Health Educa-Tion: Midterms, 2 SEMESTER, AY 2019-2020

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HEALTH EDUCA-

TION
MIDTERMS, 2ND SEMESTER, AY 2019-2020

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Hallmarks of Effective Teaching in Nursing

HALLMARKS OF GOOD TEACHING


“TEACHING IS NEITHER A ROUTINE NOR A RULE OF THUMB PROCEDURE, BUT A GENUI
NE INTELLECTUAL ADVENTURE WHEN PROPERLY CARRIED OUT.”
-- HEIDGERKEN

GOOD TEACHING IS THE BASIC CONSIDERATION OF EFFECTIVE LEARNING. TODAY’S MO


DERN TEACHER MUST:

 POSSESS ASYSTEM OF PRINCIPLES AND CRITICAL THINKING SKILLS TO GUIDE HER


TEACHING PRACTICE
 ADJUST TO DIFFERENT LEVELS OF MATURITY, BACKGROUND EXPERIENCES, OBJEC
TIVES AND INTEREST OF THE LEARNERS
 UNDERSTAND HUMAN BEHAVIOR
 ADJUST HER TEACHING STYLES TO INDIVIDUAL DIFFERENCES
 HELP STUDENTS INTEGRATE LEARNING PRICIPLES FROM CLASSROOM TO THEIR RE
LATED LEARNING EXPERIENCE (RLE)
 EVALUATE LEARNING OUTCOMES TO DETERMINE IF HER KNOWLEDGE AND SKILLS A
RE WELL UNDERSTOOD BY HER STUDENTS.
Hallmarks of Effective Teaching in Nu
rsing
CHARACTERISTICS OF AN EFFECTIVE TEACHER IN NURSI
NG
According to Sandra De Young, 2004; Following are some characteristics t
hat teacher of nursing need:

1. PROFESSIONAL COMPETENCE – REFERS TO THE TEACHER’S ADHER


ENCE TO STANDARD OF EXCELLENCE AND SELF-DEVELOPMENT THR
OUGH:
a) CONTINUOUS EDUCATION
b) UPDATES WITH CURRENT TRENDS AND ISSUES
c) MASTERY OF SUBJECT MATTER

2. INTERPERSONAL RELATIONSHIP WITH STUDENTS – REFERS TO THE


ABILITY OF THE TEACHER TO RELATE WELL TO THE STUDENTS AND H
ER PERSONAL INTERESTS TO THE LEARNERS.

3. PERSONAL CHARACTERISTICS – REFERS TO THE ABILITY OF THE TE


ACHER TO MOTIVATE THE STUDENTS TO LEARN, HER ENTHUSIASM T
O TEACH, SELF CONTROL AND DISCIPLINE IN TEACHING AND HER SE
NSE OF HUMOR.
Hallmarks of Effective Teaching in Nursing

CHARACTERISTICS OF EFFECTIVE TEACHING IN NURSING

4. TEACHING PRACTICES – REFERS TO THE ABILTY AND SKILL OF THE TEACHER TO


UTILIZE APPROPRIATE METHODS AND TECHNIQUES IN CLASSROOM AND CLINICAL
TEACHING THAT SUSTAINS STUDENT’S INTEREST AND DESIRE TO LEARN.

5. EVALUATION PRACTICES – REFERS TO THE TEACHER’S COMMUNICATION OF EX-


PECTANCIES, TIMELY FEEDBACKS ON STUDENT’S PROGRESS, CORRECTING STU-
DENT’S ERRORS, AND FAIRNESS IN GRADING TESTS AND GIVING OF GRADES.
Hallmarks of Effective Teaching in Nu
rsing
QUALITIES OF AN EFFECTIVE NURSE EDUCATOR
According to Heidgerken (1971) & Clark (2008);To be an effective teacher or nurs
e educator, one must possess both personal and professional qualities essential
in arousing student’s learning, interests and active class participation:

