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Related Concept Videos

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

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

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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...
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Managing Impressions01:19

Managing Impressions

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Impression management encompasses individuals' deliberate efforts to shape how others perceive them during social interactions. This behavior is often employed to conform to social norms, secure approval, or pursue specific goals. While it involves selective self-presentation, it is not necessarily deceptive; individuals frequently present authentic aspects of themselves that align with situational demands.Common strategies include:Ingratiation: where individuals use flattery or agreeableness...
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Impression Management Techniques II: Ingratiation01:29

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Ingratiation refers to deliberate behaviors aimed at increasing one’s attractiveness or likability to a target person, often for strategic interpersonal or social gain. This set of impression management tactics is especially prevalent in hierarchical contexts, where influencing someone with greater power or authority can yield significant benefits. Several distinct ingratiation strategies have been identified, each leveraging psychological cues to foster favor and affiliation.Opinion...
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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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...
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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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.
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Social Loafing01:37

Social Loafing

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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Related Experiment Video

Updated: May 3, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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How to: improve lecturing.

G Brown1, D Tomlinson

  • 1Senior Lecturer in University Teaching Methods, University of Nottingham.

Medical Teacher
|February 1, 2014
PubMed
Summary

This article presents a model for student learning from lectures and details nine essential lecturing skills. It also explores three lecture methods and offers five steps for effective lecture preparation.

Area of Science:

  • Educational Psychology
  • Pedagogy
  • Instructional Design

Background:

  • Understanding student learning from lectures is crucial for effective teaching.
  • Traditional lecturing methods often face challenges in engaging students.
  • Developing a structured approach to lecture preparation enhances delivery.

Purpose of the Study:

  • To present a simple model of student learning from lectures.
  • To identify and describe nine fundamental skills for effective lecturing.
  • To analyze three distinct lecture methods for their practical application.

Main Methods:

  • Describing a learning model based on cognitive processes.
  • Detailing nine core competencies for academic lecturing.
  • Comparative analysis of classical, problem-centered, and sequential lecture formats.

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  • Outlining a five-step process for lecture planning.

    • Main Results:

    • A clear model illustrating how students acquire knowledge during lectures.
    • Identification of nine key skills that improve lecture effectiveness.
    • Evaluation of the strengths, weaknesses, and prerequisites of three lecture methods.
    • A structured five-step guide for preparing impactful lectures.

    Conclusions:

    • Effective lecturing requires a blend of pedagogical skills and strategic planning.
    • Understanding student learning models informs better teaching practices.
    • The choice of lecture method should align with learning objectives and audience needs.
    • A systematic approach to lecture preparation is vital for successful knowledge transfer.