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

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

7.9K
The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
7.9K
SBAR I: Understanding the Concept01:29

SBAR I: Understanding the Concept

4.9K
Effective communication among healthcare professionals during hand-off reporting is essential to delivering safe and continuous patient care. Common professional interactions include reports to healthcare team members, hand-off, and transfer reports. Nurses routinely report information to other healthcare team members and also urgently contact healthcare providers to report changes in patient status.
Standardized methods of communication have been developed to ensure that information is...
4.9K
Therapeutic Communication01:30

Therapeutic Communication

8.8K
Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...
8.8K
Nursing Implementation01:15

Nursing Implementation

6.3K
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.
6.3K
SBAR II: Application of SBAR01:14

SBAR II: Application of SBAR

5.3K
SBAR is an effective communication tool used by healthcare professionals to communicate patient information accurately. SBAR stands for Situation, Background, Assessment, and Recommendation. For a better understanding, an example is given below.
SBAR Report from a Nurse to a Health Care Provider
S: "Hello, Dr. Smith. This is Jane, RN, from the Med Surg unit. I am calling to tell you about Ms. White in Room 210, who is experiencing increased pain and redness at her incision site. Her recent...
5.3K
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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

12.3K
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...
12.3K

You might also read

Related Articles

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

Sort by
Same author

Structure-guided discovery of 4-phenyl-5-p-tolyloxymethyl-4H-1,2,4-triazole thioethers as 15-lipoxygenase inhibitors using integrated in vitro, structure-activity relationship, in silico, cytotoxicity towards MCF-7 cell line, DNA docking and MD simulation methods.

Bioorganic chemistry·2026
Same author

Antifungal Susceptibility Testing Experience in the Management of Culture-Positive Mucormycosis: Observation from a Large Healthcare System.

Journal of fungi (Basel, Switzerland)·2026
Same author

The Effect of Using a Standardized Questionnaire on Sexual History Documentation and Testing to Diagnose Gonorrhea and Chlamydia Among Men Who Have Sex With Men With Human Immunodeficiency Virus.

Sexually transmitted diseases·2024
Same author

Trimethylamine N-oxide in cardiovascular disease: Pathophysiology and the potential role of statins.

Life sciences·2024
Same author

Deep brain stimulation for post-stroke rehabilitation in Pakistan.

Annals of medicine and surgery (2012)·2024
Same author

MEIBO (perfluorohexyloctane): a novel approach to treating dry eye disease.

Annals of medicine and surgery (2012)·2024

Related Experiment Video

Updated: Apr 26, 2026

A Bedside, Single Burr Hole Approach to Multimodality Monitoring in Severe Brain Injury
06:18

A Bedside, Single Burr Hole Approach to Multimodality Monitoring in Severe Brain Injury

Published on: March 26, 2019

9.0K

Bedside manners: do we care?

Zerwa Farooq, Tajammal Mustaf, Alia Akram

    Journal of Ayub Medical College, Abbottabad : JAMC
    |August 8, 2014
    PubMed
    Summary
    This summary is machine-generated.

    Medical students overestimate their bedside manner skills, while faculty perceive them as poor. Inadequate teaching focus on bedside manner is a key issue in medical education.

    More Related Videos

    SECONDs Administration Guidelines: A Fast Tool to Assess Consciousness in Brain-injured Patients
    11:05

    SECONDs Administration Guidelines: A Fast Tool to Assess Consciousness in Brain-injured Patients

    Published on: February 6, 2021

    19.4K
    Clinical Practice Protocol of Creative Music Therapy for Preterm Infants and Their Parents in the Neonatal Intensive Care Unit
    11:50

    Clinical Practice Protocol of Creative Music Therapy for Preterm Infants and Their Parents in the Neonatal Intensive Care Unit

    Published on: January 7, 2020

    28.5K

    Related Experiment Videos

    Last Updated: Apr 26, 2026

    A Bedside, Single Burr Hole Approach to Multimodality Monitoring in Severe Brain Injury
    06:18

    A Bedside, Single Burr Hole Approach to Multimodality Monitoring in Severe Brain Injury

    Published on: March 26, 2019

    9.0K
    SECONDs Administration Guidelines: A Fast Tool to Assess Consciousness in Brain-injured Patients
    11:05

    SECONDs Administration Guidelines: A Fast Tool to Assess Consciousness in Brain-injured Patients

    Published on: February 6, 2021

    19.4K
    Clinical Practice Protocol of Creative Music Therapy for Preterm Infants and Their Parents in the Neonatal Intensive Care Unit
    11:50

    Clinical Practice Protocol of Creative Music Therapy for Preterm Infants and Their Parents in the Neonatal Intensive Care Unit

    Published on: January 7, 2020

    28.5K

    Area of Science:

    • Medical Education
    • Healthcare Communication
    • Patient-Centered Care

    Background:

    • Bedside manner training is challenging to formalize in medical education.
    • Clinical and technical skills training often overshadows the humanistic aspects of patient care.
    • Assessing student bedside manner and faculty perceptions is crucial for improving medical training.

    Purpose of the Study:

    • To evaluate final year medical students' and faculty's perceptions of bedside manner teaching and practice.
    • To assess the current bedside manner skills of medical students.
    • To identify gaps in bedside manner education within medical colleges.

    Main Methods:

    • A cross-sectional study involving 193 final year medical students and 29 faculty members.
    • Data collected via anonymous, structured questionnaires.
    • Analysis performed using SPSS-17.

    Main Results:

    • Significant disparity between student (85% always take consent) and faculty (17% agree) perceptions of bedside manner practices.
    • Faculty rated students' bedside manner as fair to poor (83%), citing lack of teaching focus.
    • Students felt a need to improve but remained confident (56%), while 87% believed private practice settings foster better bedside manner.

    Conclusions:

    • Medical students tend to overestimate their bedside manner abilities.
    • A notable difference exists in how students and faculty perceive bedside manner practice.
    • Insufficient emphasis on teaching bedside manner is a primary reason for its inadequate development in medical students.