CONCEPTS OF TEACHING AND LEARNING
Care Plan or Critical Pathway
Components of documentation: - individualized care plan
Problem List
Components of documentation: - list of actual and potential health problems
Admission Assessment
Components of documentation: - makes complete patient profile and history -Designs assessment forms to red flag high-risk patients
Progress Notes
Components of documentation: - narrative notes show the patient's progress perceived by all health care professionals involved in patient care.
Discharge Summary
Components of documentation: - reports written at the time of discharge or transfer of a client to another health care facility.
Flow sheets
Components of documentation: -contains observations and lists in a clear, concise, check-off format
1.Methods shouldbe appropriate to the objectives and content of the course 2.Methods should be adapted to the capability of students 3.Methods should be in accordance with sound psychological principles 4.Methods should suit the teacher's personality and capitalize on her special assets 5.Methods should be used creatively
Guidelines in the Choice of Teaching and Learning Methods
Health literacy
It includes the ability to understand: instructions on prescription drug bottles, appointment slips, medical education brochures, doctor's directions and consent forms -Ability to negotiate complex health care systems.
Emotional intelligence
- Capability to manage and monitor own emotions, to correctly gauge the emotional state of others and to influence opinions
Patient Teaching
- Is the process of influencing patient behavior and producing changes in knowledge, attitudes and skills necessary in maintaining or improving health?
Multiple intelligence
- Proposed by Howard Gardner
LOW LITERACY
- also termed as marginally literate or marginally illiterate, refers to the ability of adults to read, write and comprehend information between the fifth and eighth grade level of difficulty.
Planning
- is a carefully organized written presentation of what the learner needs to learn and how the educator is going to initiate the teaching process
READABILITY
- is defined as the ease with which written or printed information can be read.
LITERACY
- is the ability to use printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential.
FUNCTIONAL ILLITERACY
- means that adults lack the fundamental reading, writing, and comprehension skills that are needed to operate effectively in today's society.
Intrinsic Motivation
- occurs when the learner wants to learn for the sake of learning
Outcome Process Principle
- refer to educational aims, goals, objectives, outcomes, purposes or results of the learning process.
Evaluation
- the measurement of the teaching-learning performance of both the teacher and the learner.
Implementation and Application of the Teaching Plan
- the point where the theoretical and practical aspects of the teaching-learning process meet
Lesson Planning and Preparation Skills
-Able to formulate objectives and learning outcomes intended for the lesson
The Education Process
-Is a systematic, sequential, logical, scientifically based, planned course of action consisting of teaching and learning.
Motivation
-Process by which an individual creates an inner drive to accomplish goals
The Nursing Process
-Provides the necessary tool to enable the nurse to render quality nursing care to patients.
Lesson Presentation
-Refers to the ability of the teacher to engage successfully in the learning experience process
Lesson Management
-Should sustain student's attention, interest and involvementin the topic of discussion.
HEALTH LITERACY
-The degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions.
Independent Learning
-The teacher initiates an active self-regulated learning process among students
a.Self-awareness b.Self-management or self-regulation c.Motivation d.Empathy e.Social skills
5 dimensions (Goleman)
Interpersonal Relationship with Students
-ability to relate well with students and her personal interest in the learners
Simulations or Exercises
-duplicating the real situation that requires use of skills laboratory to give realistic feel of the situation
ILLITERATE
-is someone who is unable to read or write at all or those whose reading and writing skills are at the fourth-grade level or below.
Socio-economic status
-measure of family's position in society
Extrinsic motivation
-occurs when the learner wants to learn for reasons other than his own personal interest
Hereditary Endowments Principle
-refer to the nature of the child, his psychological and physiological qualities.
Teaching Process Principle
-refer to the techniques used with the student and the teacher working together.
Culture
-refers to attitudes, values, customs and behavior patterns that characterize a social group
Assessment
-refers to the gathering of data
Professional Competence
-refers to the teacher's adherence to personal standard of excellence and self-development
Intelligence
-the capacity to acquire and apply knowledge by means of thought and reason
Demonstration
-the teacher makes a direct display of the skills to be taught
At-Risk Students
-those in danger of failing to complete their education
Characteristics of the Nursing Process
1.Systematic 2.Dynamic 3.Interpersonal 4.Goal-directed 5.Universally applicable
1.Independent Learning 2.Demonstration 3.Simulations or Exercises
Approaches to Teaching Skills
•Reacting to complex learning situations •Using the excuse that they were too busy, too tires, too sick or too sedated with medication to maintain their attention span when given a reading material. •Claiming that they just did not feel like reading. •Camouflaging their problem by surrounding themselves with books, magazines, and newspaper to give the impression they are able to read. •Circumventing their inability to read. •Asking you to read the information for them. •Showing nervousness as aresult of feeling stressed. •Acting confused, talking out of context, holding reading materials upside down, or expressing thoughts that may seem totally irrelevant to the topic of conversation. •Showing a great deal of frustration and restlessness when attempting to read. •Standing in a location clearly designated for authorized personnel only. •Listening and watching very attentively to observe and memorize how things work. •Demonstrating difficulty with following instructions about relatively simple activities. •Failing to ask any questions about the information they received •Revealing a discrepancy between what is understood by listening and what is understood by reading.
