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Related Concept Videos

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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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Metacognition01:26

Metacognition

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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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.
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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.
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Study Design in Statistics01:15

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A study design is a set of techniques that allow a researcher to collect and analyze data from different variables defined for a specific research problem. Statistics is commonly for effective study design and more robust experiments,
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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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Related Experiment Video

Updated: Nov 30, 2025

The Dyspepsia Educational Tool As a Novel Aid in Dyspepsia Management
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Multimedia tools in the teaching and learning processes: A systematic review.

M D Abdulrahaman1, N Faruk2, A A Oloyede2

  • 1Department of Information and Communication Science, University of Ilorin, Ilorin, Nigeria.

Heliyon
|November 16, 2020
PubMed
Summary

Multimedia technologies enhance education access and performance in developing nations. This systematic review shows that integrating audio, video, and 3-D elements in educational tools effectively bridges the quality education gap.

Keywords:
EducationMedia in educationPedagogical issuesSystematic reviewTeaching/learning strategies

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Area of Science:

  • Educational Technology
  • Developing Nations Studies
  • Multimedia Learning

Background:

  • Quality education access remains a significant challenge in developing countries.
  • Multimedia technology offers a potential strategy to broaden educational reach and improve learning outcomes.
  • Previous efforts have explored various methods to enhance educational accessibility.

Purpose of the Study:

  • To systematically review multimedia tools used in teaching and learning.
  • To examine how multimedia technologies bridge the gap in quality education access and improve learner performance.
  • To identify success factors and limitations of multimedia in education.

Main Methods:

  • Systematic literature review of scientific studies on multimedia in education.
  • Inclusion criteria-based selection of relevant research.
  • Analysis and synthesis of findings from case studies and research reports.
  • Examination of multimedia components, application areas, and target audiences.

Main Results:

  • Multimedia tools incorporate components like audio, video, animation, and 3-D.
  • Solutions primarily target pedagogical content and user audience.
  • Success is linked to embedded technologies and development components.
  • Various case studies report on multimedia tool effectiveness, limitations, and application areas.

Conclusions:

  • Multimedia technologies are a viable strategy for improving access to quality education in developing countries.
  • The effectiveness of multimedia tools depends on their pedagogical focus, user-centric design, and technological components.
  • Further research directions are identified to optimize multimedia integration in educational settings.