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

Models of Health Promotion and Illness Prevention II01:18

Models of Health Promotion and Illness Prevention II

1.6K
The person's health status fluctuates continually, varying from being in good health to becoming ill and returning to being healthy. To understand the concept of illness prevention, there are two models. First, the health-illness continuum model is a graphic representation of an individual's wellness. It states that a person is considered healthy in the absence of physical disease and the presence of good emotional health.
The agent-host-environment model states that disease results...
1.6K
Levels of Health Promotion and Illness Prevention01:26

Levels of Health Promotion and Illness Prevention

12.5K
Health promotion allows a person to control the determinants of health, resulting in an improved health status. It enhances the quality of life and reduces premature deaths. Health promotion and illness prevention programs help people make beneficial choices to reduce the risk of disease and disabilities. There are three health promotion and illness prevention levels: primary, secondary, and tertiary prevention.
In primary prevention, actions taken before disease onset prevent the disease from...
12.5K
Models of Health Promotion and Illness Prevention I01:25

Models of Health Promotion and Illness Prevention I

2.0K
A model is a theoretical way to understand a concept or an idea. Models can overcome barriers to health regardless of diverse economic and cultural backgrounds. In addition, models make the task easier by providing different ways to approach complex issues. There are two major health promotion models: the health belief model and the health promotion model.
The health belief model (HBM) attempts to predict health-related behavior in specific belief patterns. According to the HBM, a person's...
2.0K
Nursing Evaluation01:15

Nursing Evaluation

3.2K
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
3.2K
Data Validation01:03

Data Validation

4.9K
Data validation is an essential part of a comprehensive assessment. Validation is confirming or verifying and opening the door to gathering more assessment data as it clarifies vague or unclear data. The process of checking and verifying the collected information is called data validation. The primary purpose of data validation is to ensure data is as free from error, bias, and misinterpretation as possible.
Nursing assessment guides are generally based on holistic models rather than medical...
4.9K
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

Transforming Clinical Skills Training: Integrating OSCE into Team-Based Learning for teaching undergraduate medical students.

Pakistan journal of medical sciences·2026
Same author

Novel Mannich based derivatives of isoliquiritigenin and liquiritigenin, bioactive constituents of <i>Glycyrrhiza glabra</i>, as potent antimalarial agents.

Natural product research·2026
Same author

Association of PARP1 SNP (rs1136410) with Brain Tumor Risk: Insights from Khyber Pakhtunkhwa.

Asian Pacific journal of cancer prevention : APJCP·2026
Same author

Exploring Mixed Feeding Practices Among Indian Mothers: Knowledge, Attitudes, and Reported Barriers to Exclusive Breastfeeding.

Cureus·2026
Same author

Exploring the perspectives of undergraduate allied health sciences, dentistry and nursing students regarding the unpaid clinical placements.

BMC medical education·2026
Same author

Neuroscience of Emotional Intelligence: An Integrative Narrative Review.

Cureus·2026

Related Experiment Video

Updated: Jun 6, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

3.5K

EXPERIENCES, PERCEPTIONS, AND RECOMMENDATIONS FOR FACULTY DEVELOPMENT PROGRAMS IN HEALTH PROFESSIONS EDUCATION: A

Muhammad Junaid Khan1, Ahsan Sethi2, Sana Khan3

  • 1Department of Medical Education, Swat Medical College, Swat-Pakistan.

Journal of Ayub Medical College, Abbottabad : JAMC
|November 25, 2024
PubMed
Summary

Faculty development programs (FDPs) in health profession education (HPE) need administrative support and interactive, technology-driven content. Recommendations include needs-based training centers and validated evaluation tools for FDP effectiveness.

Keywords:
Faculty development; Teaching; Health Professions Education; Developing Countries

More Related Videos

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

18.9K
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

857

Related Experiment Videos

Last Updated: Jun 6, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

3.5K
Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

18.9K
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

857

Area of Science:

  • Health Profession Education (HPE)
  • Medical Education Research

Background:

  • Faculty development programs (FDPs) are crucial in health profession education (HPE).
  • Limited research exists on FDP impact in developing countries.
  • This study explores faculty experiences with FDPs in medical colleges.

Purpose of the Study:

  • To explore faculty experiences, perceptions, and recommendations regarding FDPs in medical colleges.
  • To identify key areas and challenges in current FDPs.
  • To provide recommendations for improving FDPs in HPE.

Main Methods:

  • Qualitative case study design.
  • Purposive sampling of faculty from public and private medical colleges.
  • Semi-structured interviews with 14 faculty members and thematic analysis using ATLAS.

Main Results:

  • Faculty reported limited engagement and a need for more interactive and collaborative FDPs.
  • Key themes included participants' perceptions of skill improvement and challenges.
  • Recommendations focused on tailored, technology-driven programs and needs-based training centers.

Conclusions:

  • FDPs require administrative facilitation, interactivity, and collaboration for effective skill enhancement.
  • Innovative strategies, feedback, and evaluation are essential for FDPs.
  • National bodies and institutions should develop needs-based training centers, and future research should focus on validating evaluation tools.