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Related Concept Videos

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 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...
Learning Disabilities01:25

Learning Disabilities

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...
Bullying02:04

Bullying

A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is bullying.
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...

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Supporting the learner and teacher online.

P A Reynolds1, K A Eaton, R Mason

  • 1Centre of Flexible Learning in Dentistry, King's College London Dental Institute, Floor 3, Strand Bridge House, 138-142 Strand, London, WC2 1HH. P.A.Reynolds@kcl.ac.uk

British Dental Journal
|June 17, 2008
PubMed
Summary
This summary is machine-generated.

Student success requires comprehensive support, especially with educational technology. Information and Communication Technology (ICT) offers enhanced online support but necessitates new skills for educators to maximize its benefits.

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Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering
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Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering

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Published on: September 27, 2020

Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering
04:12

Mixed Reality for Education (MRE) Implementation and Results in Online Classes for Engineering

Published on: June 23, 2023

Area of Science:

  • Educational Technology
  • Student Support Services
  • Higher Education Pedagogy

Background:

  • Student academic success is contingent upon robust support systems, irrespective of learning modality (on-campus or remote).
  • The integration of Information and Communication Technology (ICT) into education introduces complexities, demanding technical, pedagogical, and pastoral support elements.
  • Traditional face-to-face teaching support models are being augmented and potentially transformed by digital tools.

Purpose of the Study:

  • To examine the evolving landscape of student support in higher education.
  • To analyze the impact of Information and Communication Technology (ICT) on the nature and delivery of student support.
  • To identify the challenges and opportunities presented by online support facilities for both students and educators.

Main Methods:

  • Literature review of previous articles in the series on educational technology and student support.
  • Analysis of the multifaceted nature of support required in technology-mediated learning environments.
  • Discussion of the implications of online support for tutor time management and skill development.

Main Results:

  • Information and Communication Technology (ICT) provides opportunities for enhanced student support beyond traditional methods.
  • The effective implementation of online support requires educators to develop new technical and pedagogical skill sets.
  • Increased pressure on tutor time and the need for adaptive professional development are key outcomes.

Conclusions:

  • While ICT offers significant potential for improving student support, its successful integration is dependent on addressing the evolving needs and skill requirements of educators.
  • Resolving the challenges related to tutor time and skills is crucial for realizing the full benefits of online student support systems.
  • A proactive approach to professional development is necessary to equip educators for technology-enhanced teaching and support roles.