1. PERSONAL QUALITIES – REFERS TO THE INNATE QUALITIES THAT THE TEA


CHER MUST POSSESS:
a) RESPECTS HER STUDENT’S MATURITY AND SENSE OF RESPONSIB
ILTY – speaks politely and gently, coming to class on time
b) PSYCHOLOGICALLY SECURE IN HER OWN ABILITIES – confident in h
er knowledge & skills
c) HAS A SENSE OF HUMOR
d) HAS A WELL-BALANCED PERSONALITY
e) TOLERANT AND FAIR TO ALL HER STUDENTS
f) SHOWS NO PARTIALITY AND AVAILABLE TO LISTEN TO STUDENT’S
PROBLEMS
g) APPROACHABLE, KIND AND PATIENT
h) SINCERE AND HAS PASSION FOR BOTH NURSING AND LEARNERS
i) HAS LEADERSHIP QUALITIES
j) THE IMAGE OF AN IDEAL NURSE – role model
Hallmarks of Effective Teaching in Nursing
QUALITIES OF AN EFFECTIVE NURSE EDUCATOR
“Nursing as both a profession and scholarly discipline is rooted in knowledge of nursing
practice. Today, nursing has evolved clearly as the discipline that focuses on developing an
understanding of the human processes that promotes health, and a caring profession that
incorporates an understanding of human experiences into health practice.”
-- SISTER CALLISTA ROY
2. PROFESSIONAL QUALITIES – REFERS TO THE CHARACTERISTIC TRAITS OF TEACH-
ERS THAT ARE ENHANCED AND STRENGTHENED BY THEIR ECLECTIC KNOWLEDGE,
SKILLS AND VALUES DERIVED FROM YEARS OF PROFESSIONAL TRAINING AND EX-
PERIENCES IN VARIOUS SITUATIONS. THE FOLLOWING ARE THE TEACHERS PRO-
FESSIONAL QUALITIES:
a) TEACHES LESSON THAT STIMULATE STUDENT’S TO THINK AND LEARN –
presents students with relevant ideas, experiences or personal encounter in nursing
situations, intellectually and emotionally expressive.
b) GIVES CLEAR AND CONCISE ASSIGNMENTS – assignments are explained ver-
bally for clarity and understanding, indicates specific time frame for completion and
submission
c) ENCOURAGES STUDENT FEEDBACK ON ASSIGNED LESSONS AND ACTIVI-
TIES DONE – welcomes students questions, clarification, opinions.
d) PRESENTS A WELL-ORGANIZED SUBJECT MATTER FOR STUDENT’S EASY
UNDERSTANDING – should prepare prior to class the necessary materials such as
powerpoint presentations.
Hallmarks of Effective Teaching in Nu
rsing
QUALITIES OF AN EFFECTIVE NURSE EDUCATOR
e) PROVIDES HER STUDENTS WITH RELEVANT CLINICAL EXPERIENC
E – teacher must relate concepts with practical situations such as RLE for
clearer view of the subject matter.
f) POSSESSES MASTERY OF THE SUBJECT MATTER – the teacher must
have adequate sources of information, has knowledge of the past, present
or future trends and issues of nursing.
g) CAN SPEAK CLEARLY, AUDIBLY AND FLUENTLY – has excellent writte
n and oral communication skills
h) WELL-GROOMED, PROPERLY DRESSED AND POISED – observes pro
per hygiene, tidy and presentable and is comfortable in her manner of teac
hing
i) SHE MUST HAVE BROAD INTERESTS – besides mastery of the subjec
t, the teacher must also be familiar with other fields of discipline to connect
one subject matter to another.
j) OBJECTIVELY EVALUATES STUDENT’S PERFORMANCE – teacher mu
st have structured and objective basis for student’s performance based on
prescribed criteria and competencies
Hallmarks of Effective Teaching in Nursing
ESSENTIAL TEACHING SKILLS
“Teachers are leaders who must be very clear about their own beliefs before they are able
to lead others. To be an effective leader, educator and influential role model, one must clar-
ify his or her values and goals to be aware of their influences on future teachers and lead-
ers.”
-- BILLYE JEAN BROWN

