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| Predicate | Object |
|---|---|
| rdf:type | |
| lifeskim:mentions | |
| pubmed:issue |
2
|
| pubmed:dateCreated |
1996-12-27
|
| pubmed:abstractText |
An expectation is an anticipation of something that may occur. The quality or state of an expectation is an expectancy which represents a predicted level of performance. In patient education, expectations must be defined by both caregiver and patient. When realistic, and clearly established before learning is undertaken, they can move patients towards success, and even influence decisions about self-care. When unrealistic or vague, expectations predispose patients to failure. What patients intend or expect to accomplish influences their responses. They may selectively focus on what has a personal meaning, and may even reject what is meaningless. Teachers must begin with the knowledge that patients have ideas and emotions which influence their expectations for learning. They must elicit these expectations, and become proficient at using them to guide a successful learning performance.
|
| pubmed:language |
eng
|
| pubmed:journal | |
| pubmed:citationSubset |
N
|
| pubmed:status |
MEDLINE
|
| pubmed:issn |
1483-698X
|
| pubmed:author | |
| pubmed:issnType |
Print
|
| pubmed:volume |
6
|
| pubmed:owner |
NLM
|
| pubmed:authorsComplete |
Y
|
| pubmed:pagination |
23-5
|
| pubmed:dateRevised |
2007-11-15
|
| pubmed:meshHeading | |
| pubmed:year |
1996
|
| pubmed:articleTitle |
The influence of patient expectations on learning experience.
|
| pubmed:publicationType |
Journal Article
|