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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...
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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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Barriers to Effective Communication I01:30

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Professional learning needs in using video calls identified through workshops.

Sarah Statton1, Ray Jones2, Martin Thomas3

  • 1School of Nursing and Midwifery, Plymouth University, 3 Portland Villas, Plymouth, PL4 8AA, UK.

BMC Medical Education
|May 12, 2016
PubMed
Summary
This summary is machine-generated.

Healthcare professionals need training to effectively use video calls for at-home end-of-life care. Identifying learning needs is crucial for integrating this technology into practice, especially in rural settings.

Keywords:
Clinical educationEnd-of-lifeLearning needsVideo calls

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Area of Science:

  • Palliative Care
  • Health Informatics
  • Telemedicine

Background:

  • Most patients prefer to die at home, but achieving this, especially in rural areas, is challenging.
  • Video calls offer a potential solution for supporting end-of-life care at home, but their use is not routine.
  • Healthcare professionals' (HCPs) learning needs must be addressed to increase and ensure effective uptake of video call technology.

Purpose of the Study:

  • To identify the learning needs of HCPs in utilizing video calls for supporting patients and their carers at the end of life.
  • To explore the potential advantages and disadvantages of using video calls in end-of-life care scenarios.

Main Methods:

  • Face-to-face workshops were conducted in five Southwest England locations with 116 participants (nurses, allied HCPs, doctors, bereaved volunteers).
  • Discussions focused on video call advantages, disadvantages, usage scenarios, and HCP learning needs, documented via flipcharts and audio recordings.
  • A subsequent online workshop with 21 participants prioritized identified learning needs.

Main Results:

  • Video calls were seen as advantageous for many end-of-life scenarios, particularly in rural settings.
  • Seven themes encompassing 59 learning needs for HCPs were identified and prioritized.
  • Key learning needs included technical confidence, integration into clinical practice, communication skills for video, understanding patient/family impact, and presenting video calls as an option.

Conclusions:

  • Video call technology is underutilized in clinical practice despite its ubiquity.
  • Effective use of video calls in end-of-life care requires planning and practice.
  • Identified learning needs can inform the development of training modules and courses for HCPs.