Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

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

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

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

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 insulin...
Role-Based Identity01:21

Role-Based Identity

Role-based identities are central to understanding how individuals navigate social environments by adopting distinct self-conceptions aligned with various societal roles. These identities are not fixed traits but are constructed through personal actions and the social feedback individuals receive in context-specific interactions. Each social role, such as student, teacher, or friend, carries a set of expectations and norms that influence how people think, feel, and behave within that...
Steps in the Modeling Process01:14

Steps in the Modeling Process

Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

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 from the...

You might also read

Related Articles

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

Sort by
Same author

Using portfolios in the assessment of learning and competence: the impact of four models.

Nurse education in practice·2008
Same author

Implementing competency recommendations into pre-registration nursing curricula: effects upon levels of confidence in clinical skills.

Nurse education today·2005
Same author

Students' perceptions on the use of portfolios in pre-registration nursing education: a questionnaire survey.

International journal of nursing studies·2005
Same author

Making portfolios work in practice.

Journal of advanced nursing·2004
Same author

Evaluating portfolio assessment systems: what are the appropriate criteria?

Nurse education today·2003
Same author

Portfolios and assessment of competence: a review of the literature.

Journal of advanced nursing·2003

Related Experiment Video

Updated: Jul 13, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Learning in practice--practice educator role.

Rosalynd Jowett1, Mirjam McMullan

  • 1Learning, Teaching, & Quality Enhancement, School of Nursing & Midwifery, University of Southampton, UK. R.M.Jowett@soton.ac.uk

Nurse Education in Practice
|August 11, 2007
PubMed
Summary

The new practice educator role effectively supports pre-qualifying nursing students in clinical settings. This role serves as a crucial link between universities and healthcare providers, enhancing the learning experience for students and mentors.

Related Experiment Videos

Last Updated: Jul 13, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Area of Science:

  • Nursing Education
  • Healthcare Practice
  • Higher Education

Background:

  • Increasing focus on learning in practice within UK higher education, healthcare education commissioning, and the National Health Service.
  • Need for enhanced support for pre-qualifying nursing students in the practice environment.

Purpose of the Study:

  • To evaluate the effectiveness of the newly established 'practice educator' role.
  • To assess the role's impact from the perspectives of practice educators, mentors, and students.

Main Methods:

  • Mixed-methods evaluation combining qualitative and quantitative approaches.
  • Data collection from three key stakeholder groups: practice educators, mentors, and students.

Main Results:

  • Practice educators are perceived as a vital link between universities and practice providers.
  • High credibility, accessibility, and approachability of practice educators were consistently highlighted.
  • The role is viewed as supportive to both mentors and students in the practice environment.

Conclusions:

  • The practice educator role is effective in bridging the gap between academic institutions and clinical practice.
  • This role significantly enhances the support system for nursing students and their mentors.
  • Implementation of practice educators is recommended for improving nursing education in practice settings.