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Related Concept Videos

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

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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...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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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...
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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

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

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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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Current Trends in Nursing II01:30

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Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...
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Related Experiment Video

Updated: Feb 19, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Tele-attending can emulate and even improve bedside teaching and learning.

Robert J Adams1

  • 1a Department of Neurology, Medical University South Carolina , Charleston , SC , USA.

Medical Teacher
|November 3, 2017
PubMed
Summary

Telemedicine and wearable technology enable remote medical education, allowing students to present cases to attending physicians in real-time. This innovative approach can enhance clinical training, especially for students at regional medical centers.

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Area of Science:

  • Medical Education Technology
  • Clinical Telepresence

Background:

  • Telemedicine offers versatile applications beyond clinical care, extending into medical education.
  • Emerging wearable platforms facilitate real-time remote case presentations.

Purpose of the Study:

  • To evaluate the feasibility of using telemedicine and wearable technology for remote medical education.
  • To explore the potential of "Tele-Attending" to enhance clinical case presentations for medical students.

Main Methods:

  • Utilizing wearable platforms for remote students to "tele-present" clinical cases.
  • Facilitating real-time interaction between remote students and a "Tele-Attending" physician.

Main Results:

  • The "Tele-attending" paradigm accommodates most features medical students deem important for case presentations.
  • Augmenting traditional bedside rounds with online resources and telepresence shows potential for improvement.

Conclusions:

  • Telemedicine, particularly "Tele-attending" via wearable platforms, presents a viable and effective model for remote medical education.
  • This approach holds significant promise for supporting students at regional medical centers with limited access to specialized instruction.