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

Continuing Care01:25

Continuing Care

Continuing care describes the variety of health, personal, and social services provided over a prolonged period. The need for continuing care is increasing because people are living longer. Many people do not have families or others to care for them. Continuing care is mainly for patients who are disabled, functionally dependent, or suffering from a terminal disease. It is available within institutional settings or in homes. Examples include nursing centers or facilities, assisted living,...
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...
Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
Group Therapy01:26

Group Therapy

Group therapy is a sociocultural approach to psychological treatment, where individuals with shared psychological challenges come together under the guidance of a mental health professional. This therapeutic modality offers unique opportunities for individuals to connect, share, and grow within the context of a supportive group. By fostering mutual understanding and collaboration, group therapy can address a range of psychological concerns effectively, often complementing or surpassing the...
Specialized Care Centers and Settings-II01:30

Specialized Care Centers and Settings-II

Rural Health Centers
Rural health centers are specialized care facilities in remote locations with very few medical personnel. The primary care providers who run the centers are mostly Registered Nurse Practitioners. Here, emergency treatment is provided to critically ill or injured patients before they are transferred to the closest hospital. Fortunately, due to advancement in technology, many rural healthcare facilities and professionals have easy access to diagnostic and treatment...
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...

You might also read

Related Articles

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

Sort by
Same author

Responding to Parental Requests for Potentially Nonbeneficial Treatment in Life-Threatening Situations: Clinical Report.

Pediatrics·2026
Same author

Responding to Parental Requests for Potentially Nonbeneficial Treatment in Life-Threatening Situations: Technical Report.

Pediatrics·2026
Same author

One Glorious Day.

Journal of palliative medicine·2025
Same author

Fire and Magic and All Things Spectacular.

Journal of palliative medicine·2024
Same author

Early and often: Promoting early integration of pediatric palliative care for seriously ill children with cancer.

Current problems in cancer·2023
Same author

Responding to Parental Requests for Nondisclosure to Patients of Diagnostic and Prognostic Information in the Setting of Serious Disease.

Pediatrics·2023

Related Experiment Video

Updated: Jun 5, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Teaching small groups in palliative care.

Robert Macauley1, J Andrew Billings

  • 1Departments of Clinical Ethics and Pediatrics, Fletcher Allen Health Care and the University of Vermont College of Medicine, Burlington, Vermont, USA. Robert.Macauley@vtmednet.org

Journal of Palliative Medicine
|January 20, 2011
PubMed
Summary

Small group learning effectively teaches palliative care by fostering personal and professional growth. This educational approach enhances facilitation and communication skills crucial for patient-centered care.

Related Experiment Videos

Last Updated: Jun 5, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Area of Science:

  • Medical Education
  • Palliative Care
  • Adult Learning Theory

Background:

  • Education aims for transformative change, with small group learning being ideal for this.
  • Palliative care education requires specific pedagogical approaches.
  • Developing faculty skills in facilitation is key for effective small group learning.

Purpose of the Study:

  • To highlight the suitability of small group learning for palliative care education.
  • To outline strategies for effective small group facilitation in medical education.
  • To emphasize the development of faculty skills for enhanced student learning.

Main Methods:

  • Focus on the principles of small group facilitation.
  • Emphasis on faculty development in preparation, execution, and feedback.
  • Integration of communication skills training within the small group setting.

Main Results:

  • Small group learning provides a fertile environment for individual and communal development.
  • Recognizing unique facilitation needs and developing faculty skills are crucial.
  • The approach enhances both learning facilitation and student communication abilities.

Conclusions:

  • Small group learning is uniquely suited for transformative education in palliative care.
  • Effective facilitation and faculty development are essential for success.
  • Enhanced communication skills are vital for patient-centered palliative care.