Jove
Visualize
Contáctanos
JoVE
x logofacebook logolinkedin logoyoutube logo
ACERCA DE JoVE
Visión GeneralLiderazgoBlogCentro de Ayuda JoVE
AUTORES
Proceso de PublicaciónConsejo EditorialAlcance y PolíticasRevisión por ParesPreguntas FrecuentesEnviar
BIBLIOTECARIOS
TestimoniosSuscripcionesAccesoRecursosConsejo Asesor de BibliotecasPreguntas Frecuentes
INVESTIGACIÓN
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchivo
EDUCACIÓN
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualCentro de Recursos para ProfesoresSitio de Profesores
Términos y Condiciones de Uso
Política de Privacidad
Políticas

Videos de Conceptos Relacionados

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

1.7K
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...
1.7K
Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation01:24

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

1.3K
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...
1.3K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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

1.9K
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,...
1.9K
Modeling in Therapy01:26

Modeling in Therapy

145
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...
145
Cognitive Learning01:21

Cognitive Learning

516
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...
516
Critical Thinking I01:24

Critical Thinking I

3.5K
Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
3.5K

También podría leer

Artículos Relacionados

Artículos vinculados a este trabajo por autores compartidos, revista y gráfico de citas.

Ordenar por
Same author

Correction: Global learning opportunities within social innovation in health (GLOWS): A modified Delphi process to identify and pilot core competencies for learning.

PloS one·2026
Same author

A CFD-driven supervised learning framework for rapid DLD microfluidic chip optimization in CTC separation.

Biomedical microdevices·2026
Same author

Should I Stay, or Should I Go? Experiences of Newly Licensed Nurses in Clinical Practice.

The Journal of nursing administration·2026
Same author

Global learning opportunities within social innovation in health (GLOWS): A modified Delphi process to identify and pilot core competencies for learning.

PloS one·2026
Same author

Regulation of Muscle Stem Cell Dynamics and Quiescence by Netrin-1 Cytoskeletal Signaling.

bioRxiv : the preprint server for biology·2025
Same author

Incidental appendiceal neoplasms in a multicenter registry of appendicitis management.

Surgery·2025

Video Experimental Relacionado

Updated: Sep 9, 2025

Concept Development and Use of an Automated Food Intake and Eating Behavior Assessment Method
06:21

Concept Development and Use of an Automated Food Intake and Eating Behavior Assessment Method

Published on: February 19, 2021

5.8K

Aplicar el pensamiento de diseño para identificar los desafíos de la experiencia de aprendizaje supervisado / proceso

David Gaviria1, Elizabeth Chen2

  • 1Department of Nutrition, The University of North Carolina at Chapel Hill, North Carolina, USA.

Journal of human nutrition and dietetics : the official journal of the British Dietetic Association
|August 28, 2025
PubMed
Resumen

Los directores de programas de dietética se enfrentan a desafíos significativos en el aprendizaje experimental supervisado / práctica supervisada, incluida la logística de colocación, la tutoría de estudiantes y el compromiso de los preceptores. La colaboración es crucial para las soluciones futuras.

Palabras clave:
pensamiento de diseñoLas dietasEducaciónlas prácticasLa nutrición

Más Videos Relacionados

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K
Deep Neural Networks for Image-Based Dietary Assessment
13:19

Deep Neural Networks for Image-Based Dietary Assessment

Published on: March 13, 2021

9.3K

Videos de Experimentos Relacionados

Last Updated: Sep 9, 2025

Concept Development and Use of an Automated Food Intake and Eating Behavior Assessment Method
06:21

Concept Development and Use of an Automated Food Intake and Eating Behavior Assessment Method

Published on: February 19, 2021

5.8K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K
Deep Neural Networks for Image-Based Dietary Assessment
13:19

Deep Neural Networks for Image-Based Dietary Assessment

Published on: March 13, 2021

9.3K

Área de la Ciencia:

  • Educación dietética
  • Aprendizaje experimental supervisado
  • Educación para las profesiones sanitarias

Sus antecedentes:

  • Los directores de programas de dietética son fundamentales para el aprendizaje experimental supervisado / práctica supervisada (práctica).
  • Se reconoce la naturaleza exigente de este papel, pero no se ha investigado previamente.
  • Se empleó el pensamiento de diseño para explorar estos desafíos.

Objetivo del estudio:

  • Comprender los desafíos que enfrentan los directores de programas de dietética en el aprendizaje experimental supervisado/práctica supervisada.
  • Informar el desarrollo de soluciones futuras para estos desafíos.

Principales métodos:

  • Estudio cualitativo que involucra a 17 directores de programas de dietética en los Estados Unidos.
  • Seis grupos focales de 60 minutos conducidos a través de Zoom en octubre de 2022.
  • Análisis temático utilizado para identificar los desafíos clave a partir de los datos transcritos de los grupos focales.

Principales resultados:

  • Los principales desafíos incluyen la logística del lugar de colocación, la tutoría de estudiantes dietéticos y el compromiso del preceptor.
  • Los directores también expresaron preocupaciones con respecto a la profesión de dietética, el racismo y la diversidad.
  • Los desafíos identificados afectan a la eficacia del aprendizaje experimental supervisado/práctica supervisada.

Conclusiones:

  • El aprendizaje experimental supervisado / la práctica supervisada plantean desafíos significativos para los directores de programas de dietética.
  • La colaboración entre los directores de programas, los preceptores, las universidades y los organismos profesionales es esencial.
  • Se necesitan más investigaciones para desarrollar y evaluar soluciones a estos desafíos identificados.