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Related Experiment Video

Updated: Jul 4, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

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Published on: September 4, 2019

Teaching in the affective domain for institutional values.

Julie A Neumann¹, Diane Forsyth

¹Mayo Clinic, Rochester, Minnesota 55905, USA.

Journal of Continuing Education in Nursing

|June 19, 2008

Summary

This summary is machine-generated.

Effective teaching in the affective domain requires specialized skills beyond lectures. This study outlines strategies and an education project to instill institutional values in staff, enhancing patient care quality.

Related Experiment Videos

Last Updated: Jul 4, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences

Published on: September 4, 2019

Area of Science:

Medical Education
Healthcare Administration
Organizational Behavior

Background:

Teaching in the affective domain is crucial for imparting institutional values like mission and philosophy.
Effective affective domain teaching requires strategies beyond traditional lecture formats.
Instilling core values in healthcare staff can positively influence patient care quality.

Purpose of the Study:

To describe effective strategies for teaching in the affective domain.
To present an educational project focused on teaching preceptors about institutional culture and core values.
To provide a model for similar educational initiatives in other healthcare institutions.

Main Methods:

Description of affective domain teaching strategies.
Outline of an educational project design for preceptor training.
Discussion of project evaluation methods.

Main Results:

The described strategies and project provide a framework for teaching institutional values.
The educational project successfully targeted preceptors' understanding of institutional culture.
Evaluation data indicated the potential effectiveness of the teaching approach.

Conclusions:

Teaching in the affective domain is essential for embedding organizational values in healthcare.
The presented educational project offers a replicable model for staff development.
Successful implementation of affective domain teaching can lead to improved patient care outcomes.