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

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

2.4K
The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
2.4K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

2.1K
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...
2.1K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

2.4K
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,...
2.4K
Critical Thinking01:19

Critical Thinking

1.3K
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...
1.3K
Purposive Learning01:22

Purposive Learning

692
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
692
Modeling in Therapy01:26

Modeling in Therapy

815
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...
815

You might also read

Related Articles

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

Sort by
Same author

Enhanced Fluorescence of Near-Infrared Anti-CEA Antibodies for Visualizing Colorectal Cancers Using Modified Heptamethine Cyanines.

Molecular imaging and biology·2026
Same author

Supporting therapeutic radiographer research amidst growing pressures: "Why is it so challenging to advance radiographer involvement in research development?"

Radiography (London, England : 1995)·2025
Same author

Radiographer educational requirements for adaptive radiotherapy techniques: A mixed-methods regional scoping study.

Radiography (London, England : 1995)·2025
Same author

Withdrawal notice to: Impact of Provision of Abdominal Aortic Calcification Results on Cardiovascular Risk Reducing Behaviours: A 12-Week RCT [Heart, Lung and Circulation, Volume 33, Supplement 4, August 2024, Page S357].

Heart, lung & circulation·2024
Same author

WITHDRAWN: Impact of Provision of Abdominal Aortic Calcification Results on Cardiovascular Risk Reducing Behaviours: A 12-Week RCT.

Heart, lung & circulation·2024
Same author

Proprotein Convertase Subtilisin Kexin 9 (PCSK9) and nonHDL particles rise during normal pregnancy and differ by BMI.

Journal of clinical lipidology·2022

Related Experiment Video

Updated: Apr 27, 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

3.1K

What are you teaching and why?

K Cox1

  • 1University of New South Wales.

The Australian Journal of Physiotherapy
|July 16, 2014
PubMed
Summary
This summary is machine-generated.

Universities aim to graduate competent healthcare professionals, but defining and ensuring long-term clinical effectiveness remains a challenge. This study explores the uncertainties in medical education outcomes and future professional performance.

More Related Videos

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

7.7K

Related Experiment Videos

Last Updated: Apr 27, 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

3.1K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.3K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

7.7K

Area of Science:

  • Medical Education
  • Healthcare Professional Training

Background:

  • Defining the ideal graduate profile in medical and allied health professions presents challenges.
  • Current understanding of what constitutes a 'good' healthcare professional is subjective and may vary.
  • Uncertainty exists regarding the sustained competence of newly graduated professionals over time.

Purpose of the Study:

  • To explore the intended outcomes of medical courses.
  • To examine the purpose and definition of clinical education.
  • To address uncertainties in defining and assessing the long-term competence of healthcare graduates.

Main Methods:

  • Conceptual analysis of medical education goals.
  • Discussion of the definition of a 'good' healthcare professional.
  • Exploration of the challenges in evaluating sustained clinical performance.

Main Results:

  • There is a general consensus on the goal of producing 'good' doctors, but interpretations vary.
  • Clear definitions for graduating competent physiotherapists or speech therapists are lacking.
  • Significant uncertainties exist regarding the future performance of graduates practicing independently.

Conclusions:

  • Medical education aims to produce competent practitioners, but precise definitions and assessment methods are needed.
  • Further research is required to establish objective measures for long-term clinical effectiveness.
  • Ensuring consistent quality and competence in healthcare professionals post-graduation requires ongoing evaluation.