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Related Concept Videos

Therapeutic Communication01:30

Therapeutic Communication

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Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...
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Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

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

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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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Modeling in Therapy01:26

Modeling in Therapy

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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...
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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.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
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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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Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

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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
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
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How Supervisors Work With Video of Clinical Practice to Influence Learning Conversations.

Andrew Yanqi Huang1,2, Margaret Bearman3, Damian J Castanelli1,4,5

  • 1Department of Medical Education, Melbourne Medical School, The University of Melbourne, Melbourne, Victoria, Australia.

Academic Medicine : Journal of the Association of American Medical Colleges
|March 23, 2026
PubMed
Summary
This summary is machine-generated.

Video enhances clinical learning conversations by enabling self-reflection and objective feedback. Skillful implementation is key to maximizing benefits and minimizing trainee discomfort in postgraduate medical education.

Keywords:
feedbacklearning conversationspostgraduate medical educationsupervisorsvideo

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Area of Science:

  • Medical Education
  • Clinical Supervision
  • Health Professions Education

Background:

  • Feedback in clinical practice is often suboptimal.
  • Learning conversations aim to involve learners actively in dialogue.
  • Video recording offers potential for capturing practice and facilitating feedback.

Purpose of the Study:

  • To investigate how supervisors use video in postgraduate medical education.
  • To explore the influence of video on learning conversations.

Main Methods:

  • Qualitative study using semi-structured interviews with 26 participants (supervisors and trainees).
  • Data analyzed using Reflexive Thematic Analysis.
  • Participants from diverse specialties across four Anglophone countries.

Main Results:

  • Video enables indirect observation and precise focus on practice moments.
  • Supervisors use video to encourage trainee self-reflection and build consensus.
  • Strategies like building trust and avoiding assessment framing mitigate emotional risks.
  • Supervisors balance educational goals with trainee autonomy.

Conclusions:

  • Video can enhance learning conversations when implemented thoughtfully.
  • Effective video integration requires careful educational design.
  • Skillful use enriches dialogue and promotes reflection; poor use may increase discomfort.