清确定合理住宿的交互过程.
  • 定义残疾专业人员,学生和教师在适应要求过程中的角色.

主要方法:

  • 这篇文章回顾了护士教育中可访问性的法律框架和协作方法.
  • 它强调了挑战能力主义误解和促进包容性教学策略的重要性.
  • 该研究强调需要采取积极的政策,培养教师,建立一个重视残疾多样性的机构文化.

主要成果:

  • 澄清住宿流程和定义利益相关者的角色是改善访问的关键.
  • 有法律依据的协作方法对于有效的可访问性至关重要.
  • 挑战能力主义和培养包容性文化对于残疾学生的成功至关重要.

结论:

  • 提高残疾护理学生的入学机会需要采取多方面的方法,包括政策,教师培训和文化变革.
  • 包容性护理教育支持残疾学生的充分参与,为更多样化和更有效的医疗保健工作人员做出贡献.
  • 承认残疾是多样性的一个维度,是实现公平护理教育和实践的基础.