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

Critical Thinking I01:24

Critical Thinking I

3.8K
Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
3.8K
Modeling in Therapy01:26

Modeling in Therapy

155
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
155
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 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
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

1.7K
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...
1.7K
Purposive Learning01:22

Purposive Learning

210
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
210

You might also read

Related Articles

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

Sort by
Same author

A Retrospective Multiyear Mixed-Methods Evaluation of an Interprofessional Healthcare Systems Design Education Model.

HERD·2026
Same author

An Evidence-Based Master of Public Health Curriculum.

Public health reports (Washington, D.C. : 1974)·2026
Same author

An art-based mixed-methods study exploring children's environmental preferences in home-based nursing research.

Nurse researcher·2026
Same author

Small animal veterinarians identify proactive, specific, and multimodal communication as helpful in supporting nutrition conversations with clients.

Journal of the American Veterinary Medical Association·2026
Same author

Food security among graduate students in the United States: A scoping review.

Journal of American college health : J of ACH·2025
Same author

Organizational and patient factors associated with positive primary care experiences for veterans with current or recent homelessness.

Health services research·2024

Related Experiment Video

Updated: Sep 18, 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

3.8K

Building leadership skills through applied learning in an MPH program.

Sophie G Wenzel1, Pelagie Ky1, Nicole Holt1

  • 1Department of Population Health Sciences, Virginia Tech, Blacksburg, VA, United States.

Frontiers in Public Health
|June 26, 2025
PubMed
Summary

This study demonstrates that a master's level public health leadership course significantly improved essential competencies. Students gained crucial skills in leadership, teamwork, communication, and negotiation for effective public health practice.

Keywords:
communicationinterprofessionalismleadershipnegotiationpublic health

More Related Videos

A Training Program Using an Agility Ladder for Community-Dwelling Older Adults
14:13

A Training Program Using an Agility Ladder for Community-Dwelling Older Adults

Published on: March 7, 2020

10.7K
Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.3K

Related Experiment Videos

Last Updated: Sep 18, 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

3.8K
A Training Program Using an Agility Ladder for Community-Dwelling Older Adults
14:13

A Training Program Using an Agility Ladder for Community-Dwelling Older Adults

Published on: March 7, 2020

10.7K
Mechanical Ventilation Boot Camp Curriculum
07:36

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

10.3K

Area of Science:

  • Public Health Education
  • Leadership Development
  • Interprofessional Practice

Background:

  • Effective public health practice requires strong leadership capacity in complex environments.
  • Master of Public Health (MPH) programs are vital for cultivating future public health leaders.
  • Traditional MPH curricula may not adequately address specialized leadership training.

Purpose of the Study:

  • To evaluate the effectiveness of a master's level Public Health Leadership and Interprofessionalism course.
  • To assess the impact of high-impact educational practices and adult learning principles on leadership skills.
  • To identify key leadership competencies crucial for public health professionals.

Main Methods:

  • A master's level course integrating leadership theories and practical skills was developed.
  • High-impact educational practices and adult learning principles were employed.
  • Student competencies were assessed via self-assessment at matriculation and graduation.

Main Results:

  • A statistically significant increase in all assessed leadership competencies was observed.
  • Students identified strengths-based leadership, team dynamics, communication, negotiation, and interprofessionalism as crucial skills.
  • The course provided tangible skills applicable to public health practice.

Conclusions:

  • The developed Public Health Leadership and Interprofessionalism course effectively enhanced student competencies.
  • The curriculum equips future public health leaders with essential skills for navigating complex challenges.
  • Evidence supports the integration of specialized leadership training within MPH programs.