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...
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...
Critical Thinking II01:25

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
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...
Nursing Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...

You might also read

Related Articles

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

Sort by
Same author

Universal visors as a key measure to stop nosocomial transmission of SARS-CoV-2.

The Journal of hospital infection·2021
Same author

Perceptions of UK clinicians towards postoperative critical care.

Anaesthesia·2020
Same author

Anaesthesia, surgery, and life-threatening allergic reactions: protocol and methods of the 6th National Audit Project (NAP6) of the Royal College of Anaesthetists.

British journal of anaesthesia·2018
Same author

An observational national study of anaesthetic workload and seniority across the working week and weekend in the UK in 2016: the 6th National Audit Project (NAP6) Activity Survey.

British journal of anaesthesia·2018
Same author

Cross-sectional study of perioperative drug and allergen exposure in UK practice in 2016: the 6th National Audit Project (NAP6) Allergen Survey.

British journal of anaesthesia·2018
Same author

Anaesthesia, surgery, and life-threatening allergic reactions: epidemiology and clinical features of perioperative anaphylaxis in the 6th National Audit Project (NAP6).

British journal of anaesthesia·2018
Same journal

When what we can count is all that counts.

Medical teacher·2026
Same journal

Reframing interprofessional competencies through Ubuntu: A decolonial proposal.

Medical teacher·2026
Same journal

Uncovering the economic costs of rotation in postgraduate clinical training: A UK case study using a novel methodology.

Medical teacher·2026
Same journal

The professional identity formation of undergraduate and postgraduate medical students: An umbrella review.

Medical teacher·2026
Same journal

'Place' and clinical reasoning development in context: An ethnographic case study.

Medical teacher·2026
Same journal

Fit for context: Faculty perspectives on mentorship and culture in Sub-saharan Africa.

Medical teacher·2026
See all related articles

Related Experiment Video

Updated: Jun 27, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Educating capable doctors--a portfolio approach. Linking learning and assessment.

J P Sturmberg1, L Farmer

  • 1Monash University, Wamberal, NSW 2260, Australia. jp.sturmberg@gmail.com

Medical Teacher
|December 18, 2008
PubMed
Summary
This summary is machine-generated.

Bridging the gap between learning and assessment is crucial for medical education. Capability-based portfolio assessment (CBPA) offers a framework to integrate real-world performance with lifelong learning, enhancing student capabilities.

Related Experiment Videos

Last Updated: Jun 27, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

  • Medical Education
  • Assessment Design
  • Professional Capabilities

Background:

  • A disconnect exists between students' focus on passing exams and educators' goal of developing capable doctors.
  • This paradox may stem from viewing learning and assessment as separate rather than integrated processes.

Purpose of the Study:

  • To describe and illustrate a conceptual framework for capability-based portfolio assessment (CBPA).

Main Methods:

  • The article proposes a conceptual framework for CBPA.
  • It emphasizes the integration of real-world performance with educational objectives.

Main Results:

  • A capability-focus is essential for modern medical curricula and assessment.
  • CBPA aids students in integrating foundational knowledge with practical skills for lifelong learning.

Conclusions:

  • Capability-based portfolio assessment can drive deep learning and assess complex skills.
  • This approach can reduce the overall assessment burden by complementing traditional methods.