Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Methods of Documentation V: CBE

Methods of Documentation V: CBE

Charting by Exception, or CBE, is a method of documentation used in healthcare, particularly in nursing, that focuses on documenting only significant or abnormal findings rather than recording every detail. This approach aims to streamline the documentation process, improve efficiency, and ensure that healthcare providers can quickly identify deviations from normalcy in patient assessments.
In CBE, healthcare professionals establish predefined standards of practice that define what constitutes...

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

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

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, patient...

Nursing Evaluation

Nursing Evaluation

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.
Section...

Methods of Documentation III: PIE

Methods of Documentation III: PIE

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:

Types of Records II: Educational and Administrative Records

Types of Records II: Educational and Administrative Records

Maintaining nurses' educational and administrative records in healthcare settings, including hospitals and nursing schools, is paramount. Here's a breakdown of the types of academic records mentioned:

Methods of Documentation VI: Case Management Model

Methods of Documentation VI: Case Management Model

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 illness...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Quality in postgraduate medical education: A contested idea.

Clinical medicine (London, England)·2026

Same author

Real-world evidence of clinical outcomes and adherence to ofatumumab in the UK and the impact of a patients support programme: A retrospective, non-interventional cohort study.

Multiple sclerosis and related disorders·2026

Same author

Prevalence of self-harm across urgent and emergency care settings among young people and factors associated with reattendance: protocol for a prospective cohort study.

BMJ open·2026

Same author

Reducing self-harm in adolescents: the RISA-IPD comprehensive synopsis.

Health technology assessment (Winchester, England)·2026

Same author

Perceptions of academic leaders in low- and middle-income countries about the role of WFME in enhancing the quality of medical education.

PLOS global public health·2026

Same author

Global research agenda for medical education regulation: findings from a nominal group consensus exercise.

BMJ global health·2025

Search research articles

Related Experiment Video

Updated: Jul 14, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

AMEE Guide No. 27: Effective educational and clinical supervision.

Sue Kilminster¹, David Cottrell, Janet Grant

¹University of Leeds, UK.

Medical Teacher

|June 1, 2007

Summary

Educational and clinical supervision is vital but variable in practice. This guide defines supervision and offers a framework for effective practice, emphasizing structured feedback and supervisor training to enhance trainee development and patient care.

Related Experiment Videos

Last Updated: Jul 14, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Area of Science:

Medical Education
Healthcare Professional Development
Supervision Practice

Background:

Educational and clinical supervision practices are crucial for healthcare professionals but exhibit significant variability.
Inadequate supervision, particularly for emergency work and performance issues, necessitates a standardized approach.
A clear definition and explicit guidelines are needed to ensure consistent and effective supervision.

Framework:

Effective supervision requires context-awareness, direct interaction, and frequent constructive feedback.
Structured supervision includes regular meetings, agreed-upon learning objectives, and detailed supervision contracts.
Supervision content should encompass clinical management, teaching, research, administration, pastoral care, and personal development.

Implementation:

The quality of the supervisory relationship, including continuity and trainee control over outcomes, is paramount.
Supervisor commitment, trainee attitudes, and mutual reflection enhance supervisory effectiveness.
Training for supervisors should cover teaching, assessment, counseling, appraisal, feedback, and interpersonal skills.

Implications:

Effective supervisory behaviors include direct guidance, linking theory to practice, problem-solving, and providing role models.
Ineffective behaviors such as rigidity, low empathy, and lack of support must be avoided.
Competent supervisors require strong interpersonal and teaching skills, alongside clinical expertise, to foster trainee growth and ensure patient safety.