NCM 102 Compilation M-F

NCM 102 (HE)
LESSON #1 | LECTURE BY: MS. LYRA VIRGILIA C. ABELLANA, RN MAN

EDUCATION IN HEALTH CARE National → Observed in 1918 that health
League of teaching is an important
Nursing function within the scope of
TOPIC OUTLINE Education the nursing practice
1 Historical Foundation in Healthcare – How We (NLNE)
Learn  Now the
➔ Historical Foundations for the teaching National
role of the Nurse League for
➔ Evolution of the Teaching Role of Nurses Nursing (NLN)
➔ Trends Affecting Health Care American → Responsible for establishing
➔ Purpose, Goals, and Benefits of Client Nurses standards and qualifications
and Staff Education Association for practice, including patient
2 The Education Process (ANA) teaching
➔ Definition of Terms International → Endorses health education as
➔ ASSURE model Council of an essential component of
➔ Role of the Nurse as an Educator Nurses (ICN) nursing care delivery.
➔ Barriers of Teaching & Obstacles of
Learning
➔ Questions to be Asked About Teaching and TRENDS AFFECTING HEALTH CARE
Learning
➔ State of Evidence Social, Economic, and political forces that
3 Hallmarks of Effective Teaching in Nursing affect a nurse’s role in teaching:
➔ Characteristics of an Effective Teacher
in Nursing 1. Federal initiatives outlines in Health People 2020
➔ Qualities of an Effective Nurse Educator 2. Growth managed of care
3. Increases attention of health and well-being of
everyone in society
1 . HISTORICAL FOUNDATION IN HEALTHCARE – HOW WE 4. Cost-containment measures to control healthcare
LEARN expenses
➔ Health education has long been considered 5. Concern for continuing education as vehicle to prevent
a standard caregiving role of the nurse malpractice and incompetence
➔ Patient teaching is recognized as an 6. Expanding scope and depth of nurses’ practice
independent nursing function responsibilities
➔ The nursing practice has expanded to 7. Consumers demanding more knowledge and skills of
include education in the broad concepts of self-care
health and illness 8. Demographic trends influencing type and amount of
health care needed
NOTE 9. Recognition of lifestyle related diseases which are
→ Glucometer – Capillary Blood Glucose Test largely preventable
(CBG)
10. Increases prevalence of chronic conditions
11. Impacts of advanced technology
HISTORICAL FOUNDATIONS
12. Health literacy increasingly required
American  Patient’s Bill of Rights ensures
Hospital 13. Research findings that client education improves
that clients receive complete and
Association compliance
current information
(AHA) 14. Advocacy for self-help groups
 Patient education was a
significant part of the Patient’s 15. Increased use of online technologies
Bill of Rights 16. Screenings occasioned by advances on genetics and
The Joint genomics
 Accreditation mandates require
Commission evidence of patient education to
(TJC) improve outcomes
Healthy
People PURPOSE, GOALS, AND BENEFITS OF CLIENT AND STAFF
2000, EDUCATION
Healthy Purpose: To increase the competence and confidence of clients
People to manage their own self-care and of staff and students to
2010, and deliver high quality care
Health a. Benefits of → Increases consumer
People 2020 education to satisfaction
established clients → Improves quality of
educational life
programs
→ Ensures continuity of
Pew Health  Put forth as a set of health care
Professions profession competencies for the
Commission → Decreases client
21st century
anxiety
 Many of the competencies deal
→ Reduces incidence of
with teaching illness complications
→ Promotes adherence to
treatment plans
EVOLUTION OF THE TEACHING ROLE OF NURSES
→ Maximizes
➔ In nursing, the patient education has independence
been long been a major component
→ Empowers consumers to
➔ Florence Nightingale was the ultimate
become involved in
educator.
planning their own care
DENISE IONE ARNIBAL BSN1A| 2021-2022 1

NCM 102 (HE)
b. Benefits of → Enhances job A useful paradigm to assist nurses to organize and carry out
education to satisfaction the education process
staff → Improves therapeutic A Analyze the learner
relationships S State the objectives
→ Increases autonomy in S Select instructional methods and materials
practice U Use instructional methods and materials
→ Provides opportunity R Require learner performance
to create change that E Evaluate/revise the teaching plan
matters
2. THE EDUCATION PROCESS ROLE OF THE NURSE AS AN EDUCATOR

Contemporary → Nurses act in the role of
Role of the educator for a diverse audience
DEFINITION OF TERMS Nurse as an of learners, nursing students,
Title Description Educator nursing staff, and other agency
1. Educational ➔ A systematic, personnel
Process sequential, → Despite the varied levels of
planned course basic nursing school
of action of the preparation, legal and
part of both the accreditation mandates have made
teacher and the educator role integral to
learner to all nurses
achieve the
→ The partnership philosophy
outcomes of
stresses the participatory
learning and
nature of the teaching and
teaching
learning process
2. Teaching/ ➔ A deliberate
Instruction intervention  The new educational paradigm
that involves focuses on the learner learning.
sharing CHECKLIST
information and Instead of the teacher teaching
experiences to The nurse becomes the “guide on the
meet the side”
intended learner  Nursing education
outcome transformation
3. Learning ➔ A change in CHECKLIST
behavior Gap between nursing education and
(knowledge,
practice
attitudes,
and/or skills)  Patient Engagement
that can be CHECKLIST
observed or Nursing Alliance for Quality Care
measured, and (NAQC) goals: Consumer-centered
that can occur health care, performance measurement
at any time or and public reporting, advocacy and
in any place as leadership
a result of  Quality and Safety education
exposure to in nursing
environmental
stimuli CHECKLIST
4. Patient ➔ The process of → Robert Wood Johnson Foundation
Education helping clients (RWJF), Quality and Safety Education in
learn health- Nursing (QSEN) conpetencies:
related  Patient-centered care
behaviors to  Teamwork and collaboration
achieve the goal  Evidence-based practice
of optimal
health and
independence in BARRIERS TO TEACHING
self-care ➔ Are those factors impending the nurse’s
5. Staff Education ➔ The process of ability to optimally deliver educational
helping nurses services
acquire MAJOR (1) Lack of time to teach
knowledge, BARRIERS (2) Inadequate preparation of
attitudes, and INCLUDE nurses to assume the role
skills to of educator with confidence
improve the and competence
delivery of (3) Personal characteristics
quality care to (4) Low-priority status given
consumer to teaching
(5) Environments not conducive
to the teaching-learning
ASSURE MODEL process
(6) Absence of third-party
reimbursement

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(7) Doubt that patient 3. HALLMARKS OF EFFECTIVE TEACHING IN NURSING
education effectively ➔ “Teaching is neither a routine nor a rule
changes outcomes of thumb procedure, but a genuine
(8) Inadequate documentation intellectual adventure when properly
system to allow for carried out” – Heidgerken
efficiency and ease of
recording the quality and Good teaching is the basic considerations of
quantity of teaching effective learning. Todays modern teacher must:
efforts
1. Possess a system of principles and critical thinking skills to
guide her teaching practice
OBSTACLES TO LEARNING 2. Adjust to different levels of maturity, background
➔ Are those factors that negatively impact experiences, objectives and interest of the learners
on the learner’s ability to attend to
3. Understand human behavior
and process information
MAJOR (1) Limited time due to rapid 4. Adjust her teaching styles to individual differences
OBSTACLES discharge from care 5. Help students integrate learning principles from classroom
INCLUDE: (2) Stress of acute and chronic to their related learning experience (RLE)
illness, anxiety, sensory 6. Evaluate learning outcomes to determine if her knowledge
deficits, and low literacy and skills are well understood by her students
(3) Low literacy and functional
health illiteracy
(4) Loss of control, lack of CHARACTERISTICS OF AN EFFECTIVE TEACHER IN
privacy, and social
NURSING
isolation of hospital
environment  According to Sandra De Young, 2004;
(5) Situational and personal following are some characteristics that
variation in readiness to teacher of nursing need:
learn, motivation and Professional ➔ Refers to the
compliance, and learning competence teacher’s adherence
styles
to standard of
(6) Extent of behavioral changes
(in number and complexity) excellence and
required. self-development
(7) Lack of support and positive through:
reinforcement from providers CHECKLIST
and/pr significant others a. Continuous education
(8) Denial of learning needs,
resentment of authority and b. Updates with current trends
locus of control issues and issues
(9) Complexity, inaccessibility, c. Mastery of subject
fragmentation, and
dehumanization of the Interpersonal ➔ Refers to the
healthcare system
Relationship ability of the
with Students teacher to relate
QUESTIONS TO BE ASKED ABOUT TEACHING AND LEARNING well to the
➔ The following questions can be posed students and her
about the elements of education process, personal interests
the role of the nurse as educator and to the learners
the principles of teaching and learning: Personal ➔ Refers to the
EXAMPLES Characteristics ability of the
(1) How can the healthcare teams work together teacher to motivate
more effectively to coordinate educational
the students to
efforts?
(2) What are the ethical, legal, and economic learn, her
issues involved? enthusiasm to
teach, self-control
and discipline in
STATE OF EVIDENCE teaching and her
➔ Most non-research-based literature sense of humor.
focuses on “how to do” patient teaching Teaching ➔ Refers to the
➔ More attention is given to the needs of Practices ability and skill
learners who have acute, short-term of the teacher to
problems than to those who have chronic,
utilize appropriate
long-term conditions
➔ More research is needed on new teaching
methods and
technologies, especially computer- techniques in
assisted modalities, distance education, classroom and
and internet-based health information clinical teaching
sites. that sustain
students’ interest
and desire to learn
Evaluation ➔ Refers to the
Practices teachers
communication of
ex-pectancies,

