Integrated Seminar in Nursing

N C M 105
INTEGRATED
SEMINAR
In
NURSING
On Teaching and Learning Process
THE LEARNING PROCESS

Learning is an integrated, ongoing process occurring within
the individual, enabling him to meet specific aims, fulfill his
needs and interests, and cope with the living process.
Conceptually, the process of learning involves five
distinct phases:
1. Unfreezing 2. Problem diagnosis
3. Goal Setting 4. New Behavior
5. Refreezing
Characteristics of Learning
1. Learning is developmental
2. Learning is interactive
3. Learning is basic
Learning is the core of the teaching-learning process.
What the learner learns depends on what the teacher
does. The teacher as facilitator of learning
1) Provides the conditions for effective learning;

2) Seeks to meet the needs and interests of the learner;
3) Helps to create conditions for openness, respect,
trust, acceptance, confrontation, and self-evaluation;
4) Places emphasis on the uniqueness and rights of the

individual; and
5) Seeks feedback which will improve his effectiveness
as a facilitator of the learning process.
Principles of Learning
1. The learner must clearly perceive the goal.
2. The learner must be psychologically and
physiologically ready.
The Law of readiness states that when a person is
prepared to respond or act, giving the response is satisfying and
being prevented from doing so is annoying. This law is related
to the law of effect and accounts for the motivational aspect of
learning.
The law of effect states that learning is strengthened when it
results in satisfaction but is weakened if it leads to annoyance.
A person tends to repeat what has previously been satisfying
and to avoid what has been dissatisfying. A teacher then
should provide learning experiences that are pleasant and
gratifying to the learner so that he will want to continue learning.
3. The Learner must be motivated to learn.
There are two types of motivation:
1. Extrinsic
2. Intrinsic
Some principles on motivating
learners which are significant for
teachers are enumerated below:
a. Intrinsic motivation is better than extrinsic motivation
b. Goal setting is an important motivational aspect of learning.
c. Successful experiences are important motivators.
d. Feedback about one’s progress can be an effective motivation.
e. Considering learner’s interest is important in classroom learning.
f. Reward rather than punishment is a better motivation for
learning.
g. Meaningful materials and tasks serve as good motivators.
h. Success generally increases the level of aspiration and
achievement of the learner.
i. Teacher’s expectation of the learner’s performance influence the
latter’s achievement.
4. The learner must be active not
passive for maximum learning.
This principle is adroitly expressed in the

Chinese adage:
I hear and I forget
I see and I remember,
I do and I understand.
5. The learner must repeat or
practice what he has learned in
order to remember.
Thorndike’s law of exercise states that

constant repetition of a response strengthens its
connection with the stimulus and disuse of a
response weakens it.
6. The learner must put together
the parts of a task and perceive
it as a meaningful whole.
This is an extension of the principle

formulated by the Gestalt school of psychology.
The principle places emphasis upon the concept
that learning is the process of discovering and
understanding the relationships and organizing
and finding significance in the sensory
experiences aroused by the external situation.
7. The learner must see the
significance, meanings,
implications, and applications
that will make a given
experience understandable
8. The learner must be prepared to
respond.
9. The process of problem solving
and learning are highly unique
and specific.
Conditions Which Facilitate
Learning
1. Learning is facilitated in an atmosphere which
encourages learners to be active.
promotes and facilitates the individual’s discovery of
the personal meaning of ideas.
different ideas can be discussed but not necessarily
accepted.
consistently recognizes the individual’s right to make
mistakes.
Conditions Which Facilitate
Learning
5. Learning is facilitated in an atmosphere in which
evaluation is a cooperative process.
6. Learning is facilitated in an atmosphere when
individuals feel they are respected and accepted.
METHODOLOGY
refers to the orderly, logical procedure in

doing something, more specifically in ways of
teaching. In the educative process the three
most important factors are:
1. The learner
2. The teacher
3. The subject matter

Relation Between Method of
Teaching and Method of Learning
With this broader concept of method in mind,

how then is it related to methods of teaching.
•Teaching and learning are just two sides of the same
coin
•Method facilitates learning
•Since, as psychologists tell us, there are many
different ways of learning, there should also be
different methods of teaching
Relation Between Method of
Teaching and Method of Learning
In any method, certain definite steps are

necessary as a guide to the learner
•Hence, method should follow psychological
principles in the learning process.
•A method is good if it causes a learner to learn.