Assessing literacy During assessment, the nurse educator should take note of the following clues that clients with illiteracy or low literacy may demonstrate (Andrus & Roth,2002; Davis Michielutte, Askov, Williams, & Weiss, 1998; Weiss,2003)
1.Previous learning experiences 2.Personal attitudes and beliefs 3.Readiness to learn 4.Availability of resources to support learning 5.Level of anxiety
Assessment of Motivation
1.Student Factors 2.Institutional Factors 3.Teacher Factors
BARRIERS TO EDUCATION
a.Inadequate Physical Facilities and Funding b.Philosophy, Vision and Mission of Schools c.The Legal Framework around Education d.Issues of Safety and Security Inside and Outside the School e.Accountability Movement f.Perceived Lack of Support
BARRIERS TO EDUCATION: Institutional Factors
a.Physical Disability b.Negative attitudes and stereotypes c.Poverty d.Student's Capabilities, Personal Beliefs and Values e.Students are More Likely to Drop out of School if Schooling is Irrelevant to Realities
BARRIERS TO EDUCATION: Student Factors
1.Intelligence 2.Multiple intelligence 3.Emotional intelligence 4.Socio-economic status 5.Culture 6.Gender Differences 7.At-Risk Students
Categories of Learners according to Individual Differences
Professional Competence Interpersonal Relationship with Students Personal Characteristics Teaching Practices Evaluation Practices
Characteristics of an Effective Teacher in Nursing:
1. Covers all aspects of patient care 2. Critical for communication among team members 3. Provides a legal record 4. Supports quality assurance efforts 5. Promotes continuity of care 6. Facilitates reinforcement
Characteristics of documentation:
a.Linguistic Intelligence or Word-smart b.Logical-Mathematical c.Spatial d.Bodily Kinesthetic e.Musical f.Interpersonal g.Intrapersonal h.Naturalistic Intelligence
Eight Different Intelligences:
a.Students' attitudes and values b.Classroom organization c.School communication
Culture influences:
1. Cover only essential information. 2. Keep anatomy and physiology broad and brief -emphasize the specifics that impact the patient's daily life. 3. Aim for a basic "how-to" approach. 4. Organize essential content in a logical flow. 5.Place the important information either first or last. This information is remembered best. 6. Start with more general information and progress to the specific. 7. Present just one or two key ideas per paragraph. 8. Include sensory information -what will the patient feel, see, hear, smell or taste?
Developing Printed Educational Materials Content:
1. Aim for a friendly, conversational style. 2. Use "you" or "your" instead of "the patient". 3. A question and answer format is friendly and intriguing. 4. Use colloquial words whenever possible in place of medical terms. 5. Use short, simple words (usually not over 2 syllables) . 6. Be consistent with words. 7. Keep sentences short and simple, but not choppy. 8. Use active not the passive voice. 9. State things positively rather than negatively.
Developing Printed Educational Materials Style:
1. Use at least 14-point type. Align left -don't justify text. 2. Using ALL CAPITALS MAKELETTERS HARDER TO DIFFERENTIATE. 3. Using italics makes letters hard to read. 4. Use headings and subheadings to divide material into small, logical sections. Make headings larger than the rest of the text. 5. To emphasize a subheading or a point in the text use bolding. Underlining is next best. 6. Leave generous white space around the text. This makes it easier and more inviting to read. Wide margins and borders help. Double space if space allows. 7. If a word won't fit at the end of the line, put it on the line below and avoid hyphenating. 8. Keep paragraphs to four or five sentences in length. 9. Illustrations that relate directly to text are valuable addition.