The following are essential teaching skills:

a) LESSON PLANNING AND PREPARATION SKILLS – must be able to formulate


goals and objectives and learning outcomes, lesson plans must be achievable and
realistic, SMART objectives, content, methods and structure selected must be ap-
propriate for a group of students.
b) LESSON PRESENTATION – refers to the ability of the teacher to engage student
successfully in the learning experience
c) LESSON MANAGEMENT – class discussion must be smooth and sets a positive
mental process
d) CLASSROOM CLIMATE SKILLS – climate is purposeful, task-oriented, relaxed and
has established sense of order, maintains positive attitude and motivation of stu-
dents
e) STUDENT PERFORMANCE EVALUATION – performance evaluation should cover
both formative and summative responses, student’s work and performance must be
evaluated objectively
Hallmarks of Effective Teaching in Nu
rsing
ESSENTIAL TEACHING SKILLS

e) EVALUATION OF TEACHING PERFORMANCE – teacher e


valuates her own teaching practices for further professional
development

f) PRACTICES APPROPRIATE AUTHORITY AND DISCIPLIN


E – ability to impose discipline in her class, able to establish
authority and maintain classroom order over her students.
Principles of Good Teaching Practice
PRINCIPLES OF GOOD TEACHING
“Teaching is not only in the content being learned but also involves guiding students in
learning how to learn and think about how to learn.”
-- J. L. MURPHY

a) ENCOURAGE STUDENT – FACULTY INTERACTION – to create a closer relation-


ship between nurse educators and learners.
b) PROMOTE COOPERATION AMONG STUDENTS – to create an atmosphere con-
ducive to collaborative learning such as forming study groups, and doing variety of
group projects.
c) PROMOTE ACTIVE LEARNING – enable the students to actively evaluate content
they are learning by talking about the material, writing about it, applying, asking
questions and reflecting on it.
d) GIVE PROMPT FEEDBACK – enable the students to react and understand aspects
of learning they need to improve on and make adjustments as necessary.
e) EMPHASIZE THE USE OF TIME IN EACH TASK – ensure that students know how
much time they should spend in learning a particular activity and encourage them to
study and practice seriously.
Time Management – is the key towards efficient and effective study.
Principles of Good Teaching Practice
PRINCIPLES OF GOOD TEACHING PRACTICE

e) COMMUNICATE HIGH EXPECTATIONS – to challenge stud


ents. Learners are motivated to meet high expectations if the
y are given the support they need.

f) RESPECT DIVERSE TALENTS & WAYS OF LEARNING –


consider the fact that learners have different learning styles.
Thus, the teacher has to devise various teaching strategies a
nd activities to meet the students’ needs.
Principles of Good Teaching Practice
TEACHING PRINCIPLES
“The child’s original nature is absolutely antecedent and initial to all educational
activities and results.”– AVENT

According to Bastable, Susan (2007), In teaching, principles are classified into


three (3) major groups, namely:

a) HEREDITARY ENDOWMENT PRINCIPLES – refer to the nature of the


child, his psychological and physiological qualities such as reflexes, in-
stincts, capabilities, impulses, temperaments, among others. These hered-
itary endowments are the preliminary concern in all educational endeav-
ors.

b) TEACHING PROCESS PRINCIPLES – refers to the techniques used with


the student and the teacher working together toward the accomplishment
of goals or objectives of education. These include the following:
 The teacher and students; and
 The means used to stimulate, direct, guide, and encourage individual
to actively participate in class activities
Principles of Good Teaching Practice
PRINCIPLES OF GOOD TEACHING PRACTICE
c) OUTCOME PROCESS PRINCIPLES – refers to educational
aims, goals objectives, outcomes, purposes, or results of the
learning process to which teaching and learning are directed.