NCM 102 (HE)
timely feedbacks on
students progress,
correcting
student’s errors,
and fairness in
grading tests and
giving of grades
QUALITIES OF AN EFFECTIVE NURSE EDUCATOR

ACCORDING TO HEIDGERKEN (1971) & CLARK (2008);
To be an effective teacher or nurse educator, one must
possess both personal and professional qualities
essential in arousing student’s learning, interests and
active class participation:
Personal
Qualities CHECKLIST
a. Respects her student’s maturity
and sense of responsibility
 Speaks politely and
gently, coming to class on
time
b. Psychologically secure in her own
abilities
 Confident in her
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 learner
i. Has leadership qualities
j. The image of an ideal nurse
 Role model

NCM102 (HE)
FEB. 19, 2022
LESSON #2 | LECTURE BY: MRS. LYRA VIRGILIA C. ABELLANA
PRINCIPLES OF GOOD TEACHING PRACTICE IN P 3 ➔ Good Practice Encourages Active
UNDERGRADUATE Learning
PRINCIPLES
P 1 ➔ Good Practice Encourages Student-
Instructor Contact
 “Student faculty interaction has
significant positive correlation with
every academic attainment outcome”
Alexander Astin
STUDENT-INSTRUCTOR CONTACT
1. Improves student motivation
2. Reduces attrition and improves retention
3. Enhances intellectual commitment
4. Breaks cycle of anonymity
ENCOURAGE ACTIVE LEARNING
APPLICATIONS TO TEACHING 1. Students must do something to learn
1. Provide students a workplace that 2. Students are active constructors,
encourages individual and group interaction transformers of their knowledge
2. Attend student activities/ advise clubs 3. Action leads to Meaningfulness
3. Be accessible: Utilize email, Computer
conferencing “If they walk it, and walk it, they will
4. Maintain office hours & campus presence remember”
• Evenings??
5. Create undergraduate teaching & research APPLICATIONS TO TEACHING
experiences 1. Incorporate discussion, experiments,
problem-solving
2. Utilize aspects of groups, projects, case
P 2 ➔ Good Practice Encourages studies, problem-based learning, think-pair-
Cooperation Among Students share, jigsaw
 “All for one and one for all” 3. Minimize lecturing
Alexander Dumas 4. Utilize email, clicker technologies,
discussion boards, web .0 (blogs, facebook,
ENCOURAGES COOPERATION AMONG etc)
STUDENTS 5. Consider computer simulation, virtual
1. Good learning is collaborative and reality, games
social 6. Provide incomplete lecture notes
2. Collaborative learning 7. Require, collect, grade, return homework
• Increases involvement in learning 8. Require notetaking, journaling
• Improves understanding and thinking P 4 ➔ Good Practice Gives Prompt Feedback
• Is more effective than individuals or
competitive learning
WHAT DO EMPLOYERS WANT?

1. Group skills
2. Ability to learn  Survey the class
3. Communication skills  Feedback is crucial to success
4. Adaptability: Creative thinking and problem- APPLICATIONS TO TEACHING
solving skills 1. Don’t assume students understand
5. Personal management skills 2. Provide feedback early and often
6. Leadership skills 3. Assess frequently
4. Utilize email (blackboard) to send grades,
APPLICATIONS TO TEACHING comments, feedback
1. Encourage the use of: 5. Have students assess own problems and
• Cooperative and collaborative needs
learning 6. Encourage the use of reflective techniques
• Group projects (i.e., learning journals, self-assessment
• Problem based learning inventories, critical incident reports)
2. Form study groups and learning teams 7. Incorporate peer feedback mechanisms
3. Utilize email, Web meeting tools 8. Use “classroom assessment techniques”
4. Use “engaged” lecture format (i.e., one-minute paper, Brookfield’s critical
5. Use “A-T-A” approach incident questionnaire)
9. Use rubrics

NCM102 (HE)
FEB. 19, 2022
10. Use mid semester feedback (SGIF)
P 6 ➔ Good Practice Communicates High

Expectations
FEEDBACK IS MOST EFFECTIVE WHEN

The person delivering the feedback exhibits:
Empathy
Respect
COMMUNICATE HIGH EXPECTATIONS
Specificity
1. Expect more and you will likely get it
Genuineness
2. Becomes self- fulfilling prophecy
Self-disclosure
3. Encourages extra effort
Confrontation
4. Set high yet reachable standards
Immediacy
Concreteness APPLICATIONS TO TEACHING
P 5 ➔ Good Practice Emphasizes Time on 1. Communicate your expectations early and
Task
often
2. Assess what students expect of themselves
3. Tell students what they can expect from
you
4. Successful academic experiences early to
build confidence
5. Have successful former students talk to
new students
6. Provide success role models and mentors
P 7 ➔ Good Practice Respects Diverse
Talents and Ways of Learning
APPLICATIONS TO TEACHING
1. Provide time management & lecture note
taking tips provide outline of activities at
beginning of each class (“advance
organizers”) APPLICATIONS TO TEACHING
2. Build in preview and review time into class 1. Use varied teaching methods ( visual,
(Knowledge that is applied immediately is auditory, sensory, examples, diagrams,
better learned) small groups, electronic)
3. Teach students to make use of teams to 2. Assess your learning style – we teach
divide up work according to how we, not our students,
4. Learning does not occur by surprise! learn best
3. Expect conflict in group problem solving
due to cognitive diversity
4. Encourage formation of support groups

NCM102 (HE)
FEB. 19, 2022
THE MILLENNIAL STUDENT

NCM102 (HE)
FEBRUARY 26, 2022
LESSON #3 | LECTURE BY: LYRA VIRGILIA ABELLANA
THE NURSING PROCESS AND EDUCATION → When using this process for education, the nurse must
determine what the patients’ learning needs are and which type
NURSING PROCESS VS. EDUCATIONAL PROCESS of teaching would best suit the patient
 WHAT DO WE ASSESS IN EDUCATION?
→ Assess the learners needs to get the style of the
Nursing → Functions as a systematic guide particular patient
Process to client centered care with 5 → Once that has been determined the nurse
sequential steps. (Assessment, should formulate a PLAN, to teach the patient
Diagnosis, Planning, based on their individual needs
Implementation, Evaluation).
→ The teaching plan should be CARRIED OUT, and
Assessment is the first step and
its success should be evaluated
involves critical thinking skills
and data collection; subjective → In both cases, if the EVALUATION is found to
and objective be negative, a new plan needs to be implemented
and then reevaluated until the goal is met.
➔ Remember the Airway, Breating,
Circulation assessment
➔ You can also organize data based on COMPARISON BETWEEN THE EDUCATION PROCESS AND
Maslow’s Hierarchy of Needs NURSING PROCESS
 E.g., what are the physiological
needs of the patient
 IF GOAL IS NOT MET, START
ASSESSMENT AGAIN
 ASSESSMENT MUST BE
COMPREHENSIVE
Educational → Consists of phases of how we are
Process going to deal with the patient in
promoting health, addressing
problems and concerns
→ It is a structured system (1,2,3
or step-by-step) of organizational
and didactic measures aimed at
performing requirements of a
definite educational level
according to the state of higher
education. Educational process is
based on the principle of science,
humanism, democracy, lifelong and
degree education.
➔ Make strategies
HOW IS THE NURSING PROCESS USED IN DEVELOPING

EDUCATION?
→ The nursing process is a systematic problem-
solving approach that is used to identify,
prevent, and treat actual or potential health
problems and promote wellness
→ Nursing knowledge is used throughout the
process to formulate changes in approach to the
patient’s changing condition
 NURSING - to promote wellness, prevent

illness
 EDUCATION – to learn
→ As stated by Bastable in “Nurse as Educator:

Principles of Teaching and Learning for Nursing
Practice,” the Nursing Process and the Education
Process are quite similar. She claims that they
both follow the same steps to achieve their goal
(2014)
THE STEPS INVOLVED IN BOTH ASPECTS
CONSISTS OF:
1. Assessment
2. Planning
3. Implementation
4. Evaluation
→ When using these steps to achieve the nursing process, the

nurse must ASSESS the patient, plan what care to provide,
carry out the plan, and determine its effectiveness
→ Subjective (only felt by the patient)
→ When we get data from the patient (chart,
objective data, subjective data)