Developing Printed Educational Materials Visual appeal:
1.Lesson Planning and Preparation Skills 2.Lesson Presentation 3.Lesson Management -Should sustain student's attention, interest and involvementin the topic of discussion. 4.Classroom Climate Skills 5.Student Performance Evaluation 6.Evaluation of Teaching Performance 7.Practices Appropriate Authority and Discipline
Essential Teaching Skills
1.Collaborates with health specialists and civic groups in assessing community needs and availability of resources and services. 2.Designs and conducts evaluation and diagnostic studies to assess quality and performance of health programs. 3.Develops and implement health education and promotion through workshops, conferences and community projects. 4.Develops operational plan and policies to achieve objectives and services. 5.Develops, conducts or coordinates health needs assessment and other public health surveys. 6.Prepares and distribute health education materials. 7.Provides guidance to agencies and organizations in the assessment of health education needs. 8.Provides program information to the public. 9.Promotes and maintains cooperative working relationship with organizations 10.Promotes and maintains health education libraries 11.Develops, prepares and coordinates grant application to obtain funding for health programs 12.Documents activities, records information such as number of programs completed, nursing actions implemented and individuals assisted. 13.Maintain databases, mailing lists, telephone networks and other information
Functions of a Health Educator
a.Different Treatment of Boys and Girls Stereotyping Boys and Girls
Gender Differences
1.To stimulate and facilitate learning activity 2.Learning is an active process and students need to be motivated and guided toward desirable ends 3.Learning is self-initiated but it must be aided by motives and incentives 4.A definite motive or incentive is valuable in all prospective activities 5.The greater the readiness to learn, the greater attention will be given to work on hand 6.It is important to get the learner into a state of readiness to learn 7.One sure way to operationalize the law of effect is to assist the learner in achieving ends and purposes
Importance of Motivation
1.Encourage student-faculty interaction 2.Promote cooperation among students 3.Promote active learning 4.Give prompt feedback 5.Emphasize the use of time in each task 6.Communicate high expectations 7.Respect diverse talents and ways of learning
PRINCIPLES OF GOOD TEACHING PRACTICES
•Assess teaching needs of client and teaching that is required in a particular situation •Assess what the client knows and begin from what she knows •Consider language barriers, literacy, ethnic or cultural background, age and emotional status of patient.
Principles of Patient Teaching
1.Teaches lesson that stimulate students to think and learn 2.Gives clear and concise assignments 3.Encourages student feedback on assigned lessons and activities done 4.Presents a well-organized subject matter for students' easy understanding 5.Provides her students with relevant clinical learning experience 6.Possesses mastery of the subject matter 7.The teacher can speak clearly, audibly and fluently 8.Professionally well-groomed, properly dressed and poised 9.She must have broad interests 10.Evaluates objectively student's performance
Professional Qualities of an Effective Nurse Educator
•Increase client's awareness and knowledge of their health status •Increase client satisfaction •Improve quality of life •Ensure continuity of care •Decrease patient anxiety •Increase self-reliant behavior •Reduce effectively the incidence of complications of illness •Promote adherence to health care treatment plans •Maximize independence in the performance of activities of daily living •Energize and empower consumers to become actively involved in planning of their care
Purposes of Patient Teaching
1.Respect student's maturity and sense of responsibility 2.Psychologically secure in her own abilities 3.Has a sense of humor 4.Has a well-balanced personality 5.Tolerant and fair to all her students 6.Shows no partiality 7.Approachable, kind and patient 8.Sincere 9.Has leadership abilities 10.The image of an ideal nurse with interest in each student
Qualities of an Effective Nurse Educator: Personal Qualities
1.Primary source of knowledge 2.Primary catalyst for the learning process 3.Role model for nursing students 4.An active facilitator 5.Source of health care 6.Diligent
Role of Nurse Educator
Faculty Roles
Roles and Functions of the Teacher or Nurse Educator a.Chairman, secretary or member of committee/s b.Counselor of students c.Researcher d.Resource person e.Representative to professional nursing organizations f.Public relations agent
Individual Roles
Roles and Functions of the Teacher or Nurse Educator a.Family b.Church c.Community d.Country as a citizen
Instructional Roles
Roles and Functions of the Teacher or Nurse Educator a.Planning and organizing courses b.Creating and maintaining desirable group climate c.Adapting teaching and preparation of instructional materials to varying interests, needs and abilities of students d.Motivating and challenging students to pursue and sustain learning activities e.Teaching involves complex activities
Documentation
Steps in the Nursing Process - establishes a written record of assessment
Evaluation
Steps in the Nursing Process - involves the collection of pertinent and reliable data about the process and outcome of care
Implementation
Steps in the Nursing Process -actual performance of the plan
Planning
Steps in the Nursing Process -formulation of the nursing care plan
Assessment
Steps in the Nursing Process -gathering of data through interview, physical examination, research and review of records.
a.Qualifications and Values b.Knowledge, Skills and Values c.Inadequate Professional Preparation d.Lack of Certification e.Encroachment of other Discipline
Teacher Factors
1.Hereditary Endowments Principle 2.Teaching Process Principle 3.Outcome Process Principle -refer to educational aims, goals, objectives, outcomes, purposes or results of the learning process.
Teaching Principles
1.Establish a trusting relationship 2.Use the smallest amount of information possible to accomplish the predetermined behavioral objectives. 3.Make points of information as vivid and explicit as possible. 4.Teach one step at a time. 5.Use multiple teaching methods and tools requiring fewer literacy skills. 6.Allow patients the chance to restate information in their own words and to demonstrate any procedures being taught. 7.Keep motivation high. 8.Build in coordination of procedures. 9.Use repetition to reinforce information.
Teaching Strategies for Low Literate Patients
a.Intrinsic Motivation b.Extrinsic motivation
Types of motivation
Documentation of Patient Teaching
•Communicates what is taught to the patient •Communicates patient's level of understanding and further reinforcement of information