Functions of Method
1. Forms the bridge between the learner and the

subject matter.
2. Links the learner and the society
3. In groups work, learner learns to cooperate
with others.
4. The inductive method educates the learner to
think logically.
5. The deductive method educates the learner to
postpone judgment until further verification.
Factors That Determine Method
1. the educational objective and the aim of the

lesson
2. nature of the subject matter or the lesson
3. the nature of the learners
4. equipment and facilities
5. the teacher/ the speakers
FACTORS TO CONSIDER WHEN
SELECTING ADULT EDUCATION
TECHNIQUES
1. The Adult Learner

1. Adults are experienced.
2. Adults make choices.
3. Adults have bodies.
4. Adults are shy.
5. Adults expect to be told.
6. Adults want to be liked.
7. Adults are social beings
8. Adults are social beings
9. Adults want their money’s worth.
TECHNIQUES
1. The Adult Learner

Adults want things to be relevant.
10.
11. Adults want to be treated as adults.
Furthermore, adults
 want to learn with a minimum of frustration;
 relate new ideas to their own experiences;
 seek stimuli which activate all five senses;
 have limits as to how much they can absorb at one time;
 learn at different rates;
 like some form of structure, whether imposed by instructor
or generated by the group;
 demand attention to their specific learning needs;
 want to experience success.
TECHNIQUES
2. The Physical Environment

3. The Leadership Available
4. The Topics, Objectives and Resources
5. The Characteristics of the Technique
6. The Institution: Its Expectations and Concerns
Characteristics of a Good Method
1. It makes use of the principles of learning and permits
the operation of these principles such as readiness,
exercise and affect as provided for
2. It utilizes the principle of “learning by doing”
3. It provides for individual difference.
4. It stimulates thinking and reasoning.
5. It provides for growth and development.
Elements of a
Training Cycle Learning Program
Training Needs Assessment ANALYSIS
PLANNING DEVELOPMENT
Implementation of Program OPERATION
Evaluation EVALUATION
TRAINING NEEDS ASSESSMENT
 to assess present K,S,A about a particular

topic
– will become basis for determining technique to be
used in the learning program
 guides organizer as to what to provide learners

and what to tell speaker
PLANNING
– this is essentially the training design
– how can we make sure that the ANALYSIS

PORTION is going to be operationalized?
– what inputs, curriculum, sequencing, logistics
training materials, money are needed, and
most especially where is the venue training
IMPLEMENTATION/ OPERATION
 no matter how good a training design is, it will

be a failure if it is not properly implemented
and well-coordinated
 Admin and logistic support must be available
when you need them
Evaluation
– emphasize more on whether the participants

learned anything. NOT on organization of
activity itself.
Elements of a Learning Program
I. Analysis
– very critical and entrusting part
1. Problem Identification
– What is the organization experiencing that it
needs training?
– What seems to be the problem?
– What is the concern?
– Sometimes, training is not a good intervention.

1. Problem Identification
– These could be other options to training

– Find out the reasons for the training program
and see if they are valid.
– Find out the reasons for the training program
and see if they are valid.
2. Needs Identification
– What is it that people are often not able to

perform?
What kind of standards have they set and how far
are they off from the standard?
Can we specify this concretely
3. Performance Setting Objectives
Standard Development
– after establishing the needs, set and develop

performance standards
– tell your clients what you can do for their needs
given the constraints
– at the end of the program, the participants will
be able to specify the measurable, observable
goals: in short, what the participants will be
able to do after the training program
4. Trainers/clientele Identification
– very crucial
– be sure you know who you want to train
– identify people who really need training
– set up priorities - groupings

Thank You

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N C M 105

THE LEARNING PROCESS

1) Provides the conditions for effective learning;

4) Places emphasis on the uniqueness and rights of the

This principle is adroitly expressed in the

Thorndike’s law of exercise states that

This is an extension of the principle

refers to the orderly, logical procedure in

3. The subject matter

With this broader concept of method in mind,

In any method, certain definite steps are

•A method is good if it causes a learner to learn.

1. Forms the bridge between the learner and the

1. the educational objective and the aim of the

1. The Adult Learner

1. The Adult Learner

2. The Physical Environment

Implementation of Program OPERATION

 to assess present K,S,A about a particular

 guides organizer as to what to provide learners

– this is essentially the training design

– how can we make sure that the ANALYSIS

 no matter how good a training design is, it will

– emphasize more on whether the participants

– What is the concern?

– Sometimes, training is not a good intervention.

– These could be other options to training

– What is it that people are often not able to

– after establishing the needs, set and develop

– be sure you know who you want to train

– identify people who really need training

– set up priorities - groupings

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