NCM102 (HE)
MARCH 05, 2022
WHAT ARE THE FIVE MAIN EDUCATIONAL LEARNING of how we think,
THEORIES? spurring more
research.
TOPIC OUTLINE ➔ Jean Piaget Is a
1 Theories highly important
➔ 5 Learning Theories + figure in the field
of cognitive
psychology, and his
THEORIES work focuses on
→ These are needed as framework environment and
→ It is a logical framework describing, explaining, or predicting how internal structures
people learn and how they impact
→ Learning theories have much to offer in the practice of healthcare learning.
 Learning is a relatively permanent change in thinking,  E.g., how would you make a
emotional functioning, skills or behavior as a result of child understand problems. We
experience. cannot give children
knowledge all at once
➔ Cognitive theory
→ No two students are alike, and the way every developed overtime,
person learns will vary. Our brains are all breaking off into
unique, and our experiences all contribute to sub-theories that
the different ways we learn. focus on unique
→ Reason why theories are made. elements on learning
→ Everyone is all unique and our and understanding.
experiences contribute to the ways we ➔ At the most basic
learn. level, the cognitive
→ Psychologists have spent countless hours theory suggests that
performing tests to better understand how internal thoughts
students learn. (trauma/ self
Experience – is the best teacher reflections/experienc
es) and external
→ Current and aspiring teachers need to be
forces are both an
educated to be prepared for teaching students
important part of the
every day, and an important part of the teacher
cognitive process.
education is understanding different ways of
➔ And as students
learning.
understand how their
 E.g., If I am an educator I will thinking impacts
consider the ways of learning with the their learning and
learners. behavior, they are
→ There are many solidified learning theories able to have more
that teachers can learn from as they prepare to control over it.
help students in a classroom.
→ Child’s mind is still
→ Teachers who understand learning theories can blank nice tudluan kuno
use different techniques in their classroom to
➔ Cognitive learning
cater to different kinds of learning. This can
theory impacts
help all students find success in learning.
students because
→ Theories serve as a guide to choose certain their understanding
approaches to answer to specific learning needs of their thought
of specific students. process can help them
learn.
5 LEARNING THEORIES ➔ Teachers can give
Type Description students
a Cognitive ➔ Refers to acquisition opportunities to ask
. Learning of knowledge questions, to fail,
Theory ➔ How we learn and to think out
➔ Cognitive learning loud.
theory looks at the ➔ These strategies can
way people think. help students
Mental processes are understand how their
an important part in thought process
understanding how we works, and utilize
learn. this knowledge to
➔ The cognitive theory construct better
understands that learning
learners can be Opportunities.
influenced by both b Behaviorism ➔ Response of an
internal and external . Learning individual
elements. Theory ➔ Behaviorism learning
➔ Plato and Descartes theory is the idea
are two of the first that how a student
philosophers that behaves is based on
focused on cognition their interaction
and how we as human with their
beings think. environment.
➔ Many other ➔ It suggests that
researchers looked behaviors are
deeper into the idea influenced and

NCM102 (HE)
MARCH 05, 2022
learned from external ➔ They helped them
forces rather than create their own
internal forces process in reality
 E.g., children learn by based on their own
what they see past. This is crucial
➔ Psychologists have to helping many kids
been developing the of students take
idea of behaviorism their own experiences
since the 19th and include them in
century. Behavioral their learning.
learning theory is d Humanism ➔ humanism is very
the basis for . Learning closely related to
psychology that can Theory constructivism.
be observed and ➔ Humanism directly
quantified. focuses on the idea
➔ Positive of self-
reinforcement is a actualization.
popular element of Everyone functions
behaviorism - under a hierarchy of
classical needs.
conditioning observed ➔ Self-actualization is
in Pavlov's dog at the top of the
experiment suggests hierarchy of needs
that behaviors are it's the brief
directly motivated by moments where a
the reward that can person feels all of
be obtained. their needs are met
➔ Teachers in a and that they're the
classroom can utilize best possible version
positive of themselves.
reinforcement to help ➔ driving for this, and
students better learn learning environments
a concept. can either move
➔ Students who received toward meeting needs
positive or away from meeting
reinforcement are needs.
more likely to retain ➔ Teachers can create
information moving classroom
forward, a direct environments that
result of the help students get
behaviorism theory. closer through their
c constructivi ➔ is based on the idea self-actualization.
. sm Learning that students ➔ educators can help
Theory actually create their fulfill students
own learning based on emotional and
their previous physical needs,
experiences. giving them a safe
➔ Students take with and comfortable place
their being thought to learn, plenty of
and add it to their food, and the support
previous knowledge they need to succeed.
and experiences, ➔ This kind of
creating a reality environment is the
that's unique to most conducive to
them. helping students
➔ This learning theory learn.
focuses on learning e Connectivism ➔ is one of the newest
as an active process, . Learning educational learning
which is personal and Theory theories.
individual for each ➔ It focuses on the
student. idea that people
➔ Teachers can utilize learn and grow when
constructivism to they form
help understand that connections.
each student will ➔ This can be
bring their own path connections with each
to the classroom other or connections
everyday. with their rules and
➔ Teachers and obligations in their
constructivist lives.
classrooms act as ➔ Hobbies become a
more of a guide to goals, and people can
helping students all be connections
create their own that influence
learning and learning.
understanding. ➔ Teachers can utilize
connectivism in their

NCM102 (HE)
MARCH 05, 2022
classrooms to help Bandura. He conducted
students make an experiment called
connections to things the Bobo experiment
that excite them, in the early 60s,
helping them learn. during which he
➔ Teachers can use studied children's
digital media to make behavior after eating
good, positive watch an adult act
connections to aggressively with a
learning. doll like-toy.
➔ They can help create ➔ he noted how the
connections in children reacted when
relationships with the adult got
their students and rewarded, punished,
with their peer or suffered no
groups to help consequences after
students feel they attacked the
motivated about doll. Bandura wrote
learning. about his findings in
➔ But this learning 1977, retailing
theory was founded by social learning
Jack Mezirow, who theory and how it
discovered it after affected the
doing studies on behavioral
adult women who went development of the
back to school. students.
➔ his initial research ➔ By using social
found that adults modeling based on
don't apply their old these elements,
understanding to new teachers have a very
situations and that powerful tool in
having a new their arsenal that
perspective helped can effectively guide
them gain a new their students to be
understanding of more active in their
things as they learning, pay more
change. attention, and
➔ Mezirow Also believed channel their energy
that students had into schooling.
important teaching g Experimental ➔ focuses on learning
and learning . Learning by doing.
opportunities Theory ➔ Using this theory,
connected to their students are
past experiences and encouraged to learn
the critical through experiences
reflection and review that can help them
could lead to a retain information
transformation of and recall facts.
their understanding.
f Social ➔ using this theory can
. Learning be a valuable tool
Theory for dealing with
difficult students
who like to disrupt
the classroom and
cause trouble.
➔ This theory focuses
on the concept of
children learning
from observing others
by acting on or not
acting on what they
see exhibited by
their classmates.
 E.g., For example they may
see a classmate politely
asking for a treat and
getting one, or maybe they
hear another classmate talk
me about something new
they've learned, which
teaches the students
something new even if it's
not something they try
themselves.
➔ This learning theory
was founded by Albert

NCM102(HE)
FEB-MARCH (MIDTERMS)
| LECTURE BY: LYRA VIRGILIA ABELLANA
MAIN TOPIC Accommodation ➔ The process by w/c we
modify what we already
TOPIC OUTLINE know to take into
1 Learning Domains: Cognitive, Affective, account the new
Psychomotor Domain information
2 STAGES OF LEARNING DEVELOPMENT AND COMMON Assimilation ➔ The process by which
TEACHING STRATEGIES new knowledge is
3 ETHICAL, LEGAL, AND ECONOMIC FOUNDATIONS OF changed, modified/
THE EDUCATIONAL PROCESS merged in our minds to
4 R.A. 9173: PHILIPPINE NURSING ACT fit into what we
5 KOLB’S LEARNING STYLE, MYERS-BRIGGS TYPE already know
INDICATOR, DETERMINANTS OF LEARNING, MASLOWS Equilibration ➔ The balance between
HIERARCHY OF NEEDS what is known and what
is currently being
LEARNING DOMAINS processed, mastery of
the new material
Implications ➔ Learning is the process
COGNITIVE LEARNING THEORY
for the of relating to new
BASIS → Principles of Cognitive classroom information with what
psychology
was previously learnt
➔ Learning is cumulative
FOCUS → Role of cognitive process in
➔ Learners should be
learning
assigned tasks that are
MAIN → Learning results from internal age and stage
ASSUMPTIONS mental activity and not from appropriate
externally imposed stimuli BLOOMS TAXONOMY
→ The learner comes with
→ Identifies and describes, in hierarchal order
knowledge, skills and related
the cognitive process involved in learning
experiences to the learning
situation
ROLE OF THE → Active participant in the
LEARNER learning process, using various
strategies to process and construct
their personal understanding of the
content to w/c they are exposed
PSYCHOLOGISTS
JEAN PIAGET → Constructed models of child
development and the learning
process
→ Identified 4 developmental
stages and the cognitive
processes associated with each
of them
Developmental Stages
Sensory-motor - Understands his
stage environment through the
basic senses
Intuitive/ Pre- - Thoughts are more
operational flexible, memory and
imagination begin to
play a part in
learning, capable of
more creativity
Concrete - Can go beyond the basic
Operational information given but
still dependent on
concrete material and
examples to support
reasoning
Formal - Abstract reasoning
Operational becomes increasingly
possible

NCM102(HE)
Implications ➔ Use verbs aligned to JEROME BRUNER - → Development of conceptual
for teaching the taxonomy to plan FOCUS understanding, cognitive
lessons that would skills and learning strategies
ensure that learners’ rather than the acquisition of
cognitive skills knowledge
develop from LOTS to Bruner’s Focus → Learners should be
HOTS TEACHING encouraged to discover
Revised ➔ The original taxonomy APPROACH solutions via appropriate
taxonomy has now been revised tasks which require the
to make provision for application of relevant
the new knowledge and critical thinking skills
skills that now exist Modes of → Extended aspects of Piaget
as a result of the thinking theory. He identified three
integration of the web ways in which learners process
2.0 tools in teaching information.
a. Enactive level -
learning takes place
via direct
manipulation of
objects and materials.
b. Iconic level - objects
are represented by
visual images and I
recognized her what
they represent
c. symbolic level -
learning can take
place using symbols,
objects and mental
images. Language is
used to represent
thoughts and
experiences.
Implications ➔ Providing
for teaching opportunities for
learners to be
actively engaged in
making sense of the
language input,
through meaningful
tasks.
➔ Providing
opportunities for
learners to develop
the ability to analyze
language, make
generalizations about
rules, take risks in
trying out the
language, and to learn
from errors.
➔ Catering for
interaction of learner
with curriculum
material and the
learning environment.
➔ Catering for the three
modes of thinking
(BRUNER)
The spiral - the cumulative nature
process of learning requires
frequent opportunities
for reviewing
previously learnt
material even as new
material is
introduced.
DAVID AUSUBEL - → Stressed the importance of
FOCUS active mental participation in
meaningful learning tasks
→ learning must be meaningful
to be effective and permanent.
→ Made a distinction between
meaningful learning and rote
learning
• Meaningful learning

