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

Preclinical Development: Overview01:28

Preclinical Development: Overview

4.4K
Preclinical development consists of a series of tests that ensure the safety and efficacy of a new therapeutic compound before it is tested in humans. There are four main phases to this process. First, safety pharmacology tests are conducted to ensure the drug does not produce any acutely harmful effects. These tests examine parameters such as bronchoconstriction, cardiac dysrhythmias, blood pressure changes, and ataxia. Next, preliminary toxicological testing is performed to determine the...
4.4K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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

1.2K
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...
1.2K
Drug Administration and Therapy Phases: Overview01:26

Drug Administration and Therapy Phases: Overview

454
Drugs, the chemical agents used in diagnosing, treating, or preventing diseases, undergo a four-phase process of development: pharmaceutic, pharmacokinetics, pharmacodynamics, and therapeutic.
The pharmaceutical phase focuses on leveraging the physicochemical properties of the drug to design and manufacture an effective product. Variants include orally administered tablets or capsules, topical creams or ointments, and parenteral-delivery solutions or emulsions.
The pharmacokinetic phase...
454
Patient-centered Care01:13

Patient-centered Care

2.0K
Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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

1.5K
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...
1.5K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

1.7K
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,...
1.7K

You might also read

Related Articles

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

Sort by
Same author

A prescription for Intraprofessional education: Bridging the gap between pharmacy and pharmacy technician students.

Currents in pharmacy teaching & learning·2026
Same author

How pharmacy education and practice cultivate researchers: the Canadian experience.

The International journal of pharmacy practice·2026
Same author

Embracing uncertainty in pharmacy student clinical reasoning: A simulation-based approach.

Currents in pharmacy teaching & learning·2026
Same author

Development and Evaluation of an AI Avatar Educational Tool for Depression and Anxiety: A Qualitative Pilot Study.

Journal of primary care & community health·2026
Same author

Comparing different retrieval practice strategies using virtual patients: A stratified randomized trial.

Medical teacher·2026
Same author

Twelve tips for fostering productive struggle in the clinical learning environment.

Medical teacher·2025

Related Experiment Video

Updated: Jun 28, 2025

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

4.3K

Two for One: Merging Continuing Professional Development and Faculty Development in the CATE Curriculum for Pharmacy

Debbie Kwan1, Karen Leslie2, David Dubins3

  • 1, BScPhm, MSc, ACPR, FCSHP, is an Assistant Professor, Teaching Stream, with the Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario.

The Canadian Journal of Hospital Pharmacy
|April 11, 2024
PubMed
Summary

Integrating continuing professional development (CPD) and faculty development (FD) into a blended online model enhanced preceptors' clinical and teaching expertise. This approach improved pharmacy students' experiential learning and solidified preceptors' educator roles.

Keywords:
continuing professional developmenteducationfaculty developmentpharmacypreceptor developmentteaching

More Related Videos

E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy
06:28

E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

Published on: August 1, 2019

8.3K
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.0K

Related Experiment Videos

Last Updated: Jun 28, 2025

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
04:36

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

4.3K
E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy
06:28

E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

Published on: August 1, 2019

8.3K
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.0K

Area of Science:

  • Pharmacy Education
  • Medical Education
  • Health Professions Education

Background:

  • Continuing professional development (CPD) and faculty development (FD) are distinct but integration can enhance learning.
  • Pharmacy preceptors require both clinical and pedagogical expertise.

Purpose of the Study:

  • To explore preceptor perceptions of the Clinical And Teaching Education (CATE) model.
  • To evaluate the effectiveness of CATE in blending clinical content with teaching techniques.

Main Methods:

  • A synchronous, online workshop (CATE) integrated clinical content (depression) with the "One-Minute Preceptor" (OMP) teaching skill.
  • Thirty-five pharmacy preceptors participated.
  • Qualitative and quantitative data were collected longitudinally via surveys and interviews, analyzed using a modified Kirkpatrick framework.

Main Results:

  • Preceptors valued integrated educational theory and OMP practice.
  • The blended CPD and FD approach was appealing, though integration clarity was desired.
  • CATE positively influenced preceptor approaches and OMP use revealed learner knowledge gaps.

Conclusions:

  • Integrating CPD and FD in a synchronous online format is feasible and well-received.
  • This integration enhances preceptor clinical and educational expertise, potentially improving student experiential learning.
  • The CATE model offers a novel approach to preceptor pedagogical growth, adaptable to other health professions.