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 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...
Critical Thinking II01:25

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
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...
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution itself.

You might also read

Related Articles

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

Sort by
Same journal

Reframing evidence-based practice competence in nursing: insights from a concept analysis using Walker and Avant's method.

International journal of nursing education scholarship·2026
Same journal

Leadership education for nurse practitioners: a systematic review of interventions, pedagogies and gaps.

International journal of nursing education scholarship·2026
Same journal

Nurse faculty perceptions on student notetaking.

International journal of nursing education scholarship·2026
Same journal

Becoming a nurse: pedagogical care and professional formation in a concept-based curriculum.

International journal of nursing education scholarship·2026
Same journal

Translation and validation of the nursing students' perceptions of clinical stressors scale (NSPCSS) in the Indonesian version.

International journal of nursing education scholarship·2026
Same journal

The effect of a hybrid educational escape room on undergraduate nursing students' nursing process knowledge.

International journal of nursing education scholarship·2026

Related Experiment Video

Updated: Jun 22, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Teaching and clinical educator competency: bringing two worlds together.

Cathy P Robinson1

  • 1University of British Columbia Okanagan. cathy.robinson@ubc.ca

International Journal of Nursing Education Scholarship
|July 4, 2009
PubMed
Summary

This study addresses challenges faced by sessional clinical educators in maintaining competency. It introduces a new Sessional Clinical Educator Competency (SCEC) Framework to guide development and assessment for educators and administrators.

Related Experiment Videos

Last Updated: Jun 22, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

  • Nursing Education
  • Healthcare Professional Development

Background:

  • Increasing employment of sessional clinical educators in academic institutions.
  • Identified challenges in developing and maintaining educator competency among sessional clinical educators.

Purpose of the Study:

  • To explore strategies for enhancing sessional clinical educator competency.
  • To examine theoretical models for evaluating clinical educator competency.
  • To introduce a new Sessional Clinical Educator Competency (SCEC) Framework.

Main Methods:

  • Literature review on educator competency and support strategies.
  • Examination of theoretical models for competency assessment.
  • Development of the Sessional Clinical Educator Competency (SCEC) Framework.

Main Results:

  • Identified orientation and mentorship programs as key support strategies.
  • Evaluated existing theoretical models for clinical educator competency.
  • Proposed the new SCEC Framework for competency development and evaluation.

Conclusions:

  • The SCEC Framework offers a structured approach to developing and assessing sessional clinical educator competency.
  • The framework can assist educational administrators and educators in competency evaluation.
  • Supports the need for targeted strategies to ensure high-quality clinical education.