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Related Concept Videos

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...
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...
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...
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...
Social Facilitation01:04

Social Facilitation

Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...

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Related Experiment Video

Updated: Jun 6, 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

Facilitating learning in large lecture classes: testing the "teaching team" approach to peer learning.

Kathrin F Stanger-Hall1, Sarah Lang, Martha Maas

  • 1University of Texas at Austin, 78712, USA. ksh@uga.edu

CBE Life Sciences Education
|December 3, 2010
PubMed
Summary

Voluntary peer-facilitated study groups improved student learning in large biology classes. Participation correlated with fewer failing grades, lower dropout rates, and better final exam scores, especially when accounting for student ability.

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Biology Education
  • Higher Education Pedagogy

Background:

  • Large introductory biology lectures present challenges for student engagement and learning.
  • Peer facilitation can enhance student support and academic performance.

Purpose of the Study:

  • To evaluate the impact of voluntary, peer-facilitated study groups on student learning outcomes in large introductory biology courses.
  • To investigate the role of a structured Teaching Team in training peer facilitators (preceptors).

Main Methods:

  • Trained peer facilitators (preceptors) led weekly study groups using active-learning strategies.
  • Study group participation was compared to academic outcomes (grades, dropout rates, final exam scores).
  • Statistical analysis accounted for student ability (GPA) to isolate the study group effect.

Main Results:

  • Study group participation was associated with reduced failing grades and course dropout rates.
  • Participants generally achieved higher course grades and final exam scores than nonparticipants.
  • A significant positive effect of study groups on scores, beyond student ability, was observed in the spring semester, but not in the fall.

Conclusions:

  • Peer-facilitated study groups can be an effective intervention to improve student success in large introductory biology courses.
  • The structure and implementation of the Teaching Team and study groups may influence their impact on learning outcomes.
  • Further research is needed to understand semester-specific differences and optimize the implementation of peer-facilitation programs.