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Related Concept Videos

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

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

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, patient...
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...
Peptic Ulcer Disease V: Surgical Management and Nursing Care01:25

Peptic Ulcer Disease V: Surgical Management and Nursing Care

Surgical management and nursing care are crucial in treating Peptic Ulcer Disease (PUD). Here is an organized and enhanced overview of the surgical interventions and the associated nursing care for PUD:
Surgical Interventions for Peptic Ulcer Disease

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Related Experiment Videos

Surgical Education as a Complex Adaptive System: The Need for Pedagogical Competence.

Mackenzie Cook1, Ruchi Thanawala1

  • 1Department of Surgery, Oregon Health & Science University, Portland, Oregon.

Journal of Surgical Education
|June 26, 2026
PubMed
Summary

Surgical training is a complex adaptive system, not a simple teacher-student link. Faculty need pedagogical competence to guide residents effectively in today's changing healthcare environment.

Keywords:
assessmentcompetency based medical educationcomplex adaptive systempedagogical competence

Related Experiment Videos

Area of Science:

  • Medical Education
  • Surgical Training
  • Health Systems Science

Background:

  • Surgical graduate medical education (GME) faces transformation due to competency-based education, complex health systems, and sociotechnological changes.
  • The training environment is unstable, impacting how surgeons learn and faculty teach.
  • Traditional teacher-learner dynamics are insufficient in modern healthcare.

Purpose of the Study:

  • To reframe surgical education as a complex adaptive system.
  • To define the essential pedagogical competencies required for surgical faculty.
  • To advocate for structural reforms in surgical GME.

Main Methods:

  • This is a perspective piece, not an empirical study.
  • It analyzes the impact of systemic changes on surgical training.
  • It synthesizes current challenges and proposes a new framework for faculty development.

Main Results:

  • Surgical learning emerges from interactions within a complex adaptive system, involving learners, faculty, teams, institutions, and regulations.
  • Faculty require pedagogical competence, including dialogue-based alliances, entrustment decisions, learning opportunity creation, and assessment skills.
  • Lack of faculty preparation compromises competency-based assessment and entrustment.

Conclusions:

  • Surgical education must be viewed as a complex adaptive system.
  • Pedagogical competence is crucial for faculty to navigate the evolving healthcare landscape.
  • Structural reforms are needed to support faculty development and ensure training integrity.