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Related Concept Videos

Patient-centered Care01:13

Patient-centered Care

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

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

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 insulin...
Methods of Documentation III: PIE01:21

Methods of Documentation III: PIE

Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

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 from the...
Accountability and Responsibility of a Nurse II01:09

Accountability and Responsibility of a Nurse II

Professional accountability in nursing is a multifaceted concept that encompasses professional ethics, legal standards, and employment expectations. This framework ensures that nurses maintain and elevate the quality of care while upholding the values of their profession. It compels them to treat patients, families, and colleagues with respect, compassion, and integrity.
For example, a nurse demonstrating respect and compassion might listen attentively to a patient's concerns, provide comfort...
Introduction To Health Care Delivery System01:18

Introduction To Health Care Delivery System

The healthcare system is constantly changing and complex. Various services are available from different healthcare providers, but gaining access to these services has become challenging for people with limited healthcare insurance. Uninsured people present a challenge to healthcare because they frequently postpone or forego treatment.
The Institute of Medicine (IOM) advocates for a patient-centered, effective, safe, timely, equitable, and effective healthcare system. The National Priorities...

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Reframing Failure: Lessons Learned in Failing Forward for Physician Assistants and Educators.

Chelsey Hoffmann1,2, Karen Graham-Burnet1,2

  • 1Chelsey Hoffmann, PA-C, MS, RD, is a Physician Assistant, Division of Pain Medicine, Department of Anesthesiology, Mayo Clinic, Rochester, Minnesota.

The Journal of Physician Assistant Education : the Official Journal of the Physician Assistant Education Association
|June 19, 2026
PubMed
Summary

Physician assistant (PA) educators can learn from failures in teaching, scholarship, and well-being. Normalizing failure and aiming to "fail forward" is crucial for professional growth and preventing burnout in PA education.

Related Experiment Videos

Area of Science:

  • Medical Education
  • Faculty Development
  • Physician Assistant Studies

Background:

  • Academic failure in learners is widely discussed, but less attention is given to failures experienced by physician assistant (PA) educators.
  • Early career faculty failures can negatively impact self-esteem and career success.
  • Subjective experiences and literature highlight various PA educator failures.

Purpose of the Study:

  • To explore common failures encountered by PA educators.
  • To identify strategies for addressing these failures.
  • To promote a mindset of "failing forward" within the PA education community.

Main Methods:

  • Analysis of subjective experiences from mentor/mentee relationships.
  • Review of existing literature on faculty failure.
  • Discussion of lessons learned from ineffective instructional methods, scholarship, and personal well-being challenges.

Main Results:

  • PA educators may face failures in instructional methods, scholarship, and personal well-being.
  • Normalizing failure and adopting a "fail forward" approach is vital for faculty development and job satisfaction.
  • A "productive failure" mindset, similar to instructional techniques for learners, may benefit faculty.

Conclusions:

  • Addressing faculty failures is essential for personal and professional growth in PA education.
  • Shifting the perspective towards "productive failure" can mitigate burnout and enhance job satisfaction.
  • The PA education community should collectively embrace "failing forward" for mutual development.