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 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...
Documentation in Long-Term and Home Healthcare Setting01:29

Documentation in Long-Term and Home Healthcare Setting

Documentation in long-term care facilities and home healthcare settings is crucial for ensuring continuous, coordinated, and comprehensive care for patients. Each setting has its specific documentation processes and tools:
Long-Term Care Facilities
Patient-centered Care01:13

Patient-centered Care

Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
Health Literacy01:21

Health Literacy

Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative programs,...
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...

You might also read

Related Articles

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

Sort by
Same author

Collaborative Large Language Models for Automated Data Extraction in Living Systematic Reviews.

medRxiv : the preprint server for health sciences·2024
Same author

Wide variability of the definitions used for native vertebral osteomyelitis: walking the path for a unified diagnostic framework with a meta-epidemiological approach.

The spine journal : official journal of the North American Spine Society·2024
Same author

Safety implications of mask use: a systematic review and evidence map.

BMJ evidence-based medicine·2024
Same author

Simultaneous evaluation of the imprecision and inconsistency domains of GRADE can be performed using prediction intervals.

Journal of clinical epidemiology·2024
Same author

Causally interpretable meta-analysis combining aggregate and individual participant data.

American journal of epidemiology·2024
Same author

The association between the timing of initial hepatitis B vaccination and seropositivity in healthcare personnel.

Infection control and hospital epidemiology·2024

Related Experiment Video

Updated: Jul 2, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Self-directed learning in health professions education.

M Hassan Murad1, Prathibha Varkey

  • 1Division of Preventive, Occupational and Aerospace Medicine, Mayo Clinic College of Medicine, Rochester, Minnesota 55905, USA. Murad.Mohammad@mayo.edu

Annals of the Academy of Medicine, Singapore
|August 13, 2008
PubMed
Summary

Self-directed learning (SDL) in medicine is valuable but poorly defined. This framework, based on Knowles

Area of Science:

  • Medical Education
  • Health Professions Education
  • Lifelong Learning

Background:

  • Self-directed learning (SDL) is a recommended methodology for lifelong learning in medicine.
  • The concept of SDL remains elusive, posing challenges for definition and perceived value among students and educators.

Purpose of the Study:

  • To review the literature on self-directed learning in health professions education.
  • To present a framework for self-directed learning based on Malcolm Knowles' key components.

Main Methods:

  • Literature review of self-directed learning in health professions education.
  • Development of a framework integrating Malcolm Knowles' core principles of self-directed learning.

Main Results:

Related Experiment Videos

Last Updated: Jul 2, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

  • Identified key components of SDL: facilitator role of educator, needs assessment, objective setting, resource identification, process implementation, learning contracts, and evaluation.
  • Noted that published literature often describes only some of these essential SDL components.

Conclusions:

  • The proposed framework offers consistency for educators implementing SDL methods.
  • Further research is required to standardize SDL curricula and assess the impact of its components on educational outcomes.