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Related Concept Videos

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 Clinical Information System01:27

Nursing Clinical Information System

Nursing Clinical Information System (NCIS)
A Nursing Clinical Information System (NCIS) is a specialized type of healthcare information system tailored to meet the unique needs of nursing practice. It incorporates the principles of nursing informatics to streamline information management and improve the quality of care delivery.
Critical attributes of NCIS include:
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...
Health Information Technology and Healthcare Information System01:30

Health Information Technology and Healthcare Information System

Health Information Technology (HIT)
Health Information Technology, commonly called HIT, integrates advanced information systems and technology in healthcare settings. Its primary functions include:
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...
Integrated Healthcare System01:20

Integrated Healthcare System

An integrated healthcare system (IHS) is a set of organizations that provides for or arranges to provide coordinated and continuous service to a defined population. The IHS takes responsibility for that particular population's health status and outcome, both clinically and fiscally. An integrated healthcare system is a well-organized, well-coordinated, and collaborative network. The integrated delivery system is a network that connects different healthcare providers to deliver organized,...

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Related Experiment Video

Updated: Jul 7, 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

"Internet+" Case-Based Learning Improves Perceived Learning Gains and Teaching Satisfaction in an Integrated Medical

Haoyuan Hu1,2,3,4, Jiale Wang1,2,3,4, Xinqi Wang1,2,3,4

  • 1Cardiovascular Hospital, Renmin Hospital of Wuhan University, Wuhan, China.

Journal of Medical Education and Curricular Development
|July 6, 2026
PubMed
Summary

Internet-enhanced case-based learning (CBL) improved medical students' satisfaction and learning gains in Clinical Pathophysiology & Therapeutics courses. However, it also increased workload, indicating a need for optimized blended learning approaches.

Keywords:
Internet+case-based learningintegrated medical curriculumlearning gainsmedical educationteaching satisfaction

Related Experiment Videos

Last Updated: Jul 7, 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

Area of Science:

  • Medical Education
  • Digital Health
  • Pedagogy

Background:

  • The integration of "Internet+" technologies is transforming medical education.
  • Case-based learning (CBL) is a key student-centered approach in integrated curricula like Clinical Pathophysiology & Therapeutics (CPPT).
  • The comparative effectiveness of "Internet+" CBL versus traditional CBL in CPPT is not well-established.

Purpose of the Study:

  • To compare "Internet+" CBL and traditional CBL regarding teaching satisfaction and perceived learning gains in CPPT.
  • To provide empirical evidence to inform educational reform in medical training.
  • To evaluate student perceptions of workload and interaction in both CBL modalities.

Main Methods:

  • A within-subject comparative survey design was employed.
  • Fourth-year undergraduate medical students with experience in both CBL modalities participated.
  • The adapted Students' Evaluations of Educational Quality (SEEQ) questionnaire assessed outcomes, with data analyzed using paired t tests or Wilcoxon matched-pairs signed rank tests for 180 valid responses.

Main Results:

  • "Internet+" CBL significantly outperformed traditional CBL in overall teaching satisfaction, knowledge application, and skill development (information analysis, teamwork).
  • Students reported a higher learning burden with "Internet+" CBL.
  • Both methods faced challenges in pre-class question initiation and teacher-student interaction.

Conclusions:

  • "Internet+" CBL enhances learning gains and satisfaction in medical students, despite increased workload.
  • Blended CBL approaches are recommended for integrated medical curricula.
  • Further optimization is needed to address pre-class engagement and interaction challenges in "Internet+" CBL.