“The true principle of teaching must explain the teaching pr


ocess and its result process.” – Susan Bastable, 2007
Principles of Good Teaching Practice
GUIDELINES IN THE CHOICE OF TEACHING AND LEARNING
METHODS:

a) METHODS SHOULD BE APPROPRIATE TO THE OBJECTIVES AND


CONTENT OF THE COURSE –
 note that teaching techniques vary from course to course and among units
within a course.
 If the objective of the course is to transfer knowledge through discussion, it
is most appropriate to conduct the lecture in a classroom setting.
 If the objective of the course is to transfer and enhance student’s skills
through experience and self-discovery, the teacher may choose to conduct
the class in a laboratory or in a Related Learning Experience (RLE) setting.

b) METHODS SHOULD BE ADAPTED TO THE CAPABILITY OF STU-


DENTS – maturity and receptiveness of the students of students must be
considered in the choice of teaching method to be used. The teacher must
be flexible in planning and teaching her courses.
Principles of Good Teaching Practice
GUIDELINES IN THE CHOICE OF TEACHING & LEARNING
METHODS:
c) METHODS SHOULD BE IN ACCORDANCE WITH SOUND P
SYCHOLOGICAL PRINCIPLES – select appropriate teaching
methods to adapt to individual differences and to make learnin
g more interesting and motivating to students. Provide student
s with perceptual experiences by using audio-visual aids whic
h will concretize students’ learning.
d) METHODS SHOULD SUIT THE TEACHER’S PERSONALIT
Y AND CAPITALIZE ON HER SPECIAL ASSETS
 there are individual differences among teachers just as there a
re among students
 Teachers have different personality traits, some are serious an
d some have sense of humor
 Teachers should choose a method in which she can teach bes
t
 Each teacher should develop her own style of teaching, adapti
ng to herself and circumstances
 Teachers are unique and different from one another; nobody is
perfect
Principles of Good Teaching Practice
GUIDELINES IN THE CHOICE OF TEACHING AND LEARNING
METHODS:

e) METHODS SHOULD BE USED CREATIVELY –


 Every teacher should create her own teaching method and used various
available techniques that suit her personality, style and course objectives
 The teaching method used by a teacher should represent a composite
style or quality of teaching, a characteristic behavior which would reflect
the teacher’s values and educational philosophy.
Principles of Good Teaching Practice
APPROACHES TO TEACHING SKILLS
As with theories and intellectual discussions, there are several methods of t
eaching students skills or practical lessons (de Young, Sandra 2004):

1. INDEPENDENT LEARNING
 The teacher initiates an active self-regulated learning process among
her students. This provides the students with all the necessary materials
and equipment for practicing and learning the skill by himself, this includes
the skills laboratory which the teacher should be prepared for.
 A syllabus is developed with clear instruction on how learners
Should proceed with the lesson
 Background reading materials are made available

2. DEMONSTRATION – it is a method used by which the teacher makes


a direct display of the skills to be taught.
- Shows the students what they have to do, why they have to do
it and how to do it.
Principles of Good Teaching Practice

APPROACHES TO TEACHING SKILLS

3) SIMULATION OR EXERCISES –
 It is meant to duplicate the real situation that requires the use of skills lab-
oratory to give the students a realistic feel of the situation without subject-
ing them the risks that might be involved.
 Student can practice skills using equipment in a virtual laboratory or situa-
tions derived from related learning experiences.
 Students get a feel of how to use the equipment in a real situation involving
the needed skill.
Principles of Good Teaching Practice
APPROACHES TO TEACHING SKILLS:

ELEMENTS OF EFFECTIVE SKILL DEMONSTRATION


1. Assemble all equipment ahead of time.
2. Make sure all equipment are in good working order.
3. Do a “dry run” of the procedure and time of the demonstra-
tion
4. Arrange the environment to be as realistic as possible.
5. Perform the procedure in an orderly sequence.
6. When appropriate, give rationale for your actions.
7. Refer to the handouts or textbooks to show fine points
That may not be visible to the audience.
8. Be sure to adhere to all relevant principles of good
Nursing care. (eg. Aseptic technique, body mechanics, pri-
vacy)
9. Consider performing the skill a second time or having a
learner perform a demonstration without any explanation to
show
Teaching Strategies & Methodologies for
Teaching and Learning
TRADITIONAL TEACHING STRATEGIES

