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Related Concept Videos

Classification of Illness01:17

Classification of Illness

The meaning of illness is individualized to each person who experiences an alteration in health. In contrast, disease is a medical term indicating a pathological change in the structure and function of the body or mind. It is a condition that has specific symptoms and boundaries.
An illness is a response to a disease in which the person's level of functioning is changed compared with a previous level. The general classification of illness includes acute and chronic.
Acute illness is severe and...
Specialized Care Centers and Settings-II01:30

Specialized Care Centers and Settings-II

Rural Health Centers
Rural health centers are specialized care facilities in remote locations with very few medical personnel. The primary care providers who run the centers are mostly Registered Nurse Practitioners. Here, emergency treatment is provided to critically ill or injured patients before they are transferred to the closest hospital. Fortunately, due to advancement in technology, many rural healthcare facilities and professionals have easy access to diagnostic and treatment...
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...
Restorative Care01:19

Restorative Care

Restorative care is provided once a patient has been discharged from a healthcare facility and requires additional services. The additional services include home care, rehabilitation programs, and extended care. Restorative care centers help the patient regain their previous level of functioning or acquire a new level of functioning due to the incapacitating effects of a disease or a disability. It aims to assist patients in enhancing their quality of life by encouraging independence,...
Guidelines for Writing Outcome01:11

Guidelines for Writing Outcome

When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...
Case Studies01:22

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.

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Related Experiment Video

Updated: Jul 10, 2026

Integrating Computerized Linguistic and Social Network Analyses to Capture Addiction Recovery Capital in an Online Community
08:53

Integrating Computerized Linguistic and Social Network Analyses to Capture Addiction Recovery Capital in an Online Community

Published on: May 31, 2019

How Health Practitioners Learners Differ from Other Learners in Recovery College Courses: An Outcomes Study.

Julie Bellemare1, Catherine Briand, Eugénie Samson-Daoust

  • 1Mrs. Bellemare: Université du Québec à Trois-Rivières, Trois-Rivières, Canada, Centre de Recherche de l'Institut Universitaire en Santé Mentale de Montréal, Montréal, Canada. Prof. Briand: Université du Québec à Trois-Rivières, Trois-Rivières, Canada; Senior Researcher, Centre de Recherche de l'Institut Universitaire en Santé Mentale de Montréal, Montréal, Canada. Mrs. Samson-Daoust: Centre de Recherche de l'Institut Universitaire en Santé Mentale de Montréal, Montréal, Canada. Dr. Rapisarda: Université du Québec à Trois-Rivières, Trois-Rivières, Canada, Trois-Rivières (Québec), Canada, Centre de Recherche de l'Institut Universitaire en Santé Mentale de Montréal, Montréal, Canada. Dr. Lefay: Université du Québec à Trois-Rivières, Trois-Rivières, Canada, Trois-Rivières (Québec), Canada, Centre de Recherche de l'Institut Universitaire en Santé Mentale de Montréal, Montréal, Canada.

The Journal of Continuing Education in the Health Professions
|July 9, 2026
PubMed
Summary

Recovery Colleges (RCs) benefit health practitioners by improving wellbeing and resilience, and reducing anxiety and stigma. These findings show RCs support mental health and recovery-oriented practices for all learners.

Keywords:
continuing educationeEducationhealth professionsmental healthrecovery collegesrecovery-oriented practices

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

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Last Updated: Jul 10, 2026

Integrating Computerized Linguistic and Social Network Analyses to Capture Addiction Recovery Capital in an Online Community
08:53

Integrating Computerized Linguistic and Social Network Analyses to Capture Addiction Recovery Capital in an Online Community

Published on: May 31, 2019

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:

  • Mental Health
  • Occupational Health
  • Educational Psychology

Background:

  • Health practitioners face high-pressure environments leading to burnout and distress.
  • Recovery Colleges (RCs) promote wellbeing and recovery-oriented practices.
  • Limited quantitative data exists on health practitioner outcomes in RCs.

Purpose of the Study:

  • To compare the wellbeing, anxiety, resilience, and stigma outcomes of health practitioner learners with other learner types in an RC course.
  • To assess the impact of RC courses on mental health and recovery-oriented practices among health practitioners.

Main Methods:

  • A preexperimental, one-group pretest-posttest design with repeated measures.
  • 434 learners completed questionnaires on wellbeing, anxiety, resilience, and stigma at three time points.
  • Sociodemographic data were collected for comparative analysis.

Main Results:

  • Health practitioners reported higher wellbeing and resilience, and lower anxiety and stigma compared to other learners.
  • Significant improvements were observed over time for wellbeing, anxiety, resilience, and stigma across all learners.
  • Learner type differences were significant for wellbeing, anxiety, resilience, and stigma (attitudes and social distance).

Conclusions:

  • RC courses demonstrate comparable positive outcomes for health practitioner learners and other learner types.
  • RCs effectively support mental health and recovery-oriented practices, addressing stigma.
  • RC courses complement existing continuing professional development for health practitioners.