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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...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Fundamentals of Nursing Process II01:25

Fundamentals of Nursing Process II

There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...

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Related Experiment Videos

Teaching Experiences with a Competency-Based Integrated Curriculum: A Phenomenological Study from a Transformative

Laura Gutiérrez-Soriano1,2,3, María Paula Gómez-Sánchez1,4, Andrea Liseth Tavera-Sanabria1,5

  • 1Medical Education for Health Professionals, Pontificia Universidad Javeriana, Universidad del Rosario, Bogotá, Colombia.

Medical Science Educator
|July 13, 2026
PubMed
Summary

Implementing a competency-based integrated curriculum (CBIC) transforms teaching and professional identity. Faculty experienced significant changes, highlighting the need for support in clinical settings.

Keywords:
Competency-based curriculumHermeneutic phenomenologyMedical educationTransformative learning

Related Experiment Videos

Area of Science:

  • Medical Education
  • Anesthesiology Training
  • Curriculum Development

Background:

  • Competency-based integrated curricula (CBIC) significantly alter teaching practices and professional identity in clinical settings.
  • Understanding faculty experiences is crucial for effective professional development and educational quality improvement.

Purpose of the Study:

  • To explore the lived experiences of anesthesiology clinical faculty members with the introduction of students trained under a CBIC.

Main Methods:

  • Qualitative phenomenological-hermeneutic study.
  • Utilized Max van Manen's methodology and Mezirow's transformative learning theory.
  • Conducted in-depth interviews with anesthesiology clinical faculty in a Colombian hospital.

Main Results:

  • Five key themes emerged: expectations, appropriation of CBIC, pedagogical relationship shifts, student autonomy, and institutional challenges.
  • Faculty reported questioning, openness, and role redefinition, aligning with transformative learning.
  • Experiences included generational tensions and the need to redefine pedagogical relationships.

Conclusions:

  • The CBIC drives changes in teaching identity and pedagogical relationships but faces implementation hurdles.
  • Pedagogical preparation, institutional communication, and structural support are vital for successful CBIC integration.
  • Transformative learning theory provides a framework for understanding faculty adaptation to curriculum changes.