 LECTURING – Lecture is the most traditional method associated with teaching in


which the teacher simply conveys the knowledge to the students in a one-way cha
nnel of communication.
ADVANTAGES OF THE LECTURE MODEL:
1. HAVING A SPECIFIC PERIOD OF TIME, IT ALLOWS UNIFORMITY OF KNOWLE
DGE
2. IT IS ECONOMICAL AND COST EFFECTIVE
3. IT HELPS DEVELOP STUDENTS’ LISTENING ABILITIES
DISADVANTAGES OF THE LECTURE MODEL:
4. FEW TEACHERS ARE GOOD LECTURERS THAT CAN DELIVER TOPICS
5. IT HAS LITTLE EMPHASIS ON PROBLEM SOLVING, DECISION-MAKING, ANA
LYTICAL THINKING
6. NOT CONDUCIVE TO MEETING LEARNER’S INDIVIDUAL NEEDS
7. ALLOWS LIMITED ATTENTION SPAN ON THE PART OF THE LEARNER
Teaching Strategies & Methodologies
TRADITIONAL TEACHING STRATEGIES

 DISCUSSION – retains some of the features of lecturing when the


teacher still imparts the lessons to the students through interaction. This time
she gives them the opportunity to share their insights or understanding of the
topic. It allows for great student-teacher interaction.
In discussion approach, a topic is announced in advance and the class is
asked to take part in the discussion.

ADVANTAGES OF THE DISCUSSION MODEL:


1. HELPS STUDENTS LEARN THE PROCESS OF GROUP PROBLEM
SOLVING
2. SUPPORTS STUDENTS WAYS TO DEVELOP AND EVALUATE THEIR
BELIEFS AND POSITIONS
3. CAN FOSTER ATTITUDE CHANGE THROUGH UNDERSTANDING AND
ALLOW STUDENTS FREEDOM TO ASSERT THEIR OPINIONS OR VIEW
S, HENCE, APPLICATION OF NEW KNOWLEDGE TAKES PLACE.
Teaching Strategies & Methodologies

TRADITIONAL TEACHING STRATEGIES

DISADVANTAGES OF THE DISCUSSION MODEL:

1. STUDENTS USE MORE TIME TO THINK AND INTERACT


2. EFFECTIVE ONLY IN SMALL GROUPS DUE TO TIME CONSTRAINTS
3. MAY NOT BE AN EFFICIENT WAY OF COMMUNICATING INFORMATION
BECAUSE SHARING TAKES TIME TO SETTLE SPECIFIC TOPICS FOR DISCUSSI
ON
4. USEFUL ONLY IF THE PARTICIPANTS COME PREPARED WITH THE NEEDED
BACKGROUND INFORMATION
Teaching Strategies & Methodologies
TRADITIONAL TEACHING STRATEGIES

 QUESTION AND ANSWER TECHNIQUES –


the teacher initiates the learning process by asking students about
Their insights and ideas regarding the subject matter.
In this method, the teacher asks the students what they under-
stand of the subject matter to determine what they have already learned and w
hat they need to learn.

