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

Critical Thinking II01:25

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
Critical Thinking I01:24

Critical Thinking I

Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career with...
Critical Thinking01:19

Critical Thinking

Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
Colleges and universities are...
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...
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...
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...

You might also read

Related Articles

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

Sort by
Same author

Case Report: Bilateral optic nerve head masses and retinopathy in a patient with B-cell acute lymphoblastic leukemia receiving CAR T-cell therapy masquerading as fungal endophthalmitis.

Frontiers in immunology·2026
Same author

'It's Not About the Food'-Understanding the Lived Experience of Patients Who Developed Hospital-Acquired Malnutrition (HAM) and That of Their Carers.

Healthcare (Basel, Switzerland)·2026
Same author

Overcoming barriers and harnessing facilitators: Respectful maternity care in least-developed countries - a systematic review.

Women's health (London, England)·2026
Same author

New graduate nurses' transition to practice: A longitudinal quantitative analysis of factors that impact workplace performance.

Nurse education today·2026
Same author

Lung Cancer Driver Mutations in Middle Eastern Americans: Associations with Smoking and Comparative Analysis with Middle Eastern Populations.

Avicenna journal of medicine·2026
Same author

Women's reported experience of respectful maternity care measures worldwide: a systematic review.

BMC public health·2026

Related Experiment Video

Updated: May 23, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Using a critical reflection process to create an effective learning community in the workplace.

Rachel Walker1, Marie Cooke, Amanda Henderson

  • 1School of Nursing and Midwifery, Research Centre for Clinical & Community Practice Innovation, Griffith Institute of Health and Medical Research, Griffith University, Nathan, 4111, Queensland Australia. r.walker@griffith.edu.au

Nurse Education Today
|March 31, 2012
PubMed
Summary

Learning circles foster professional growth by enabling nurses and students to critically reflect on practice. This strategy cultivates a safe, collaborative environment for discussing clinical learning issues and driving positive change.

Related Experiment Videos

Last Updated: May 23, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Area of Science:

  • Nursing Education
  • Workplace Learning
  • Professional Development

Background:

  • Learning circles facilitate critical examination of practices for individual and organizational growth.
  • Effective strategies are needed to promote open discourse and reflection among healthcare professionals and students.
  • Creating positive learning environments is crucial for professional development in healthcare settings.

Purpose of the Study:

  • To adapt and evaluate a learning circle strategy for registered nurses, clinical leaders, facilitators, and students.
  • To critically reflect on practice experiences and promote a positive learning environment.
  • To analyze field notes from learning circles to understand the process of creating a workplace learning community.

Main Methods:

  • Conducted 19 learning circles over 3 months during in-service periods.
  • Involved 56 nurses, 33 students, and 1 clinical supervisor, with 3-12 participants per session.
  • Utilized a four-step model of critical reflection for content analysis of field notes.

Main Results:

  • Ten themes emerged from the content analysis of clinical learning issues.
  • The four-step critical reflection model facilitated discussion and exploration of clinical learning issues.
  • Participants engaged in a safe, shared, and cooperative manner to challenge and explore topics.

Conclusions:

  • The adapted learning circle strategy effectively facilitated critical reflection on clinical practice.
  • This approach fostered a positive and collaborative learning community in the workplace.
  • The four-step model provided a structured yet safe environment for addressing clinical learning challenges.