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

2.3K
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...
2.3K
Interdisciplinary Care: The Health Care Team-II01:18

Interdisciplinary Care: The Health Care Team-II

2.5K
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...
2.5K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

2.7K
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...
2.7K
Interdisciplinary Care: The Health Care Team-I01:21

Interdisciplinary Care: The Health Care Team-I

3.0K
An interdisciplinary team includes many healthcare professionals working together and utilizing their skills, knowledge, and expertise to provide holistic and quality patient care.
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution...
3.0K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

2.8K
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,...
2.8K
Barriers to Effective Communication II01:21

Barriers to Effective Communication II

5.8K
The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
Differences in values, beliefs, religion, knowledge, and tradition can significantly impact communication. Awareness of nonverbal cues is critical, especially when conversing with a patient from a different culture. What appears appropriate in one culture may be inappropriate in another.
Semantic barriers:
As a result of their tendency to use...
5.8K

You might also read

Related Articles

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

Sort by
Same author

Ill parents' mental and physical well-being and their young children's emotional and behavioral difficulties: A cross-sectional study.

Families, systems & health : the journal of collaborative family healthcare·2025
Same author

Child-parent agreement on the SDQ: The role of child-parent attachment and parental feelings.

Journal of clinical psychology·2024
Same author

Exploring the Unique Professional Identity of Hospital Teachers.

Continuity in education·2024
Same author

Art Therapy for Children in Short-Term Hospitalization.

Continuity in education·2024
Same author

Do Parents' Internal Processes and Feelings Contribute to the way they Report Their Children's Mental Difficulties on the Strength and Difficulties Questionnaire (SDQ)?

Child psychiatry and human development·2022
Same author

Online and Academic Procrastination in Students With Learning Disabilities: The Impact of Academic Stress and Self-Efficacy.

Psychological reports·2021

Related Experiment Video

Updated: Apr 21, 2026

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

4.7K

Teaching in Hospital Educational Centers: Navigating Educational Dialogue in Multifaceted Context.

Meirav Hen1, Adi Hadari2, Arie Kizel2

  • 1Tel Hai University of Kiryat Shmona in the Galilee, IL.

Continuity in Education
|April 20, 2026
PubMed
Summary

Hospital teachers in pediatric oncology navigate dual medical and educational demands. They use strategies like empowering students and reclaiming identity to manage the student-patient conflict, prioritizing resilience over traditional curricula.

Keywords:
hospital pedagogypedagogical respitepediatric oncologyqualitative researchstudent autonomystudent–patient conflict

More Related Videos

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

18.1K
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

1.9K

Related Experiment Videos

Last Updated: Apr 21, 2026

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

4.7K
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

18.1K
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

1.9K

Area of Science:

  • Medical Education
  • Pediatric Oncology
  • Educational Psychology

Background:

  • Hospital teachers in pediatric oncology face challenges balancing clinical care with educational goals.
  • The study examines the tension between the "logic of schooling" and the "logic of medicine" in this setting.
  • Existing policies often conflict with the practical realities of hospital-based education.

Purpose of the Study:

  • To explore the professional experiences of hospital teachers in pediatric oncology.
  • To identify strategies used to manage competing institutional demands.
  • To understand how hospital pedagogy addresses the "student-patient conflict".

Main Methods:

  • Qualitative-constructivist framework.
  • Semi-structured interviews with 13 expert teachers and 1 national supervisor.
  • Thematic analysis of interview data.

Main Results:

  • The "student-patient conflict" is a central tension, stemming from a child's dual role.
  • Teachers employ strategies: positioning learning as choice, clinical environment mastery, and using play/humor to reclaim the "healthy self".
  • Hospital pedagogy in oncology emphasizes identity reclamation over academic instruction.

Conclusions:

  • Hospital pedagogy in oncology focuses on restoring student identity and agency.
  • There is a disconnect between Ministry of Education policies and ward realities.
  • Recommends recognizing "pedagogical respite" and prioritizing flexibility and resilience for students in crisis.