QUESTIONING – is integral to teaching that is often taken for granted. Its


Use places the learners in an active role. It can be used to assess
Competencies and baseline knowledge. It also increase motivation of learners
as it brings about eagerness to learn answers to questions being asked.
Teaching Strategies & Methodologies

TRADITIONAL TEACHING STRATEGIES

7 TYPES OF QUESTIONS

1. FACTUAL QUESTIONS – it demands simple recall or retrieval of information


– Eg. “What is fetal monitoring?”
2. PROBING QUESTIONS – are used when a teacher wants to dig deeper into a su
bject matter or wants a learner to further explain an answer.
– Eg. Reasons why fetal monitoring is done during labor.
3. MULTIPLE CHOICE QUESTIONS – these can be oral or written and used to test r
ecall and can be used to begin discussion.
Eg. What is the least indicator of fetal distress requiring close monitoring?
4. OPEN-ENDED QUESTIONS – these encompass all questions that require learner
s to construct an answer.
Eg. When should fetal monitoring be used?
Teaching Strategies & Methodologies

TRADITIONAL TEACHING STRATEGIES

5. DISCUSSION-STIMULATING QUESTIONS – are questions which help discussio


n move along for a better and clearer view of the subject matter.
Eg. What would be the effect of fetal monitoring to both the mother and the
fetus?
6. QUESTIONS THAT GUIDE PROBLEM SOLVING – questions that carefully guide
learners in problem-solving thinking process.
Eg. What other options do we have aside from fetal monitoring in assessin
g fetal status?
7. RHETORICAL QUESTIONS – questions that are asked merely for effect with no
answer expected. Such questions can be used to stimulate thinking in the class.
Eg. In what way fetal monitoring promote safe labor or predict complication
s of labor?
Teaching Strategies & Methodologies
TRADITIONAL TEACHING STRATEGIES

 USE OF AUDIO-VISUAL AIDS – is a traditional method that can reinforce


teaching and learning. It is used as a supplement to lecture, a prelude to
discussion or a part of a questioning strategy. (Clark, 2008)

TYPES OF TRADITIONAL AUDIO-VISUALS


1. HANDOUTS OR PRINTED MATERIALS – used to help communicate
facts, figures and concepts.
2. CHALKBOARDS OR WHITEBOARDS – used universally in education
and allow spontaneity in the classroom.
3. OVERHEAD TRANSPARENCY – sheet of acetate placed on projector
4. POWERPOINT SLIDES – are used to show words, concepts for
discussion, pictures or diagrams and charts
5. VIDEOTAPES – are used to find meaning in case scenarios, clinical
procedures, or situations which the students need to reflect on to determine
their relevance and implications.
Teaching Strategies & Methodologies
ACTIVITY-BASED TEACHING STRATEGIES
A. COOPERATIVE LEARNING – involves structuring small groups of learners who
work together toward shared learning goals.

Types of Cooperative Learning:


1. Formal groups – its purpose is to complete a specific learning task consisting of
concepts or skills.
2. Informal groups – its purpose is to enhance understanding of a specific unit of
information; it can be used in any setting, even in the community.
3. Base cooperative learning groups – its purpose is to provide encouragement and
to monitor progress throughout the learning experience.

Advantages of Cooperative Learning:


 Group members learn to function as part of a team
 Teaches or enhances social skills
 Inculcates the spirit of team-building
Teaching Strategies & Methodologies
ACTIVITY-BASED TEACHING STRATEGIES
Disadvantages of Cooperative Learning:
 Students who are fast learners may lag behind
 Learning gap may exist between the fast and slow learners

B. SIMULATIONS – practical exercises for the students representing


controlled manipulation of reality. These are exercises which learners
engage in to know the real world without the risks of harm or injury and
make learning enjoyable.

Four Types of Simulation Techniques:


1. Simulation exercise – a controlled representation of a piece of reality t
hat learners can manipulate to better understand the real situation.
2. Simulation game – a game that represents real-life situations in which
learners compete according to a set of rules in order to win or achieve an
objective.
Teaching Strategies & Methodologies
ACTIVITY-BASED TEACHING STRATEGIES
.
3. Role-playing – a form of drama in which learners spontaneously
act out roles through interaction involving problems or challenges in
human relations.
4. Case study – an analysis of an incident or situation in which characters
and relationships are described, factual or hypothetical, events transpired
and problems that need to be resolved or solved.
Teaching Strategies & Methodologies
ACTIVITY-BASED TEACHING STRATEGIES

C. PROBLEM-BASED LEARNING – an approach to learning that involves


confronting students with real life problems which they are meant to solve on their
own.

