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 II: Planning and Implementation01:24

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

2.3K
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...
2.3K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

2.7K
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...
2.7K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

2.8K
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,...
2.8K
Purposive Learning01:22

Purposive Learning

667
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...
667
Cognitive Learning01:21

Cognitive Learning

1.6K
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
1.6K
Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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

13.6K
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...
13.6K

You might also read

Related Articles

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

Sort by
Same author

Common themes in clinical education partnerships.

The Journal of nursing education·2011
See all related articles

Related Experiment Video

Updated: Apr 19, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

5.1K

Transferring learning from faculty development to the classroom.

Kim Z Rock1

  • 1St. Luke’s College of Health Sciences, Kansas City, MO, USA. kimezrock@gmail.com

The Journal of Nursing Education
|December 11, 2014
PubMed
Summary
This summary is machine-generated.

Faculty development programs enhance health information technology (HIT) skills transfer into nursing curricula. Individual traits like leadership and persistence, alongside program elements like teamwork and networking, are crucial for successful learning integration.

More Related Videos

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

4.6K
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

4.5K

Related Experiment Videos

Last Updated: Apr 19, 2026

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

5.1K
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

4.6K
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

4.5K

Area of Science:

  • Health Information Technology
  • Nursing Education
  • Faculty Development

Background:

  • Effective transfer of health information technology (HIT) knowledge and skills from faculty development programs into nursing curricula is essential for modern healthcare education.
  • Previous research highlights the importance of faculty, program, and work environment characteristics in supporting learning transfer.

Purpose of the Study:

  • To investigate factors influencing the integration of HIT knowledge and skills from Health Resources and Services Administration–funded faculty development programs into nursing education.
  • To identify individual, program, and work environment characteristics that facilitate or hinder the transfer of learning.

Main Methods:

  • Qualitative study involving interviews with 20 participants from four Health Resources and Services Administration–funded faculty development programs.
  • Analysis of interview data to identify themes related to the transfer of learning.

Main Results:

  • Confirmed the significance of faculty, program, and work environment factors in successful learning transfer.
  • Identified novel individual characteristics supporting transfer: leadership, lifelong learning, recognizing limitations, persistence, creativity, and risk-taking.
  • Highlighted the positive influence of networking, diverse perspectives, post-conference support, and team-based program designs.
  • Emphasized that the transfer of learning is context-dependent due to varied supportive factors and barriers in work environments.

Conclusions:

  • Faculty development programs can effectively enhance HIT knowledge and skills transfer into nursing curricula.
  • Individual attributes, program design elements, and work environment contexts collectively influence the successful integration of new knowledge and skills.
  • Recommendations for improving learning transfer can be derived from understanding these multifaceted influencing factors.