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

Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
Nursing Implementation01:15

Nursing Implementation

Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
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 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...
The Evidence for Evolution02:55

The Evidence for Evolution

Genetic variations accumulating within populations over generations give rise to biological evolution. Evolutionary changes can result in the formation of novel varieties and entire new species. These changes are responsible for the diverse forms of life inhabiting the planet. The evidence for evolution suggests that all living organisms descended from common ancestors.
Impression Management Techniques III: Aligning Actions01:29

Impression Management Techniques III: Aligning Actions

Aligning actions are communicative strategies individuals employ to maintain social harmony and preserve personal identity in the face of potential disruptions to social norms. These actions are particularly important in managing social impressions when one's behavior might be seen as inappropriate, incompetent, or morally questionable.Types of Aligning ActionsThe three principal types of aligning actions are disclaimers, accounts, and apologies.DisclaimersDisclaimers are preventive; they are...

You might also read

Related Articles

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

Sort by
Same author

Patient partnership in primary health care systems of the future: a structured priority setting exercise.

Research involvement and engagement·2026
Same author

Evaluating the participatory processes within the OECD PaRIS project in Saskatchewan: lessons learned about recruitment and engagement.

BMC primary care·2026
Same author

Core Vocabulary in Language Representation and Processing.

Cognitive science·2025
Same author

To stay or leave: an integrative review of factors, personas, and recommendations for retaining family physicians in Canada.

BMC primary care·2025
Same author

Facilitators, barriers, and priorities for enhancing primary care recruitment and retention in Saskatchewan, Canada.

BMC primary care·2025
Same author

Grounded in culture: a participatory empowerment evaluation of the oskâyak (youth) power program for oskinîkiwak (young men) and napêsisak (boys) at pakitahaw sākahikan iýiniwak (sturgeon lake first nation).

International journal of circumpolar health·2025
Same journal

Impact of virtual case conferences between primary care clinicians and an interdisciplinary chronic pain clinic.

Canadian family physician Medecin de famille canadien·2026
Same journal

Canadian family physician Medecin de famille canadien·2026
Same journal

Predictors of high-performing family medicine clinics: Prospective cohort study in Alberta.

Canadian family physician Medecin de famille canadien·2026
Same journal

Acetylsalicylic acid use for artial fibrillation and bleeding risk.

Canadian family physician Medecin de famille canadien·2026
Same journal

Clinical practice guidelines: Important tools to teach the art of medicine.

Canadian family physician Medecin de famille canadien·2026
Same journal

Paratonia in advanced dementia: Challenges and evidence-based interventions.

Canadian family physician Medecin de famille canadien·2026
See all related articles

Related Experiment Video

Updated: May 19, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Implementing an evidence-informed faculty development program.

Alanna D Danilkewich1, Jennifer Kuzmicz, Gail Greenberg

  • 1Department of Academic Family Medicine at University of Saskatchewan in Saskatoon.

Canadian Family Physician Medecin De Famille Canadien
|August 4, 2012
PubMed
Summary
This summary is machine-generated.

A needs assessment guided the creation of a faculty development program for Academic Family Medicine faculty. Priorities differed by experience level, but 17 key skills were identified for program development.

Related Experiment Videos

Last Updated: May 19, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Area of Science:

  • Medical Education
  • Faculty Development
  • Academic Medicine

Background:

  • Faculty development programs are crucial for enhancing teaching and scholarly activities in academic medicine.
  • A needs assessment is essential to tailor programs to faculty priorities and experience levels.
  • Geographically dispersed departments present unique challenges for program delivery.

Purpose of the Study:

  • To establish an evidence-informed faculty development program.
  • To identify faculty development needs within the Department of Academic Family Medicine at the University of Saskatchewan.
  • To tailor the program based on faculty experience and identified skill priorities.

Main Methods:

  • A survey, derived from a needs-assessment tool, was administered to full-time faculty.
  • Participants were stratified into two groups: less than 5 years of experience and 5 or more years of experience.
  • Data analysis focused on identifying priority areas and essential skills for faculty development.

Main Results:

  • A 77.3% response rate was achieved (17 of 22 faculty members).
  • Faculty with less than 5 years of experience prioritized teaching, scholarly activities, and career development.
  • Experienced faculty (5+ years) prioritized administration, leadership, teaching, and information technology.
  • Both groups identified 17 out of 54 skills as important for faculty development.

Conclusions:

  • The needs assessment results informed the creation of a dynamic, evidence-informed faculty development program.
  • The program is designed to be faculty-centered and responsive to evolving needs.
  • Future iterations will maintain a dynamic, faculty-centered, and evidence-informed approach.