NCM102(HE)
- relatable to what one
already knows so it
can be easily
integrated and once
existing cognitive
structure.
• Rote Learning
- The material to be
learned is not
integrated/subsumed
into an existing Affective domain
cognitive structure
but learned as
isolated pieces of
information.
Implications ➔ teacher has to enhance
for classroom the meaningfulness of
new material to
increase the chances
of its being anchored
to what is already
known.
➔ New material must be
organized to be easily
relatable to what is
already known
➔ new material must be
appropriately
sequenced to
facilitate
integration.
➔ Use of advanced
organizers. These
facilitate the
learning process by
providing ideas to
which the new
knowledge can be
attached.
Advanced - Introductory material
organizers presented in advance
of the new material
- Information that it
activates relevant
background knowledge
- Material that orients
Psychomotor Domain
learners to the
subject matter and
relates new learning
to what is already
known
- Can take the form of
textual material,
pictures, titles,
topic summaries,
questions.
Attention ➔ The need to organize
should be given end structure
to meaningful learning
activities.
➔ the requirements of
the task must be
appropriate to the
developmental stage
(Piaget, Bruner) and
allow for the
development of HOTS
(Bloom).

NCM102(HE)
STAGES OF LEARNING DEVELOPMENT AND COMMON DUNN AND DUNN LEARNING STYLE
TEACHING STRATEGIES the Dunns talk • Environmental
about five types • Emotional
TYPES OF LEARNING of stimuli that
• Sociological
LEARNING → Are the ways in which learners can affect a
student, and the • Physiological
STYLES most efficiently and most
elements that • psychological
effectively perceive, process,
store, and recall what they are play into each
tempting to learn (James and stimulus to set
Gardner,1995) and their preferred apart individual
approaches to the different learners.
learning tasks (Cassidy, 2004;
Furnham 2012) taking into account JUNG AND MYERS-BRIGGS TYPOLOGY
the cognitive, affective, and the
psychological factors that may questionnaire
affect how they learn. (KEEFE 1979) itself is made
3 Ways to a. observation up of four
determine b. interviews different
learning c. administration of scales.
styles instruments
Right-brain ➔ the left hemisphere
thinking, - vocal
Left-brain - analytical
thinking, ➔ the right hemisphere KOLB’S EXPERIENTIAL LEARNING MODEL
whole-brain - emotional → concrete experiences
thinking - visual spatial → reflective observation
- nonverbal → abstract conceptualization
→ learners can use both sides of → active experimentation
the brain because of a connector
called the corpus callosum
Processing ➔ One hemisphere may take GARDNER’S EIGHT TYPES OF INTELLIGENCE
information over and inhibit the other Visual- - children with high
spatial spatial intelligence
in processing information
like to draw, paint, and
➔ The task may be divided
other activities. They
between the two sides with
learn best when there
each handling the part best
are visuals.
suited to its way of
Linguistic- - this type of
processing information.
verbal intelligence is mostly
Measuring a. left brain
seen in children who
brain - logical
likes writing or telling
thinking - focused on facts
stories, spelling words,
- realism predominates
and reading.
- planned and orderly
Interpersonal - Children with high
- math and science minded
interpersonal
- prefers nonfiction
intelligence are gifted
b. right brain
in social skills. We
- emotional
usually refer to them as
- focused on art and
social butterflies. They
creativity
usually like studying in
- imagination predominates
groups
- occasionally absent minded
- prefers fiction Intrapersonal - children with this type
- enjoys creative of intelligence are
storytelling usually introverted and
like studying alone.
Logical- - children who are strong
mathematical in this intelligence are
logic smart or math
geniuses.
Musical - These are children who
can sing and they also
learn best with music
playing on the
background.
Bodily- - Children with this type
kinesthetic of intelligence learning
by moving around or
acting things out when
studying.
Naturalistic - Can distinguish and
categorize objects or
phenomena in nature
Field- - they have internalized
independent frames of reference.
Field - they are more externally
dependent focused

NCM102(HE)
- Motor abilities are
more coordinated
- physical growth is
highly variable
• Cognitive Development
➔ during middle and late
childhood, the child
will go through
significant changes.
- Concrete operations
- logical and rational
- syllogistic reasoning
- conservation
• Psychosocial
Development
- industry versus
inferiority
- gains awareness of
DEVELOPMENTAL CHARACTERISTIC OF LEARNERS uniqueness
Dependence - the characteristic of
- develop self-concept
the infant who is
- fear of failure and
totally dependent on
being left out
others
- you should take care • Characteristics
of me a. Having an open mind
b. Having the motivation
Independence - the child develops the
to learn
ability to care for
c. Experiencing great
himself or herself
change
- I can take care of
myself • Teaching Strategies
Interdependence - happens when an - Inclusion
individual has - encourage independence
sufficiently advanced and participation
in maturity to take - provide detailed
care of others. information
- We can take care of ADOLESCENCE → 12-19 years old
each other • Physical Development
- fine and gross motor
skills fully developed
- period of
transitioning
- preoccupation with
appearance
- sexual urges
DEVELOPMENT OF LEARNERS • Cognitive Development
INFANCY AND → 1-2 years old - formal operations
TODDLERHOOD • Teaching Strategies - higher ordeal level of
reasoning
EARLY CHILDHOOD → 3-5 years old - capable of abstract
• Physical Development thought
- Fine and gross motor - imagery audience
skills become more • Psychosocial
refined Development
• Cognitive Development - identity versus role
- Piaget: Preoperational confusion
stage - conform to peers
- Egocentric - seeking independence
- Precausal and Literal - need to develop coping
thinking skills
- Animistic thinking • Characteristics
• Psychosocial a. Period of transition
Development b. health care issues
- Exhibits initiative c. fit risk population
versus guilt d. personal fable
- expanding imagination • Teaching Strategies
and creativity - Develop a trusting
- impulsive and relationship
curiosity - address fears
• Characteristics - arrange beer groups in
a. Interacting person or virtually
b. mimicking YOUNG ADULTHOOD → 20-40 years old
• Teaching Strategies • Characteristics
- Warm approach a. self-directed
- Clear explanation b. apply personal
- Positive reinforcement experiences
MIDDLE AND LATE → 6-11 years old c. intrinsic motivation
CHILDHOOD •

NCM102(HE)
d.competency based that the student has completed his or
learner her program of study? Should the nursing
• Teaching Strategies student correct the faculty member, and
- Active participation if so, when, where, and how?
- setting their own pace Ethics - refers to the guiding
- immediacy of principles of behavior, and
application ethical refers to norms or
MIDDLE-AGED → 41-64 years old standards of behavior.
ADULTHOOD • Teaching Strategies Moral - refers to an internal value
- Provide information system (the moral fabric of
that coincide with one’s being); this value
life concerns and system, defined as morality,
problems. is expressed externally
- Assess positive and through ethical behavior.
negative post Ethical - deal with intangible moral
experiences with Principles values, so they are not
learning, and enforceable by law, and
potential sources of neither are these principles
stress caused by mild laws in and of themselves.
life crisis issues. Legal - in contrast, refer to rules
- Focus on maintaining Rights and governing behavior or
independence and re Duties conduct that are enforceable
establishing normal under threat of punishment
life patterns. or penalty, such as a fine,
OLDER ADULTHOOD → 65 years old and over imprisonment, or both.
• Teaching Strategies
- Each information at DIFFERENTIATED VIEW OF ETHICS, MORALITY, AND LAW
the slow pace a. Natural law (basis)
- Use verbal exchange, b. Deontological (Golden Rule)
coaching, repetition c. Teleological (greatest good for the
and reinforcement of greatest number)
information Evolution of ➔ Charitable immunity
- use concrete examples ethical and ➔ Cardozo Decision 1914
and analogies to legal a. Informed consent
illustrate principles in → the right to Full
- speak slower, softer health care disclosure; The right to
and avoid shouting make one's own decisions.
- use appropriate visual b. Right to self-
aids to supplement determination
verbal instruction → The right to protect
- provide safe and one's own body and to
environment and ensure determine how it shall be
accessibility treated
- demonstrate the Application 1. Autonomy
relevance of of Ethical → The right of the client to
information the daily and Legal self-determination
life Principles 2. Veracity
→ truth telling; The honesty
ETHICAL, LEGAL, AND ECONOMIC FOUNDATIONS OF THE by a professional in
EDUCATIONAL PROCESS providing Full disclosure to
a client of the risks and
SCENARIOS benefits of any invasive
• Consider a patient who refuses a routine medical procedure
but lifesaving blood transfusion. Should 3. Confidentiality
he or she be allowed to refuse this → a binding social contract
treatment, or should the nursing staff or covenant to protect
persuade the patient otherwise? another's privacy; A
professional obligation to
• Suppose a nurse witnesses a confused respect privileged
patient signing a consent form for a information between health
procedure: Should he or she ask whether professional and client.
the patient has enough decisional 4. Nonmalificence
capacity to agree to having the → The principle of doing no
procedure? harm
• Negligence - the doing or
• Dilemmas also arise in educational non-doing of an act,
contexts. Suppose a surgeon misleads a pursuant to a duty, that
family by indicating that a surgical a reasonable person in
error was really a “complication.” the same circumstances
Should the nurse practitioner who would or would not do,
observed the error speak up to a with these actions
superior in the healthcare hierarchy? they're not actions
leading to the injury of
• What about a clinical nursing instructor another person or his/her
who habitually introduces a nursing property.
student to patients as a nurse, implying

