Jove
Visualize
联系我们
JoVE
x logofacebook logolinkedin logoyoutube logo
关于 JoVE
概览领导团队博客JoVE 帮助中心
作者
出版流程编辑委员会范围与政策同行评审常见问题投稿
图书馆员
用户评价订阅访问资源图书馆顾问委员会常见问题
研究
JoVE JournalMethods CollectionsJoVE Encyclopedia of Experiments存档
教育
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab Manual教师资源中心教师网站
使用条款与条件
隐私政策
政策

相关概念视频

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing01:23

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

7.8K
Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...
7.8K
Role of Communication in the Nursing Process II: Planning and Implementation01:25

Role of Communication in the Nursing Process II: Planning and Implementation

1.8K
Several factors are considered while creating a patient's care plan. Motivation is a factor in improving communication, and patients often require encouragement to try different approaches involving significant change. It is essential to involve the patient and family in decisions about the plan of care to determine whether the suggested methods are acceptable. Consider meeting critical comfort and safety needs before introducing new communication methods and techniques. Allow adequate time...
1.8K
Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch01:15

Techniques of therapeutic communication I: Active Listening, Sharing Observations, Validation, and Using Touch

4.8K
The history of therapeutic communication can be traced back to Florence Nightingale, who emphasized the importance of developing trusting relationships with patients. She taught that the presence of nurses with patients results in therapeutic healing.
Therapeutic communication is not the same as social interaction. Social interaction has no goal or purpose and consists of casual information sharing, whereas therapeutic communication has a plan or purpose for the conversation. Therapeutic...
4.8K
Therapeutic Communication01:30

Therapeutic Communication

4.5K
Communication is a lifelong learning process. Through therapeutic communication, nurses can collect relevant assessment data, provide education and counseling, and interact during nursing interventions. Sending and receiving messages occur through verbal and nonverbal communication techniques and can happen separately or simultaneously.
Verbal communication depends on language or a prescribed way of using words so that people can share information effectively. The critical aspects of verbal...
4.5K
Communication01:28

Communication

5.5K
Sharing information, concepts, and emotions to foster mutual understanding is communication. The sender, recipient, and transaction must be considered in this manner. The sender is the person who shares the message, the recipient is the person who receives and understands the message, and the transaction is the method used to deliver the message and the variables that affect the communication's context and surroundings. The nurse-client connection is built on therapeutic communication.
5.5K
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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

1.5K
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...
1.5K

您也可能阅读

相关文章

通过共同作者、期刊和引用图与本文相关的文章。

排序
Same author

Trust in government, public health authorities, health scientists and medical care providers and COVID-19 vaccines among Canadian adults.

Scientific reports·2026
Same author

From Rapid Reviews to Rapid Living Evidence Synthesis: Lessons From COVID-19 Vaccine Effectiveness Reviews for Canadian Public Health Decision-Making.

Campbell systematic reviews·2026
Same author

CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne·2026
Same author

Management of brain-heart multimorbidity: a clinical practice guideline.

CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne·2026
Same author

Correction: Canadian healthcare workers' mental health and health behaviours during the COVID-19 pandemic: results from nine representative samples between April 2020 and February 2022.

Canadian journal of public health = Revue canadienne de sante publique·2026
Same author

COVID-19 vaccination status and motivators among Canadian health care workers: are they different from the general population?

Journal of occupational health·2026

相关实验视频

Updated: Jun 19, 2025

Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

9.4K

培训医生在激励性沟通:一个综合的知识转移研究协议协议.

Brigitte Voisard1, Anda I Dragomir2, Vincent Gosselin Boucher2

  • 1Department of Psychology, University of Quebec at Montreal (UQAM).

Health psychology : official journal of the Division of Health Psychology, American Psychological Association
|July 25, 2024
PubMed
概括

这项研究开发了一种新的行为改变咨询 (BCC) 培训框架,用于医疗保健提供者 (HCP) 使用综合知识翻译. 该框架解决了BCC实施的障碍,旨在改善患者健康结果.

更多相关视频

E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy
06:28

E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

Published on: August 1, 2019

8.3K
Movement Retraining using Real-time Feedback of Performance
08:16

Movement Retraining using Real-time Feedback of Performance

Published on: January 17, 2013

13.4K

相关实验视频

Last Updated: Jun 19, 2025

Setup and Execution Of the Blindfolded Code Training Exercise
05:25

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

9.4K
E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy
06:28

E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy

Published on: August 1, 2019

8.3K
Movement Retraining using Real-time Feedback of Performance
08:16

Movement Retraining using Real-time Feedback of Performance

Published on: January 17, 2013

13.4K

科学领域:

  • 医疗保健服务研究 医疗服务研究
  • 行为科学 行为科学
  • 医学教育 医学教育

背景情况:

  • 行为改变咨询 (BCC) 对于改善患者健康结果是有效的.
  • 知识翻译的障碍限制了医疗保健提供者 (HCP) 采用BCC.
  • 需要一个新的BCC培训框架来提高医疗保健人员的技能和干预吸收.

研究的目的:

  • 概述开发一个新的BCC培训框架,用于HPs.
  • 在框架开发中展示综合知识翻译 (iKT) 的应用.
  • 为未来的疗效测试准备BCC培训框架.

主要方法:

  • 一个经过修改的Delphi流程确定了医疗人员的11个基本BCC能力.
  • 一项调查评估了医务人员对BCC的态度和培训需求.
  • 使用iKT开发了一个在线能力评估工具 (MC-CAT) 和一个培训计划 (MOTIVATOR),并通过参与者的反来改进.

主要成果:

  • 德尔菲小组将"激励性沟通"定义为BCC核心能力.
  • 医疗保健人员表示愿意接受为期4小时的BCC入门培训.
  • 该MC-CAT和MOTIVATOR计划是合作开发和认证的.

结论:

  • 一个代的ICT方法成功地解决了BCC实施中的障碍.
  • 开发的BCC框架已经准备好进行进一步的测试和潜在的广泛采用.
  • 这一框架预计将改善医疗人员对BCC干预措施的采用.