Differences between Problem-based Learning and Simulation


PBL Simulation
 Conducted in small groups  May be used by individuals or small
groups
 Students using PBL have little  Students using simulation have most of
background knowledge of subject the background knowledge they need
matter to apply to the case

 Cases are usually brief and  Cases are often long and detailed and
problems are ill structured problems are fairly well defined
Teaching Strategies & Methodologies
ACTIVITY-BASED TEACHING STRATEGIES
.
D. SELF-LEARNING MODULES – also called self-directed learning
modules, self-paced learning modules, self-learning packets, and individual
learning activity packages.
- Are done in a unit of nursing or instruction with a relatively low
student-to-teacher ratio, in which a single topic or a small section of a
broad topic is studied for a given period of time.

Components of a self-learning module:


 Introduction and instructions
 Behavioural objectives
 Pretest
 Learning activities
 Self-evaluation
 Posttest
Teaching Strategies & Methodologies
COMPUTER TEACHING STRATEGIES

Computer Teaching Strategies


- are used to communicate information to students and nurses in a time-saving way and
to teach critical thinking and problem-solving process.
They can provide instant feedback , which is effective in learning, they can also
individualize learning to an extraordinary degree an time efficient and effective.

1. Computer Assisted Instructions – refers to virtually any kind of computer


used in educational settings.
2. Internet – a worldwide and publicly accessible series of interconnected computer
networks that transmit data by packet switching using the standard Internet Protocol (IP).
It consists of millions of smaller domestic, academic, information and services.
3. Virtual reality – a technology which allows the user to interact with a
computer-simulated environment, real or imagined.
Teaching Strategies & Methodologies
DISTANCE LEARNING STRATEGIES
Distance Learning – this method includes computer learning and other ways
of giving instructions to students without the usual classroom setting.

Advantages in Distance Learning:


 People from the rural areas or those who homebound can have greater
access to information and even educational degrees
 A larger variety of courses are accessible
 Ability to learn on one’s own time frame, the self-directed nature of the
learning experience and the opportunity to learn more about technology.
Disadvantages of Distance Learning:
 There is lack of face-to-face contact or non-interactive process with the
teacher
 Technology problems which may be similar to systems shutting down
and being inaccessible.
 Some may not learn well with less structured educational experience
 Others may struggle to use the technology while learning the content
at the same time.
Teaching Strategies & Methodologies
TEACHING PSYCHOMOTOR SKILLS
Teaching Psychomotor Skills – an action oriented learning with neuromuscular
coordination. It is in line with the current thrust of nursing education that focuses on the skill
development and meeting the practice needs of the beginning nurse or novice.
Dreyfuss model of skill acquisition:
• Novice
• Advanced Beginner
• Expert
Phases in Teaching Psychomotor Skills:
1. Demonstration Phase – a crucial phase where the instructor must be able to smoothly,
skilfully and successfully demonstrate the procedure which the students must be able to see
and hear clearly.
2. Guided Practice Phase – the learners must be able to explore and manipulate the
equipment right after the demonstration. The more complex the skill is, the longer is the
practice time required.
3. Mastery Phase – skilled, smooth, dexterous, and is the final phase in the development of
a psychomotor skills.
Teaching Strategies & Methodologies
TEACHING PSYCHOMOTOR SKILLS
Elements of Effective Skill demonstration:
 Assemble all equipment ahead of time
 Make sure all equipment is in working order
 Do a dry run of the procedure and time the demonstration
 Arrange the environment to be as realistic as possible
 Perform the procedure step by step, explaining as you go along
 When appropriate, give the rationale as you go along
 Refer to the handouts or textbooks to show fine points that may not be
visible to the audience
 Be sure to adhere to all principles of good nursing practice
 Consider performing the demonstration for the second time or have
student make a return demonstration.

Assessment of psychomotor skill learning


- Commonly done through the use of Skill performance checklists

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