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Related Concept Videos

Treatment Strategies for Psychological Disorders01:24

Treatment Strategies for Psychological Disorders

Treatment approaches for psychological disorders fall into three main categories: psychological, biological, and sociocultural. Each approach targets different aspects of mental health, requiring varying levels of education and training.
Psychological therapies focus on modifying emotions, thoughts, and behaviors through talking, interpreting, listening, rewarding, challenging, and modeling. Clinical psychologists, counselors, and social workers commonly practice psychotherapy. Clinical...
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 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...
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...
The Professional Nurse01:22

The Professional Nurse

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:
Communication skills: These are critical characteristics, especially speaking and listening.
Types of Records II: Educational and Administrative Records01:18

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:

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Related Experiment Video

Updated: Jul 10, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Educational CPD: how UK GP trainers develop themselves as teachers.

Mark Waters1, David Wall

  • 1Birmingham Research Park, Birmingham, UK. mark.waters@nhs.net

Medical Teacher
|November 6, 2007
PubMed
Summary

UK General Practice (GP) trainers find educational continuing professional development (CPD) crucial but face significant barriers in securing protected time. Partner support is key, and more time could increase interest in academic qualifications.

Related Experiment Videos

Last Updated: Jul 10, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

  • Medical Education
  • General Practice Training
  • Continuing Professional Development (CPD)

Background:

  • Limited literature exists on UK General Practice (GP) trainers' perspectives regarding their own teacher development.
  • Understanding GP trainer motivations and perceived obstacles is essential for effective professional growth.

Purpose of the Study:

  • To explore the motivations of GP trainers for developing their teaching skills.
  • To identify the obstacles GP trainers encounter in their professional development as educators.

Main Methods:

  • A questionnaire survey was distributed to all GP trainers in the West Midlands Deanery in 2004.
  • Data analysis included response rates, demographic information, and statistical comparisons based on roles and gender.

Main Results:

  • 81% of GP trainers responded; 56.6% held additional educational roles, and 15.8% had educational qualifications.
  • Trainers desired more time for development and varied learning methods, though many were not inclined towards university-accredited courses.
  • Female trainers reported greater difficulty securing protected time and less partner support, while partner attitudes significantly impacted trainers' ability to undertake educational CPD.

Conclusions:

  • Educational CPD is highly valued by GP trainers, but protected time remains a significant challenge.
  • Partner considerations present a substantial barrier to trainers dedicating adequate time to educational CPD.
  • Increased time availability could foster greater interest in academic educational qualifications among GP trainers, though not universally desired.