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Related Concept Videos

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

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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.
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Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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

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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.
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Patient-centered Care01:13

Patient-centered Care

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

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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...
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Interdisciplinary Care: The Health Care Team-II01:18

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An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care. Here are a few more healthcare professionals.
Physical Therapist
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Updated: Mar 18, 2026

Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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Individualized Faculty Development to Address Outpatient Teaching Challenges: A Mixed-Methods Study.

Dana G Callahan1,2, Mary W Montgomery3,4, Nora Y Osman3,4

  • 1Harvard Medical School, Boston, MA, USA. dgcallahan@bwh.harvard.edu.

Journal of General Internal Medicine
|March 17, 2026
PubMed
Summary
This summary is machine-generated.

Individualized coaching helps outpatient faculty overcome teaching challenges with practical, workplace-specific solutions. This faculty development program fosters sustainable changes for improved clinical education.

Keywords:
ambulatory educationcoachingfaculty developmentoutpatient education

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Area of Science:

  • Medical Education
  • Faculty Development
  • Outpatient Clinical Teaching

Background:

  • Outpatient faculty encounter significant teaching obstacles, including high patient volume and time constraints.
  • Traditional faculty development programs often lack personalized strategies for clinical teaching improvement.

Purpose of the Study:

  • To implement and evaluate an individualized faculty development program utilizing coaching.
  • To assist faculty in identifying outpatient teaching challenges and creating feasible solutions.

Main Methods:

  • A coaching program was delivered to 24 outpatient teaching faculty across six departments at an academic medical center.
  • Participants engaged in 60-minute coaching sessions to identify teaching challenges and design "micro-innovations" tailored to their clinic workflow.

Main Results:

  • All participants implemented their micro-innovations, reporting positive impacts on student clinics at 6 months.
  • At 3 years, 53% of faculty continued to use their developed micro-innovations.
  • Faculty highly valued the individualized coaching for its direct relevance to their clinical practice.

Conclusions:

  • Individualized coaching effectively supports outpatient educators in addressing teaching challenges.
  • The program facilitated the creation of small, sustainable changes to enhance clinical teaching environments.