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Related Concept Videos

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

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

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

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

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

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

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

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, patient...
Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
Methods of Documentation IV: Focus Charting01:26

Methods of Documentation IV: Focus Charting

Focus Charting, also known as the focus charting system or "focus documentation," is a systematic documentation approach used in healthcare to organize patient information in medical records.
It typically involves three columns for recording information:

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Related Experiment Video

Updated: Jul 28, 2026

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

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Published on: January 15, 2017

Delirium: Medical Students' Knowledge and Effectiveness of Different Teaching Methods.

Franziska Baessler1, Anja Ciprianidis1, Ali Z Rizvi1

  • 1Department of General Internal and Psychosomatic Medicine, Heidelberg University Hospital, Heidelberg, Germany.

The American Journal of Geriatric Psychiatry : Official Journal of the American Association for Geriatric Psychiatry
|April 22, 2019
PubMed
Summary

Medical students showed significant knowledge gains in delirium education. Video-based teaching, particularly with a video and handout combined, improved learning outcomes and recall more effectively than other methods.

Keywords:
Deliriummedical curriculummedical educationmixed-methodsold ageteaching methods

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Last Updated: Jul 28, 2026

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Area of Science:

  • Medical Education
  • Neuroscience
  • Geriatrics

Background:

  • Medical schools face criticism for insufficient delirium training.
  • Delirium is a critical condition impacting patient outcomes.
  • Effective teaching strategies for delirium are needed.

Purpose of the Study:

  • To assess medical students' knowledge of delirium.
  • To evaluate the effectiveness of different teaching methods for delirium.
  • To compare learning outcomes between video, handout, and combined interventions.

Main Methods:

  • Sixth-year medical students at Heidelberg University were randomized into three groups.
  • Interventions included video, handout, or video+handout for delirium education.
  • Pre- and post-intervention questionnaires measured objective and subjective knowledge gains.

Main Results:

  • All teaching methods resulted in significant knowledge gains (d>0.8).
  • Video and video+handout interventions were more effective, with high recall for video (92.8%).
  • Students often overestimated their delirium knowledge, with improved self-assessment post-intervention.

Conclusions:

  • Video-based delirium education enhances knowledge transfer and recall in medical students.
  • A combined video and handout approach appears most effective.
  • Medical students, especially men, tend to overestimate their understanding of delirium.