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

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

7.8K
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...
7.8K
Factors Affecting Drug Response: Overview01:21

Factors Affecting Drug Response: Overview

2.0K
When it comes to infants and young children, they are typically administered smaller doses of medication in comparison to adults. This is primarily because their organ functions still need to fully develop, meaning their bodies are not as efficient at metabolizing or eliminating drugs. Additionally, their blood-brain barrier is more permeable than in adults. As a result, high concentrations of drugs can easily penetrate the central nervous system (CNS), potentially leading to neurological...
2.0K
Methods of Documentation II: POMR01:26

Methods of Documentation II: POMR

932
The Problem-Oriented Medical Record (POMR) revolutionized medical record-keeping by introducing a systematic approach focusing on the patient's problems rather than merely listing symptoms. Dr. Lawrence Weed's introduction of this method in the 1960s marked a significant advancement in medical documentation. The POMR framework consists of four key components: the database, problem list, plan of care, and progress notes.
932

You might also read

Related Articles

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

Sort by
Same author

Pastoral Care Provision for Medical Students: What Is the Role of the Clinical Teaching Fellow?

The clinical teacher·2026
Same author

Journey mapping as an inclusive research tool: Capturing the learning journeys of health professions educators with dyslexia.

Medical education·2025
Same author

Covid-19 Coping Survey: an In-depth Qualitative Analysis of Free-Text Responses from People With and Without Existing Health Conditions in the UK.

International journal of behavioral medicine·2022
Same author

Fifteen-minute consultation: Cardiac murmurs in the Newborn Infant Physical Examination (NIPE).

Archives of disease in childhood. Education and practice edition·2021
Same author

Experiences of cancer immunotherapy with immune checkpoint inhibitors (ExCIm)-insights of people affected by cancer and healthcare professionals: a qualitative study protocol.

BMJ open·2021
Same author

Inter-professional practice in the prevention and management of child and adolescent self-harm: foster carers' and residential carers' negotiation of expertise and professional identity.

Sociology of health & illness·2020

Related Experiment Video

Updated: Jun 22, 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

17.2K

Optimising paediatric bedside teaching for medical students.

Abhishek Oswal1, Nathan Collicott2, Steve Jennings3

  • 1Department of Paediatric Cardiology, Guy's and St Thomas' Hospitals NHS Trust, London, UK abhishekoswal@doctors.org.uk.

Archives of Disease in Childhood. Education and Practice Edition
|July 4, 2024
PubMed
Summary

This guide enhances pediatric bedside teaching for junior doctors. It offers evidence-based strategies to boost confidence and improve learning outcomes for both educators and medical students in pediatric clinical settings.

Keywords:
NeonatologyPaediatrics

More Related Videos

Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.2K
Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

1.6K

Related Experiment Videos

Last Updated: Jun 22, 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

17.2K
Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.2K
Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

1.6K

Area of Science:

  • Medical Education
  • Pediatrics
  • Clinical Teaching

Background:

  • Bedside teaching is a core clinical education method.
  • Paediatric teaching presents unique challenges for medical students and junior doctors.
  • Junior doctors may lack confidence in teaching unfamiliar paediatric cases.

Purpose of the Study:

  • To provide evidence-based insights into paediatric bedside teaching.
  • To offer structured models for effective bedside teaching and debriefing.
  • To enhance the confidence and learning yield for junior doctors and medical students.

Main Methods:

  • Review of the evidence base for paediatric bedside teaching.
  • Development of model structures for teaching and debriefing sessions.
  • Focus on improving educator confidence and learner outcomes.

Main Results:

  • Provides a framework for effective paediatric bedside teaching.
  • Addresses anxieties junior doctors may face when teaching paediatrics.
  • Aims to optimize the learning experience for all participants.

Conclusions:

  • Effective paediatric bedside teaching requires specific strategies and support.
  • Structured approaches can improve confidence and educational outcomes.
  • This guidance supports junior doctors in their role as paediatric educators.