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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 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...
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 Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...

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Related Experiment Video

Updated: May 11, 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

Evaluating a community-engaged vertically integrated teaching and learning pilot project.

Thea F van de Mortel1, Robert Trigger, Christine Ahern

  • 1North Coast GP Training, School of Health and Human Sciences, Southern Cross University, Australia. theav@ncgpt.org.au

Education for Primary Care : an Official Publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors
|May 17, 2013
PubMed
Summary

This pilot project demonstrated that a community-engaged, vertically integrated teaching model significantly boosts general practitioners' (GPs) confidence and improves perceptions of trainees teaching in general practice.

Related Experiment Videos

Last Updated: May 11, 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

Area of Science:

  • Medical Education
  • Community Engagement
  • Adolescent Health

Background:

  • Vertically integrated teaching models offer unique learning opportunities.
  • Community engagement in medical education can enhance practical skills.
  • Adolescent health education requires effective teaching strategies.

Purpose of the Study:

  • To evaluate a pilot project on community-engaged, vertically integrated teaching and learning.
  • To assess the impact of this model on general practitioners (GPs), registrars, and medical students.
  • To measure changes in knowledge, confidence, and attitudes related to teaching in general practice.

Main Methods:

  • Thematic analysis of focus group interviews with 27 participants (GPs, registrars, medical students).
  • Pre- and post-intervention surveys to assess knowledge, confidence, and attitudes.
  • Intervention involved a workshop and small group health education sessions at secondary schools.

Main Results:

  • Significant increases in knowledge scores (P <0.001) and confidence to teach scores (P <0.001).
  • Vertically Integrated Teaching scale scores also showed significant improvement (P <0.05).
  • Participants valued the collegiality and self-reflection opportunities, suggesting improved links between facilitation skills and general practice application.

Conclusions:

  • Community-engaged vertically integrated teaching enhances teaching confidence and positive perceptions of trainees in general practice.
  • This educational model shows promise for improving medical training.
  • Further longitudinal research with larger samples is recommended to validate these findings.