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

SBAR I: Understanding the Concept01:29

SBAR I: Understanding the Concept

5.0K
Effective communication among healthcare professionals during hand-off reporting is essential to delivering safe and continuous patient care. Common professional interactions include reports to healthcare team members, hand-off, and transfer reports. Nurses routinely report information to other healthcare team members and also urgently contact healthcare providers to report changes in patient status.
Standardized methods of communication have been developed to ensure that information is...
5.0K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

1.5K
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...
1.5K
Types of Reports I: Hands-off Report01:25

Types of Reports I: Hands-off Report

1.1K
A hand-off report, also known as a change-of-shift report, is a crucial nursing process that ensures the smooth transition of patient care responsibilities between nursing staff.
Following are the key components and categories of hand-off reports:
Purpose and Process:
1.1K
Nursing Implementation01:15

Nursing Implementation

5.5K
Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
5.5K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

2.0K
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,...
2.0K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

1.9K
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...
1.9K

You might also read

Related Articles

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

Sort by
Same author

Graduate Medical Education Data in the United States: Availability and Accessibility Across National Organizations.

Journal of graduate medical education·2026
Same author

Coaching and Individualized Learning in Competency-Based Medical Education: Framework Development and Research Priorities.

AEM education and training·2026
Same author

Cultivating Health Science Education Innovation: The RISE Innovator Development Program.

Academic medicine : journal of the Association of American Medical Colleges·2026
Same author

Measuring the Master Adaptive Learner: Development and validity evidence for a revised instrument.

Medical teacher·2025
Same author

From the lecture hall to the cloud: Theoretical foundations for engaging virtual and hybrid didactics in emergency medicine.

AEM education and training·2025
Same author

The Association of Master Adaptive Learning With Less Burnout and More Resilience in Obstetrics and Gynecology Residents.

Academic medicine : journal of the Association of American Medical Colleges·2024

Related Experiment Video

Updated: Oct 7, 2025

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

17.4K

No time, no room: On-shift teaching for any shift.

Deena Khamees1, Meg Wolff2

  • 1McGovern Medical School The University of Texas Health Science Center Houston Texas USA.

AEM Education and Training
|January 7, 2022
PubMed
Summary

Emergency Department (ED) clinicians can integrate teaching into busy shifts by identifying spontaneous educational moments. These opportunities require no special equipment and enhance both clinical skills and interprofessional communication.

More Related Videos

The Attentional Set Shifting Task: A Measure of Cognitive Flexibility in Mice
09:15

The Attentional Set Shifting Task: A Measure of Cognitive Flexibility in Mice

Published on: February 4, 2015

27.7K
Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

9.6K

Related Experiment Videos

Last Updated: Oct 7, 2025

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

17.4K
The Attentional Set Shifting Task: A Measure of Cognitive Flexibility in Mice
09:15

The Attentional Set Shifting Task: A Measure of Cognitive Flexibility in Mice

Published on: February 4, 2015

27.7K
Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

9.6K

Area of Science:

  • Medical Education
  • Emergency Medicine
  • Clinical Practice

Background:

  • The Emergency Department (ED) presents a fast-paced environment challenging dedicated teaching time.
  • Effective medical education requires innovative strategies to overcome time constraints.

Purpose of the Study:

  • To identify and highlight readily available, low-preparation teaching opportunities within the ED setting.
  • To promote the integration of teaching into routine clinical practice during emergency shifts.

Main Methods:

  • Review of common ED scenarios and interactions.
  • Identification of spontaneous teaching moments requiring minimal or no special equipment.
  • Focus on practical, 'on-the-spot' teaching strategies.

Main Results:

  • Numerous opportunities exist for teaching clinical pearls and non-traditional skills like interprofessional communication.
  • These educational moments can be leveraged without disrupting patient care flow significantly.
  • Flexibility in selecting teaching moments based on shift dynamics and trainee needs is key.

Conclusions:

  • Integrating teaching into the ED is feasible by capitalizing on inherent learning opportunities.
  • Low-resource teaching strategies can effectively enhance both clinical knowledge and essential soft skills.
  • Encouraging educators to identify and utilize these moments can improve medical training in emergency settings.