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

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

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

1.9K
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,...
1.9K
Surveys02:16

Surveys

16.1K
Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
16.1K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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

1.4K
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...
1.4K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

1.8K
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...
1.8K
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

5.5K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.5K

You might also read

Related Articles

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

Sort by
Same author

Revisiting the Core Entrustable Professional Activities for Entering Residency.

Academic medicine : journal of the Association of American Medical Colleges·2021
Same journal

Immersive Virtual Reality Simulation Design in Healthcare Education: A Scoping Review.

Simulation in healthcare : journal of the Society for Simulation in Healthcare·2026
Same journal

Development and Evaluation of a Virtual Reality Module for Emergency Front-of-Neck Access Training.

Simulation in healthcare : journal of the Society for Simulation in Healthcare·2026
Same journal

Integrating Entrustable Professional Activities in Simulation-Based Health Care Education: A Systematic Literature Review.

Simulation in healthcare : journal of the Society for Simulation in Healthcare·2026
Same journal

Technology-Assisted Training for Ultrasound-Guided Peripheral IV Access by Nurses: A Randomized Educational Study.

Simulation in healthcare : journal of the Society for Simulation in Healthcare·2026
Same journal

Beyond Technology: Lessons From a Simple Simulation.

Simulation in healthcare : journal of the Society for Simulation in Healthcare·2026
Same journal

The Many Outcomes of an Emergency Response Simulation for Simulationists.

Simulation in healthcare : journal of the Society for Simulation in Healthcare·2026
See all related articles

Related Experiment Video

Updated: Oct 4, 2025

Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.3K

Student Perceptions of Effective Simulation Instructor Teaching.

Stacey E Pylman1, Matthew T Emery

  • 1From the Office of Medical Education Research and Development (S.E.P.), and Department of Emergency Medicine (M.T.E.), College of Human Medicine, Michigan State University, East Lansing, MI.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|February 9, 2022
PubMed
Summary
This summary is machine-generated.

First-year medical students identified key knowledge, skills, and attributes for effective simulation instructors in preclinical training. Recommendations are provided for faculty development to enhance simulation-based medical education.

More Related Videos

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
05:04

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training

Published on: August 9, 2024

1.2K
Creation of a High-Fidelity, Low-Cost, Intraosseous Line Placement Task Trainer via 3D Printing
11:45

Creation of a High-Fidelity, Low-Cost, Intraosseous Line Placement Task Trainer via 3D Printing

Published on: August 17, 2022

2.2K

Related Experiment Videos

Last Updated: Oct 4, 2025

Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.3K
Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
05:04

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training

Published on: August 9, 2024

1.2K
Creation of a High-Fidelity, Low-Cost, Intraosseous Line Placement Task Trainer via 3D Printing
11:45

Creation of a High-Fidelity, Low-Cost, Intraosseous Line Placement Task Trainer via 3D Printing

Published on: August 17, 2022

2.2K

Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Healthcare Professional Training

Background:

  • Effective simulation instructors are crucial for preclinical medical education.
  • Student perceptions of effective teaching in simulation are not well-documented.

Purpose of the Study:

  • To assess first-year medical students' perceptions of effective simulation instructors.
  • To identify essential knowledge, skills, and attributes of simulation instructors from the student perspective.

Main Methods:

  • Qualitative descriptive analysis of data from 23 focus groups.
  • Involved 183 first-year medical students in preclinical training.

Main Results:

  • Students identified 6 key areas of instructor knowledge.
  • Students outlined 5 categories of effective instructor skills.
  • Students described 8 positive instructor attributes, including enthusiasm and preparedness.

Conclusions:

  • Detailed descriptions and examples of effective simulation instruction were provided.
  • Recommendations for faculty development in simulation instruction were proposed.