NCM102(HE)
• Malpractice - refers to a program attendance,
limited class of occupancy rates, etc.
negligent activities that Indirect - those that may be fixed
fall within the scope of Costs but not necessarily
performance by those directly related to a
pursuing a particular particular activity, such
profession involving as expenses of heating,
highly skilled and lighting, housekeeping,
technical services. maintenance, etc.
• Duty - the standard of Cost Savings - flies through the
behavior; A behavioral decreased use of costly
expectation relevant to services, effort and
one's personal or links of state, or fewer
professional status in complications resulting
life. from preventive services
5. Beneficence or patient education.
→ The principle of doing Cost Benefit - occurs when the
good; Acting in the best institution realizes an
interest of a client through economic gain resulting
adherence to professional from the educational
performance standards and program, such as a drop
procedural protocols. and with mission rates.
6. Justice Cost Recovery - Occurs when revenue is
→ Equal distribution of generated are equal to or
goods, services, benefits, greater than
and burdens regardless of expenditures.
client diagnosis, culture, Revenue - profit realized when fees
national origin, religious Generation for an educational
orientation, sexual program exceed the
preference, and like. aggregate costs of
Legality of - a patients Bill of Rights program preparation and
patient - Joint Commission (JC) delivery.
education and - state regulations Program Planning and Implementation
information - federal regulations Cost-Benefit ➔ the relationship or
Documentation - “probably the most Analysis ratio between actual
of Patient undocumented skilled program costs and actual
Education service” (Cassey,1995) program benefits, as
Required by: measured in monetary
a. JC terms, to determine if
b. Third-Party revenue generation was
Reimbursement: insurance realized.
companies, Medicare and State of evidence
Medicaid programs, or 1. legal and ethical issues
“private pay”. 2. documentation of practice
c. Respondeat Superior: the 3. new technologies
employer may be held 4. health related outcomes
liable for the negligence 5. economic implications
or other unlawful acts of
the employee during the R.A. 9173
performance of his or her → More responsive nursing profession
Job-related → R.A. 9173 or Philippine nursing act of 1991
responsibilities. → Senate of the House of Representatives
Economic ➔ Challenge for health care
Factors of providers Basic ➔ must be a registered nurse
Patient → Efficient and cost Program for ➔ must have at least 3 years
Education: effective patient Nursing of nursing practice
Justice and education Education ➔ appropriate certificate of
Duty → Legal responsibility nursing proficiency
Revisited of all nurses Graduate ➔ must be a registered nurse
→ Little preparation on programs for in the Philippines
pre licensure level. nursing ➔ must have at least 3 years
Financial Terminology education of nursing practice
Direct Costs - roles that are tangible ➔ must be a holder of a
and predictable doctoral degree in nursing
 E.g., rent, food, heating,
etc. PATIENT EDUCATION
a. Fixed costs ETHICAL PRINCIPLES
➔ those that are stable and Autonomy - Greek words: auto –
ongoing “Self”; nomos – “Law”
 E.g., salaries, mortgage, - The right to self-
utilities, durable determination
equipment, etc. ➔ Highlights: Right of
b. Variable Costs patients to make
➔ those related to decisions about their
fluctuation and volume, medical care without
their health care

NCM102(HE)
provider trying to c. failure to communicate
interfere with the d. failure to document
decision e. failure to assess and monitor
Patient Self- - To inform the patients f. failure to act as patient advocate
Determination of their rights g. failure to delegate tasks properly
Act (PSDA) regarding certain
decisions Beneficence - The principle of
Shared Decision - Involvement of both beneficence is the
Making sides in coming with a obligation of the
decision healthcare provider to
ANA’s Code of - Justification for act for the benefit of
Ethics: patient education for the patient and
Collaboration both within and outside supports a number of
with other the healthcare moral rules to protect
health organization and defend the right of
professionals the other
and the public Justice - Is the fairness and the
to protect equitable distribution
human rights of goods and services
and promote • Tong (2007)
health To each:
diplomacy, and 1. An equal share
reduce health 2. According to need
disparities 3. According to effort
Veracity - Closely linked with 4. According to contribution
informed decision 5. According to merit
making 6. According to the ability to pay
- The Landmark Cardozo
decision in 1994 KOLB’S LEARNING STYLE, MYERS BRIGGS TYPE INDICATOR
- The Tuma case
- Curtin’s Ethical
TEACHING ACROSS THE LIFESPAN
Decision-Making model
Theories
→ competence
Basic teaching ➔ Developed in 1962 by
→ disclosure model Robert Glaser American
→ comprehension Educational
→ voluntaries Psychologist
- New York State Nurse ➔ Explains the
Practice Act (1972) relationship between
Confidentiality - Ethical and Legal learning and teaching
Responsibilities
➔ This model can be
- ASHA Code of Ethics applied in all levels
- Exceptions
of education an in any
Health - is a federal law that subject matter
Insurance required the creation
Portability and of national standards
Accountability to protect sensitive
Act of 1996 patient health
(HIPPA) information from being
disclosed without the
patient's consent or
knowledge.
Nonmaleficence - simply known as Do No
Harm. Is one of the
ethical principles that
discusses the ethics of
legal determinations A. Instructional Objectives
involving negligence - May be stated in general, specific or in
and/or malpractice behavioral terms
→ Nonmaleficence does not - What learners should attain upon the
apply only to the completion of particular instruction
patient/client but also to - Procedures must vary with the
members of the healthcare instructional objectives
staff B. Entering Behavior
Negligence - The conduct that falls - Refers to the learners previous
below the established knowledge, intellectual ability and
standards. Resulting in development, motivational state, and
damage or injury certain social and cultural determinants
Malpractice - Refers to negligent of their learning ability
activities that were C. Instructional Procedures
committed by a - Teacher selects the content, teaching
particular profession strategy and proper audio-visual aids.
which involves skilled - Proper management at this step will
and technical services result in changes in the students
• Reising and Allen (2007) behavior
a. Failure to follow standards of care - Most active for there is interaction
b. Failure to use equipment in a already between teacher and learners
responsible manner D. Performance Assessment

NCM102(HE)
- Teacher evaluates the outcomes of Three 1. The needs of the learner
teaching determinants 2. The state of readiness to
- All the other components can be improved of learning learn
or changed if there is a need that require 3. The preferred learning
- Feedback is provided till the learner assessment styles for processing
achieves the desired instructional information
objectives
Blooms ➔ Benjamin Bloom,
Taxonomy Educational
psychologist
➔ Benjamin Bloom along
with Max, Englehart,
Edward Furst, Walter
Hill, and David
Krathwohl published a
framework in 1956 for Learning - The gap between learners
categorizing Needs current level of knowledge
educational goals: and skills, and the
Taxonomy of Educational desired level of knowledge
Objectives, also known and skills required to
as Bloom’s Taxonomy perform a task or a set of
Sociocultural • Lev Vygotsky tasks
Theory of ➔ Was a seminal Russian - May arise from lack of
Cognitive psychologist knowledge, attitude, or
Development • Zone of Proximal skill
Development - Either perceived or real
➔ Is the distance between - Mismatch may be present
the learner’s actual ➔ Perceived:
development level and → Subjective attitudes
this can be determined and competencies a
through independent trainee is expected to
problem solving and learn
whether they can solve ➔ Real:
it under adult guidance → decided through
or with more capable syllabus, school, or
peers. licensing corporation
• Scaffolding
➔ Is the temporary 9 IMPORTANT STEPS IN ASSESSING LEARNING NEEDS:
support from a more Identify the
knowledgeable person to learner
a child
→ The theory suggests that
Social process is the basis of
human learning. The cognitive Choose the - Establish a trusting
functions are honed based on right setting environment by ensuring
our interactions with those who privacy and
are “more skilled”. confidentiality
→ Each culture provides “tools Collect data - Identify characteristic
of intellectual adaptation”. about the needs of populations that
These tools allow the children learner the learner is included
to utilize their abilities in in
such a way that it adapts to - What are health problems
the culture they grew up with. or interests of the
population?
Collect data - The learner is the most
from the important source of needs
learner assessment data
- Ask the learner and/or
family about what is
important to them,
perceived needs, about
their social support
systems, and sources of
information
Involve - Collaborative with other
Piaget’s Theory of Development
members of members of the healthcare
the team in educating and
healthcare assessing learning needs
of the learner.
Prioritize - Know which needs to
needs address first for example
following Maslow’s
hierarchy of needs
DETERMINANTS OF LEARNING

NCM102(HE)
JUNG AND MYERS-BRIGG TYPOLOGY
→ Identifying attitudes of people (extraverts
and introverts)
→ opposite mental functions – ways people
perceive or prefer to take in and make use of
information from the world around them
→ 16 personality types based on four constructs
Myers- - Provides a set of questions

Briggs - People learn about their own
Determine - Is there Proper Equipment Type type of behavior and
availability available? (inhaler, for Indicator understand themselves better
of asthma) (MBTI)
educational
resources
KOLB’S EXPERIENTIAL LEARNING MODEL
Assess the
→ Learning from experience
demands of
the → an integrated process – involves experience,
organization reflecting, thinking, and acting
Take time-
management
issue into
account
Methods of Assessing Learning Needs

Informal (requires active listening,
Conversations impromptu)
Structured (most common used for learners
interviews pov, asking predetermined
questions)
Focus groups (Group discussions, 4-12
homogenous members with similar
demographics like age, sex,
race, experience with topic)
Questionnaire (Written response, checklists,
s but usually need clarifications
from educator)
Tests (Written pretest, gauge
knowledge levels of certain
topics, identifies specific
learning needs)
Observations (Watching learner perform a
skill, let learner observer
themselves through video,
reflection on action)
Documentation (Initial assessments, progress
nores, nursing care plans, staff
notes, and discharge planning Concrete ➔ Learners encounter an
forms) Experiences experience

