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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...
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. 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...
Steps in the Modeling Process01:14

Steps in the Modeling Process

Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Guidelines for Writing Outcome01:11

Guidelines for Writing Outcome

When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...

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Related Experiment Video

Updated: May 23, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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

Published on: September 11, 2021

Twelve tips for using the objective structured teaching exercise for faculty development.

Miriam Boillat1, Cheri Bethune, Elizabeth Ohle

  • 1Department of Family Medicine, McGill University, Quebec, Canada. mariam.boillat@mcgill.ca

Medical Teacher
|March 30, 2012
PubMed
Summary
This summary is machine-generated.

The objective structured teaching exercise (OSTE) offers a novel method for faculty development to enhance clinical teaching skills. This article provides 12 key elements for effectively developing and implementing OSTE programs.

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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Published on: January 15, 2017

Related Experiment Videos

Last Updated: May 23, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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

Published on: September 11, 2021

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Area of Science:

  • Medical Education
  • Faculty Development
  • Clinical Skills Training

Background:

  • Faculty development is crucial for improving clinicians' teaching abilities.
  • Objective measures for assessing faculty development impact on teaching skills are limited.
  • The objective structured teaching exercise (OSTE) is a potential tool for this assessment.

Purpose of the Study:

  • To provide a framework for developing and delivering the OSTE in faculty development.
  • To address the lack of practical guidance on OSTE implementation.

Main Methods:

  • Outlined 12 tips for OSTE utilization in faculty development.
  • Included scenario development, learner training, feedback mechanisms, and integration strategies.

Main Results:

  • The OSTE involves simulated teaching scenarios with standardized learners.
  • It provides objective, immediate feedback using behaviorally-based assessment tools.
  • Key elements for successful OSTE development and delivery were identified.

Conclusions:

  • The OSTE is an innovative tool for enhancing faculty teaching skills.
  • Successful OSTE implementation requires careful planning and execution of 12 key elements.