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 II: Focusing, Paraphrasing, and Summarizing01:23

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

11.9K
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...
11.9K
Communication01:03

Communication

8.8K
Communication between two animals occurs when one animal transmits an information signal that causes a change in the animal that receives the information. Organisms communicate with one another in a host of different ways. Signals can be auditory, chemical, visual, tactile, or a combination of these. Communication is a critical behavioral adaptation that promotes survival, growth, and reproduction.
8.8K
Communication01:28

Communication

12.5K
Sharing information, concepts, and emotions to foster mutual understanding is communication. The sender, recipient, and transaction must be considered in this manner. The sender is the person who shares the message, the recipient is the person who receives and understands the message, and the transaction is the method used to deliver the message and the variables that affect the communication's context and surroundings. The nurse-client connection is built on therapeutic communication.
12.5K
Therapeutic Communication01:30

Therapeutic Communication

9.4K
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...
9.4K
Acute Coronary Syndrome IV: Interprofessional Care01:28

Acute Coronary Syndrome IV: Interprofessional Care

332
IntroductionThe management of Acute Coronary Syndrome (ACS) aims to minimize myocardial damage, preserve myocardial function, and prevent complications.Initial ManagementInpatient management involves continuous cardiac monitoring, preferably in an ICU, focusing on blood pressure, serum sodium, potassium, and creatinine levels, and urine output. Ongoing pharmacologic management is crucial for stabilizing the patient.Supplemental Oxygen: Administer supplemental oxygen if oxygen saturation is...
332
Pulmonary Embolism II: Diagnostic Studies and Interprofessional Care01:29

Pulmonary Embolism II: Diagnostic Studies and Interprofessional Care

533
Diagnosing Pulmonary EmbolismDiagnosing pulmonary embolism (PE) involves clinical assessment and advanced imaging tests. The preferred diagnostic tool is the spiral (helical) CT scan or CT angiography (CTA), which uses intravenous contrast media to visualize the pulmonary vasculature and identify emboli.A ventilation-perfusion (V/Q) scan is an alternative for patients unable to receive contrast media. This scan includes both perfusion and ventilation scanning. Perfusion scanning involves...
533

You might also read

Related Articles

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

Sort by
Same author

A convergence of global epidemics: diabetes as a modulator of neurodegenerative and neuro-inflammatory disorders.

Frontiers in neurology·2026
Same author

Impact of multiple sclerosis disease-modifying therapies on chronic lesion tissue expansion.

Multiple sclerosis (Houndmills, Basingstoke, England)·2026
Same author

Sedative Choice and Neurocognitive Outcomes After Critical Illness in Early Childhood.

JAMA network open·2026
Same author

Serious Illness Care Exclusion, Disclosure, and Trust For Older Gay Men and Caregivers in the Deep South.

Journal of pain and symptom management·2026
Same author

Three Low-Dose Antihypertensive Agents in a Single Pill after Intracerebral Hemorrhage.

The New England journal of medicine·2026
Same author

Corrigendum to "Real-world effectiveness of ocrelizumab in relapsing multiple sclerosis: An MSBase registry sub-study" [Multiple Sclerosis and Related Disorders Vol 106; Feb 2026; Article Number 106885].

Multiple sclerosis and related disorders·2026

Related Experiment Video

Updated: Feb 24, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

18.0K

An Intensive, Simulation-Based Communication Course for Pediatric Critical Care Medicine Fellows.

Erin M Johnson1, Melinda F Hamilton, R Scott Watson

  • 11Department of Critical Care Medicine, The Children's Hospital of Pittsburgh of UPMC, Pittsburgh, PA. 2Peter M. Winter Institute for Simulation, Education, and Research (WISER), Pittsburgh, PA. 3Department of Pediatrics, University of Washington, Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle Children's Hospital, Seattle, WA. 4Division of General Internal Medicine, The University of Pittsburgh Medical Center, Pittsburgh, PA. 5University of Alabama at Birmingham, Birmingham, AL.

Pediatric Critical Care Medicine : a Journal of the Society of Critical Care Medicine and the World Federation of Pediatric Intensive and Critical Care Societies
|August 11, 2017
PubMed
Summary

Pediatric critical care medicine fellows gained confidence in communication skills after a simulation-based course. The majority recommended the Pediatric Critical Care Communication course be required for fellowship training.

More Related Videos

Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.8K
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

5.0K

Related Experiment Videos

Last Updated: Feb 24, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

18.0K
Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.8K
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

5.0K

Area of Science:

  • Medical Education
  • Pediatric Critical Care
  • Communication Skills Training

Background:

  • Effective communication is vital in pediatric intensive care units (PICUs) but often lacking.
  • Pediatric critical care medicine fellows receive inadequate communication education.
  • A simulation-based course was developed to address this educational gap.

Purpose of the Study:

  • To assess the impact of a simulation-based communication course on pediatric critical care medicine fellows.
  • To evaluate fellows' confidence and preparedness in handling difficult conversations within the PICU setting.
  • To determine fellows' satisfaction and recommendations regarding the communication training.

Main Methods:

  • A 3-day simulation-based course, the Pediatric Critical Care Communication course, was implemented.
  • Pediatric critical care medicine fellows participated in didactic sessions and interactive simulation scenarios.
  • Anonymous pre- and post-course surveys assessed communication training, preparedness, and satisfaction.

Main Results:

  • Most fellows (over 4 years) reported no prior formal training in key communication areas like care conferences or delivering bad news.
  • Post-course surveys showed significant increases in fellows' confidence in discussing critical care, end-of-life issues, and code status.
  • Fellows reported increased self-perceived preparedness for empathic communication with families (p < 0.05).

Conclusions:

  • The Pediatric Critical Care Communication course effectively enhanced fellows' confidence in managing difficult patient and family discussions.
  • The majority of fellows strongly recommended the course as a required component of pediatric critical care medicine fellowship.
  • Future research should investigate the course's influence on family-reported satisfaction with communication.