NCM102(HE)
Reflective ➔ Identify any
Observation discrepancies between
their understanding and
the experience itself
Abstract ➔ Interpreting experience
Conception and applying it to
future situations
Active ➔ Learners apply their
Experimentation new ideas to the world
Instruments to • Learning Style
measure Inventory (LSI)
4MAT system • Framework
➔ Visualizing the
learning process of
each student to each
student to create a
more dynamic and
engaging teaching style
ERIK ERICKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT
VARK Learning 4 main types of learners

Style
PEEK AT THE FOUR TYPES OF READINESS TO LEARN

NCM102(HE)
MARCH 26, 2022
TOPIC OUTLINE content to be included in
1 Determinants of Learning the teaching sessions.
2 MOTIVATION AND BEHAVIOR OF LEARNER 4. Include the learner as a
3 PRINCIPLES OF LEARNING source of information:
➔ Allow the patient and/or
DETERMINANTS OF LEARNING family and staff members
to identify what is
important to them. If the
THE NURSE EDUCATOR’S ROLE IN LEARNING learners are staff members
- For a nurse to carry his/her educative or nursing students, ask
role well, s(h)e must identify the them about areas of
information learners need, their practice they feel they
readiness to learn, and their learning need new or additional
styles. However, the learner remains the information
single most important person in the 5. Involve members of the
educative process. healthcare team:
The role of The educator: ➔ Other healthcare providers
the - Assess the learner’s may have insight into
educator is deficits patient, family, nursing
to enhance - Presents appropriate staff, and nursing staff
the information in unique ways students’ educational
learning - Identifies progress being needs. Because of their
process by made frequent contacts with
serving as - Gives feedback them.
a - Reinforces learning in the 6. Prioritize needs:
facilitator acquisition of knowledge,
➔ A list of needs can become
: or performance of a skill
endless and seemingly
- Evaluate the learner’s
impossible to accomplish.
abilities
Using Maslow’s Hierarchy
The - The educator is vital in of Human Needs, an
Educator’s giving support, educator can prioritize
Unique encouragement, and identified learning needs.
Position direction during the The educator can then
process of learning. assist the learner to meet
- The educator assists in the most important basic
identifying optimal need first.
learning approaches and
➔ Setting priorities for
activities that can both
learning is often
support and challenge the
difficult when faced with
learner.
many learning needs in
Assessment - Learning needs (what the several areas
of the learner needs to learn)
learner - Readiness to learn (when
includes the learner is receptive
attending to learning)
to the - Learning style (how the
three learner learns)
determinant
s:
Learning → Are gaps in knowledge that
needs exist between a desired level of
performance and the actual level
of performance
Important 1. Identify the learner:
steps in ➔ Is there only one learner
the with a single need or many
assessment needs?
of learning ➔ Is there more than one
needs learner with congruent or
diverse needs?
2. Choose the right setting:
➔ Establish trusting
relationship through
assuring privacy and Learning Mandatory:
confidentiality, so that must be - Needs that must be learned
learners feel secure in prioritized for survival or situations
confiding information and based on in which the learner’s
feel respected the life or safety is
3. Collect data on the criteria threatened
learner:
 For example, a patient with
➔ Determine characteristic recent heart attack needs to
needs of the audience by know the sign and symptoms and
exploring typical health when to seek medical help. The
problems or issues of hospital nurse must learn
interest. cardiopulmonary resuscitation.
➔ Subsequently, identify the Desirable:
type of and extent of

NCM102(HE)
MARCH 26, 2022
- Needs that are note life- - Tests are useful as they
dependent but are related prevent the educator from
to well-being repeating already known
 For example, patients with material.
cardiovascular disease to Observation - watching a learner before
understand in the effects of a must go more than once is
high fat diet on their health an excellent way of
Possible: assessing psychomotor
- Needs for information that need.
are nice to know but not - Educators can assess
essential or required whether all steps are
because they are not performed correctly.
directly related to daily Readiness to → it is the time the learner
activities or the learn demonstrates an interest,
particular situation of willingness, and ability to learn
the learner. the type or degree of information
 For example, a patient with necessary to maintain optimal
diabetes mellitus doesn’t need health or to become skillful in
to know about travelling the job.
across time zones Types of • P
7-Determine - After identifying a need, readiness to - physical readiness
availabilit it may useless to proceed learn • E
y of with the intervention if - emotional readiness
educational proper educational • E
resources: resources are not - experiential readiness
available
• K
 For example, if an asthmatic - knowledge readiness
patient needs to learn how to the ➔ Physical readiness
use a Ventolin inhaler, the components
learning cannot occur if this of each type - Measure of ability
equipment is not available for of readiness (strength, flexibility)
demonstration - Environmental effects
METHODS TO ASSESS LEARNING NEEDS (noise)
→ The nurse educator must obtain objective data - Health status (energy and
about, and subjective data from, the learner. comfort level)
This can be achieved by using one or more of the - Gender (women are more
following methods: receptive to medical
informal - Often, learning needs are care)
conversation identified during
informal talk with other ➔ Emotional readiness
health care providers,
and between the nurse and - Anxiety level
the patient or family. - Support system
Structured - The nurse asks the - Motivation
interviews patient direct and often - Developmental stage
predetermined questions (human development)
period establishing
trust, using open-ended ➔ Experiential readiness:
questions, quiet - Level of Aspiration
environment, and allowing (long-term goals
the patient to state what established)
his learning means are - Past coping mechanisms
merit attention. (previous problems)
focus groups - the educator gets - Locus of control
together 4 to 12 learners (internally motivated to
to determine areas of learn)
educational need. - Orientation
- The educator leads the
discussion and asks open- ➔ Knowledge readiness:
ended questions. - Present knowledge base
Self- - learners response to - Cognitive ability
administered questions in about 30 (learner capable to
questionnair needs can be obtained by learning)
es self-administered - Learning disabilities
questionnaires. These are (mental retardation)
very easy to administer - Learning styles
and provide more privacy Learning - “Learning style is the
than interviews. styles way in which each learner
Tests - written pretests given begins to concentrate and
before teaching and help retain new and difficult
identify the knowledge inform”tion"
level of learners The types of Visual
regarding a particular learning - A student learns by
subject matter and assist styles reading a material, and
in identifying a specific uses visual materials
needs of a learner. such as charts, pictures,
maps.

NCM102(HE)
MARCH 26, 2022
Auditory Kolb’s ➔ He hypothesized that
- A student learns by learning learning result from the
listening, participates cycle way learners perceive as
in discussions, makes well as how they process
speeches and what they perceive.
presentations, and reads
the text aloud.
Kinesthetic
- A student learns by
touching.
Learning 1. style the educator
style prefers and style by
principles which learners learn.
2. Caution against using
teaching methods and
tools that only apply to
the educators on learning
style.
3. Assist the learner in
identifying and learning
according to their own
learning preference.
4. Learners given environmenta ➔ Dunn and Dunn learning
opportunity to learn l preference style inventory
through their preferred survey (EPS) - is this self reporting
style first. instrument that is widely
5. Encourage learners to used in identification of
diversify their style how individuals prefer to
preferences. function, concentrate and
6. Specific learning perform educational
activities that reinforce activities.
each modality or style. Basic ➔ environmental as sound,
Learning • Brain Preference stimuli that light, temperature.
style models Indicator affect a ➔ Emotional as motivation,
and - Right-brain, left-brain, person's responsibility.
instruments and whole brain ability to ➔ Social logical: desire to
• Environmental Preference learn work alone or in groups.
Survey (EPS) ➔ Physical as time and
- Dunn and Dunn learning mobility.
style inventory ➔ psychological: is the way
• Kolb learning style learner processes and
inventory (LSI) reacts to information
Right- ➔ Brain reference indicator it includes the four modes of learning, which
brain/left- ➔ Right hemisphere reflect:
brain and - Emotional, visual The diverger, assimilator, converger, and
whole brain spatial, nonverbal accomodator
thinking hemisphere
- Thinking processes using
the right brain are
intuitive, subjective,
relational, holistic, and
time free.
➔ Left hemisphere
- vocal and analytical side
- thinking process using
reality based and logical
thinking with
verbalization.
→ No correct or wrong side of
the brain
→ Each has fear gathers in the
same sensory information but
handles information in different
ways
→ knowledge of one's own brain
hemispherical performance can
help educators identify the
strengths and weaknesses of
various teaching methods
Kolb's ➔ Is on learning style is
learning that learning is a c
style cumulative result of past
inventory experiences, Hereditary,
and demand of present
environment.

