Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Purposive Learning

Purposive Learning

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...

Classical Conditioning

Classical Conditioning

Associative learning, a core principle in behavioral psychology, involves forming connections between events and facilitating learned responses. This concept is vividly illustrated by classical conditioning, a process extensively studied by the Russian physiologist Ivan Pavlov. Pavlov's pioneering research on dogs' digestive systems led to the discovery that behaviors can be learned through association, laying the groundwork for classical conditioning.
Ivan Pavlov observed that dogs...

Cognitive Learning

Cognitive Learning

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...

Introduction to Learning

Introduction to Learning

Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...

Microenvironments

Microenvironments

Microorganisms inhabit highly localized spaces known as microenvironments, which are defined by distinct physical and chemical characteristics. These include oxygen concentration, pH, temperature, light availability, and nutrient levels. The conditions within a microenvironment can differ markedly from those in the surrounding area and significantly influence microbial growth, metabolism, and community structure.Microenvironments often display sharp physicochemical gradients over small spatial...

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

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...

You might also read

Related Articles

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

Sort by

Same author

Service user involvement in teaching and learning: student nurse perspectives.

Journal of research in nursing : JRN·2021

Same author

Stigma towards non-suicidal self-harm: evaluating a brief educational intervention.

British journal of nursing (Mark Allen Publishing)·2019

Same author

Evaluation of the student learning experience.

Nursing standard (Royal College of Nursing (Great Britain) : 1987)·2016

Same author

Supporting students in practice: leadership.

Nursing standard (Royal College of Nursing (Great Britain) : 1987)·2016

Same author

Evidence-based practice: developing mentors to support students.

Nursing standard (Royal College of Nursing (Great Britain) : 1987)·2016

Same author

Assessment and accountability: part 3 - sign-off mentors.

Nursing standard (Royal College of Nursing (Great Britain) : 1987)·2016

Search research articles

Related Experiment Video

Updated: Mar 24, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Creating an environment for learning.

Trish Houghton¹

¹School of Health and Human Sciences, University of Bolton, Bolton, England.

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)

|March 17, 2016

Summary

This guide helps mentors and practice teachers create effective learning environments, meeting the Nursing and Midwifery Council

Area of Science:

Nursing Education
Healthcare Professional Development

Background:

Mentorship is crucial for developing competent healthcare professionals.
The Nursing and Midwifery Council (NMC) sets standards for learning and assessment in practice (SSLAP).
Existing guidance for mentors and practice teachers requires enhancement.

Purpose of the Study:

To provide guidance for mentors and practice teachers.
To support the development of a portfolio of evidence aligned with NMC SSLAP standards.
To focus on the fifth SSLAP domain: 'creating an environment for learning'.

Main Methods:

The article offers learning activities for mentors and practice teachers.
It suggests self-assessment methods for evidence gathering.
Guidance is provided to meet and maintain specific domain requirements.

Keywords:

Nursing and Midwifery Council SWOT learning environment mentor mentorship multidisciplinary team nursing student portfolio practice placement practice teacher

More Related Videos

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Related Experiment Videos

Last Updated: Mar 24, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Main Results:

Mentors and practice teachers can develop a portfolio of evidence.
The guidance facilitates meeting the NMC's SSLAP requirements.
Effective learning environments can be established.

Conclusions:

This article aids mentors and practice teachers in their roles.
It supports the creation of high-quality practice placements.
Evidence-based practice development is encouraged.