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Related Concept Videos

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...
Social Loafing01:37

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...
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...
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...
Barriers to Effective Communication II01:21

Barriers to Effective Communication II

The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
Nursing Implementation01:15

Nursing Implementation

Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.

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Related Experiment Video

Updated: Jul 3, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Online teaching: challenges for a new faculty role.

Cheryl Holly1, Timothy J Legg, Dale Mueller

  • 1New Jersey Center for Evidence-Based Practice and School of Nursing, University of Medicine and Dentistry of New Jersey, Newark, NJ, USA. hollych@umdnj.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|July 30, 2008
PubMed
Summary

Faculty face challenges in online teaching, shifting from traditional roles to constructivist facilitation. Applying educational philosophy to this evolving online pedagogy presents unique hurdles for educators.

Related Experiment Videos

Last Updated: Jul 3, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Area of Science:

  • Educational Technology
  • Online Pedagogy
  • Higher Education

Background:

  • The shift towards online education necessitates new pedagogical approaches for faculty.
  • Traditional teacher-centered models are being challenged by constructivist learning environments.
  • Faculty require support in adapting to facilitator roles in online settings.

Purpose of the Study:

  • To identify and discuss the challenges faculty encounter when transitioning to online teaching.
  • To explore the implications of constructivist approaches in online learning environments.
  • To examine the application of educational philosophy to online faculty roles.

Main Methods:

  • Qualitative analysis of faculty experiences in online teaching.
  • Literature review on constructivist learning theory and online pedagogy.
  • Discussion of philosophical underpinnings of educational roles.

Main Results:

  • Faculty struggle with the transition to a facilitator role, moving away from direct instruction.
  • Implementing constructivist principles requires a significant shift in faculty mindset and practice.
  • Integrating established educational philosophy with online, constructivist methods poses unique difficulties.

Conclusions:

  • Effective online teaching requires faculty to embrace constructivist facilitation.
  • Addressing faculty challenges necessitates targeted professional development and philosophical reflection.
  • Further research is needed on adapting educational philosophy for the digital age.