NCM102(HE)
MARCH 26, 2022
- focuses on external
factors that influence
the patient’s adherence
➔ Rational Belief Theory
- patients decide to comply
or not comply by weighing
the benefits and risks
➔ Self-regulatory Systems
- patients are seen as
problem solvers
Noncompliance ➔ Describes resistance of
the individual to follow
a predetermined regimen.
➔ When the patient does not
follow treatment
recommendations that are
mutually agreed upon
Locus of ➔ an individual’s sense of
Control responsibility for his or
her own behavior and the
extent to which
motivation to act
originates from within
the person or is
influenced by others
Health Locus ➔ Describes an individual’s
interpretati ➔ caution must be exercised of Control belief that health is
on of style in assessing styles so dependent on internal and
instruments that other equally external factors
important factors in
learning are not ignored. 4 DIMENSIONS
➔ Styles only describe how Internal Power originates from within and is
individuals process related to personal abilities
stimuli, not how much or Other Others such as family, friends, and
how well information is External associates are powerful influences
Learned Chance Fate is a powerful outside influence
➔ style instruments should External
be selected based on Doctors Doctors have power to control outcomes
reliability, validity, External
and the population for
which they are to be
used. MOTIVATION
➔ More than one learning - an internal state that arouses, directs,
style instrument should and sustains human behavior
be used for appropriate - Individuals are highly motivated or
assessment of the weakly motivated.
learner. - Relationships exist between motivation,
learning, and behavior.
MOTIVATION AND BEHAVIOR OF LEARNER Motivational 1. Personal Attributes
Factors ● Include developmental
stage, age, gender,
COMPLIANCE AND ADHERENCE
Compliance emotional readiness,
➔ the act or process of
sensory functioning,
complying to a desire,
cognitive ability,
demand, proposal, regimen
educational level, actual
or two coercions
or perceived state of
Adherence ➔ The extent to which a health, and severity or
person’s behavior chronicity of illness
corresponds with agreed 2. Environmental Influences
recommendations from a
● Pleasant, comfortable, and
health care provider
adaptable individualized
➔ Level of participation surroundings promote
achieved in a behavioral readiness and motivate
regimen once an learners
individual has agreed to
● No noise, confusion,
the regimen
interruptions, and lack of
Perspectives ➔ Biomedical Theory privacy
- links compliance with 3. Relationship Systems
patient characteristics
• Support system
➔ Communication Models
- explain compliance based
Motivational 1. State of Optimal Anxiety
on the communication
between the patient and Axioms • Occurs best when a
healthcare professional state of moderate
➔ Social Learning Theory anxiety exists
• allows learners to
observe, focus, learn,

NCM102(HE)
MARCH 26, 2022
adapt, perceive, confidence, and use of
concentrate, do praise and rewards.
abstract thinking, and
information processing Motivational Interviewing
are also enhanced - Useful collaborative
communication technique
2. Learner Readiness that is client-centered,
• Desire to move toward a directive counseling
goal and readiness to method strengthening
learn clients’ motivation to
• cannot be imposed on change by exploring and
learners (even with resolving their
incentives) ambivalence toward
behavior change
3. Realistic Goals - Like a motivational
interview
• Must be something possible
and likely to achieve
4. Learner Satisfaction or SELECT MODELS AND THEORIES

Success Health Belief Model
• Success is self-satisfying
• A cyclical process
5. Uncertainty Reduction or
Maintenance
• influences choices and
decision making
Assessment 1. Cognitive Variables

of a. Capacity to learn
Motivation b. Readiness to learn
c. Facilitating Beliefs
2. Affective Variables
• Moderate level of anxiety
and shapes desire to learn
new behaviors Health Promotional Model
3. Physiological Variables
• Capacity to perform
required behavior
4. Experiential Variables
• Previous successful
experiences
5. Environmental Variables
a. Appropriate physical
environment
b. Social support systems
6. Educator–Learner
Relationship System
• Prediction of Positive
relationship
Motivational ➔ Essential because

Strategies educators cannot rely on
intrinsic motivation to
promote learning
 Ex. Concept mapping
facilitates the acquisition of
complex new knowledge through
visual links that acknowledge
previous learning
Attention, Relevance, Confidence,

and Satisfaction (ARCS) Model
- Used to apply changes in
the learner by creating a
motivating learning
environment
- Examples: introducing
opposing views, learner
experiences, giving

NCM102(HE)
MARCH 26, 2022
Self-Efficacy Model Therapeutic Alliance Model
Protection and Motivation Theory

MODELS OF HEALTH EDUCATOR
SIMILARITIES AND ● Models may be viewed
DISSIMILARITIES as so similar that
there would be a
negligible difference
in choosing one over
the other, or they
may be considered so
dissimilar that one
would be
inappropriate for a
specific educational
purpose
● All the models
acknowledge the
importance of the
patient in decision
making with respect
to health behaviors.
Stages of Change Model ● The health belief
6 Stages model emphasizes
1. Precontemplation susceptibility to
2. Contemplation disease and the
3. Preparation likelihood of
4. Action preventive action,
5. Maintenance whereas the health
6. Termination promotion model
Theory of Reasoned Action and Theory of Planned emphasizes health
Behavior potential and health-
promoting behaviors.
● The self-efficacy
theory, the theory of
reasoned action, and
the theory of planned
behavior are similar
in that they focus on
the predictions or
expectations of
specific behaviors.
Educator ● Nurses as educators
agreement with have their own belief
model systems, through in-
conceptualization depth analysis of
each model, the
attention of the
educator may be drawn
to other factors as
well. Ultimately, the
model or models that
fit best with the
educator’s own
beliefs are more
likely to be chosen.
Functional → Model selection for
Utility of Models educational purposes also can

NCM102(HE)
MARCH 26, 2022
be based on functional ● Educational contracting
utility. The following involves stating mutual
questions may be asked to goals to be accomplished,
determine functional utility: devising an agreed-upon
● Who is the target plan of action, evaluating
learner? the plan, and deriving
● What is the focus of alternatives.
the learning? ● The nurse needs to be
● When is the optimal approachable, trustworthy,
time? and culturally sensitive,
● Where is the optimal the nurse trusts that when
time? the client enters into an
● agreement, the learner will
Integration of → The integration of various demonstrate behaviors that
Models for use in components of health behavior are health promoting.
education models is advantageous in the ● Organization of the
educational process learning situation,
including manipulation of
➔ Salient health materials and space,
promotion factors sequential organization of
that nurse educators content from simple to
can use in a multi complex, and determination
theory approach to of the priority of subject
health education matter, are tasks taken on
include: by the nurse when in the
▪ Level of role of educator.
knowledge Evaluator ➔ Educational programs, like
▪ Attitudes other healthcare projects,
▪ Values need to be accountable to
the learner or consumer of
▪ Beliefs
the health service. This
▪ Perceptions,
accountability is ensured
▪ Level of by evaluation in the form
anxiety of outcomes like:
▪ Self- ● Self-evaluation
confidence
● Learner evaluation
▪ Skills mastery
● Organization evaluation
▪ Past
experiences ● Peer evaluation
▪ Intention
▪ Physiological PRINCIPLES OF LEARNING
capacity
▪ Sociocultural WHAT IS LEARNING?
enablers - Learning is one of the important
▪ Environment psychological processes determining the
▪ Educator– human behavior
learner - Learning is a process of accumulation of
alliance knowledge, skills and attitudes.
▪ Resources and - Learning maybe through training,
reinforcements experience, reading, observation,
▪ Mutual and discussions, electronic media including
realistic goal the Internet, experimentation, facing
setting the new challenges, travel and
exploration etc., hence, training and
▪ Hierarchy of
development is more tools of learning
needs
- Learning is not a one time activity or
▪ Quality of
an annual, half yearly, quarterly, or
life
monthly activity. Learning is a
▪ Voluntary continuous process.
participation - Learning is also an important source of
in learning. motivation, stimulation and job
satisfaction
THE ROLE OF NURSE AS EDUCATOR IN HEALTH PROMOTION Meaning of ➔ Learning is simply the
Facilitator → The goal of the nurse as an Learning means of permanent
of change educator is, to promote health and change in behavior to
health education education, training,
practice and
→ In 1987 deTornay and Thompson experience.
proposed that explaining,
analyzing, dividing complex skills,
demonstrating, practicing, asking
questions, and providing closure
are effective in facilitating
change in the learning situation.
Contractor ● Educational contracting is
the key to informed
decision making.

NCM102(HE)
MARCH 26, 2022
practice. It has been
proven that student
learn best and retain
information longer when
they have meaningful
practice and
repetition. The key
here is that the
practice must be
meaningful. It is clear
that practice leads to
improvement only when
it is followed by
positive feedback.
Effect ➔ The principle of effect
is based on the
emotional reaction of
the student. It has a
direct relationship to
motivation. The
principle of effect is
that learning is
strengthened when
accompanied by a
pleasant or satisfying
feeling, and that
learning is weakened
when associated with an
unpleasant feeling.
Every learning
experience should
contain elements that
leave the students with
some good feelings
Primacy ➔ The state of being
first, often creates a
strong, almost
General Principles of Learning unshakable, impression.
Readiness - Readiness implies a Things learned first
degree of concentration create a strong
and eagerness. impression in the mind
Individuals learn, and that is difficult to
do not learn well if erase. For the
they see no reason for instructor this means
learning. Getting that what is taught
students ready to must be right the first
learn, creating time.
interest by showing the ➔ For example, a student
value of the subject learns a faulty
matter, and providing technique, the
continuous mental or instructor will have a
physical challenge, is difficult task
usually the instructors correcting the BAD
responsibility HABITS and “re
teaching” correct ones.
The students first
experience should be
positive, functional,
and lay the foundation
for all that is to
follow. What the
student learns must be
procedurally correct
and applied the very
first time.
Recency ➔ The principle of
recency states that
things most recently
learned are best
remembered. Conversely,
the further a student
is removed timewise
Exercise ➔ The principle of from a new fact or
exercise states that understanding, the more
those things most often difficult it is to
repeated are best remember.
remembered. It is the
basis of drill and

NCM102(HE)
MARCH 26, 2022
➔ For example, it is constitute personal
fairly easy to recall a responsibility.
telephone number dialed ➔ If no freedom is
a few minutes ago. But granted, students may
it usually is have little interest in
impossible to recall a learning.
new number dialed last ➔
week. ➔
Intensity ➔ The principle of ➔
intensity implies that
a student will learn
more from the real
thing than from a
substitute. For
example, a student can
get more understanding
and appreciation of a
movie by watching it
than by reading the
script. Likewise, a
student is likely to
gain greater
understanding of tasks
by performing them
rather than merely
reading about them
Requirement ➔ The law of requirement
states that “we must
have something to
obtain or do
something”. It can be
ability, skill,
instrument or anything
that may help us to
learn or gain
something. A starting
point or root is
needed; For example, if
you want to draw a
person you need to have
materials with which to
draw, and you must know
how to draw a point, a
line, and a figure and
so on until you reach
your goal, which is to
draw a person.
Freedom ➔ The principle of
freedom states that
things freely learned
are best learned.
Conversely, the further
a student is coerced.
The more difficult is
for him to learn,
assimilate and
implement what is
learned. Compulsion and
coercion are
antithetical to
personal growth. The
greater the freedom
enjoyed by individuals
within a society, the
greater the
intellectual and moral
advancement enjoyed by
society as a whole.
➔ Since learning is an
active process,
students must have
freedom of choice,
freedom of action,
freedom to bear the
results of action these
are three great
freedoms that

NCM102(HE)
APRIL 23, 2022
| LECTURE BY: MRS. ABELLANA
leadership of educational
PLANNING AND CONDUCTING CLASSES-EVALUATION psychologist Dr. Benjamin
Bloom in order to promote
TOPIC OUTLINE higher forms of thinking
1 PLANNING AND CONDUCTING CLASSES in education, such as
2 STEPS IN THE TEACHING LEARNING PROCESS analyzing and evaluating
3 TRADITIONAL TEACHING concepts, processes,
procedures, and
4 EVALUATION
principles, rather than
just remembering facts
PLANNING AND CONDUCTING CLASSES (rote learning). It is
→ Before entering the classroom, the teacher needs to formulate more often used when
objectives, select and organize content, choose teaching methods, designing educational,
and design assignment, and finally evaluate learning. training, and learning
processes.
I. DEVELOPING A COURSE OUTLINE Educational ➔ Educational objectives
Course a. The name of the course Objectives suggested by Bloom (1984)
outline b. The name of instructor and divided into 3
(syllabus) c. A one-paragraph course domains:
includes description
d. a list of course • Cognitive (knowing)
description • Psychomotor (doing)
e. teaching methods to be used
• Affective (feeling,
f. the method of evaluation
valuing)
g. the textbook or other
readings
- Knowing and doing
A course ➔ is considered a contract objectives are easy to
outline or between the teacher and measure but in the
syllabus learners effective domain it is
 E.g., not so easy (to write and
measure – cannot measure
because you don’t know)
Subcategories
of Cognitive
Domain
Formulating ➔ You will need to write the

objectives course objectives for the
course outline, and you
will need an “objective”
for each class When trying to formulate objectives,
➔ All nurses are familiar make sure its not based on or from the
with objectives and goals knowledge level (lowest)
in relation to patient care
➔ But not all objectives are
readable and useful
 E.g., When we try to give
examinations, it is multiple
➔ Some seem much too broad
choice however when you try to
and some too specific
examine the results, it is under
➔ Objectives should reflect the level of analysis or
what the learner is application, but a few graphs
supposed to do with what is are coming from the knowledge
taught level. Because we are encouraged
to form questions of higher
II. FORMULATING OBJECTIVES degree
Why do we ➔ To guide selection and
need handling of course Lorin ➔ Revisited the cognitive
objectives? material Anderson, a domain in the mid-
➔ To help teachers to former nineties and made some
determine whether people student of changes, with perhaps the
in the class have learned Bloom, and three most prominent ones
what you have tried to David being (Anderson,
teach (EVALUATION) Krathwohl Krathwohl, Airasian,
➔ Are essential from the Cruikshank, Mayer,
learner’s perspective. It Pintrich, Rathsm
guides the students in Wittrock, 2000):
their studying
➔ To justify the budget of - Changing the names in the
the learning program six categories from noun
Taxonomy of - Bloom’s Taxonomy was to verb forms
objectives created in 1956 under the

NCM102(HE)
APRIL 23, 2022
- Rearranging them as shown
in the chart below
- Creating processes and
levels of knowledge
matrix
- The chart shown below
compares the original
taxonomy with the revised
one:
WORDING OF OBJECTIVES
Goal ➔ “Recognize the
parameters of effective
hemodialysis”
Objectives ➔ “The nurse will list
and explain, with 95%
accuracy, the
parameters by which
effective hemodialysis
is measured”
➔ Specific that the nurse
will list and explain
The Objectives • S → specific
characteristics • M → Measurable
• A → Achievable
• R → Realistic
• T → Time Bound
III. SELECTING CONTENT

➔ How much time you can devote to the
topic
➔ The kind of background the students have
➔ What you need to include from a textbook
- Give yourself time to discuss the

meaningfulness of the subject and cover
important points without getting bogged
down in details that the learners will
never remember
- It rehearses your content orally in
front of a mirror
Organizing - Headings
content - Subheadings
- Should follow logical
consequences (moving
from general to
specific) or (from
simple to complex)
IV. SELECTING TEACHING METHODS

What are the ➔ It depends on the
factors objectives and type of
affecting learning you are trying
choice of to achieve
method ➔ In nursing the teaching
(vehicle) methods selected should
therefore emphasize
students’ activity:
case study, discussion,
simulations, role-
playing, cooperative
learning, computer use
➔ Number of people in the class. With high
number modules, computer programs or
handout with explanation is greatly
useful. With small group; brain
storming, role-playing and cooperative
learning
➔ The effectiveness of teaching methods
depend on the outcome criterion, if the
criterion is the acquisition of
knowledge, lecture may be useful. While

NCM102(HE)
APRIL 23, 2022
acquisition of doing objectives, it is B. DIAGNOSE THE LEARNING NEEDS
useful to use training sessions ➔ Be realistic. When a lack of knowledge,
attitude, or skill hinders of patient’s
V. CHOOSING THE TEXTBOOK self-promotion of health, the nurse
➔ Quality of writing diagnosis deficit. Confirm your
➔ How the book is organized, and graphics diagnosis with the family. In addition,
are included assess your own knowledge based and
➔ Includes introductions to chapters (give teaching skills. You teach information
an overview to content) and skills to patients which you lack.
➔ Keywords in bold face is favorite (ha?)
Note: PLANNING ASSIGNMENTS C. DEVELOP A TEACHING PLAN
 E.g., Nursing care plan or case method ➔ planning ensures the most efficient use
discussion (presentation) of your time and increases the patient's
chances for learning. A teaching plan
➔ Ensuring that everyone gets the handouts follows the steps of the nursing
➔ A little humor is useful process.
➔ Communicate your expectations for the
course A. Develop a measurable learner objective
➔ Review the course syllabus for each diagnosis of a learning need.
➔ Try to whet the learner’s appetite for
B. Create a teaching plan. One nurse or
what is to come
several nurses can prepare and use a
Subsequent - Gaining and controlling the
teaching plan. There are standardized
classes attention of the learners
teaching plans available for major
- To keep the communication
topics of health teaching (some for-
skills rule effectively
computer use). Individualize the
going
standardized plans to the patient's
needs and abilities.
(VIDEO) HOW TO WRITE OBJECTIVES USING BLOOMS - Match content with appropriate teaching
TAXONOMY strategies and learner activities. For
https://www.youtube.com/watch?v=4DgkLV9h69Q example, content explaining why certain
treatments and medications are needed
STEPS IN THE TEACHING LEARNING PROCESS may be matched with printed or argue
visual materials. Children respond well
A. ASSESS THE PATIENT’S LEARNING NEEDS to teaching strategies that permit them
➔ Use all appropriate sources of to participate actively.
information. Review the patient's - Scheduled teaching within the limit of
medical records. Read the history of time constraints. Charter, more frequent
medical problems as well as diagnosis, sessions allow the patient to digest the
physical examinations, documentation of new information and prevents him from
the nursing assessment, and the nursing becoming tired or uncomfortable during
interventions that have been performed. his illness.
The patient and the family are support
persons are the best source of needs - Decide on group are individual teaching
assessment information. and formal or informal teaching. Some
➔ Identify the knowledge, attitude, or learner objectives are more readily in a
skills needed by the patient or family one-to-one encounter
or support persons. Learning can be  E.g., colostomy care
divided into 3 domains: Cognitive, while others are met more easily and are
affective, and psycho motor. You may group discussion with other patients
categorize learning that is planned for that have similar problems. Formal
the patient into these three areas. teaching is the planned teaching done to
A. Cognitive involves this storing and fulfill learning objectives. Informal
recalling of new knowledge and teaching occurs during nursing
information. interactions with the patient and his
B. Affective learning includes changes family. Informal teaching often leads to
in attitudes, values, and feelings. planned formal sessions.
C. Cycle motor learning has occurred
when a physical skill has been - Formulate a verbal or written contract
acquired. with the patient. The contract is
➔ Identify the patient strengths. Learning informal and is not legally binding;
strengths are the patients personal However, such an agreement serves to
resources such as psycho motor skills, motivate both the patient and the nurse
above average comprehensions, reasoning, to attain the learning objectives.
memory, or successful learning in the Points out the responsibilities of both
past. for example, if the patient knows of the nurse (teacher) and the patient
how to cook, this knowledge can be (learner). Whether verbal or written,
useful when learning about a special the contract should not be intimidating,
diet. but viewed as an aid to learning.
➔ Use anticipatory guidance. Anticipatory Failure to meet contracted objectives
guidance focuses on psychologically should be redirected into new learning
preparing a person for an unfamiliar or and decision-making situations.
painful event. When patients know what
to expect, anxiety is reduced and they - Implement the teaching plan. The
are able to more effectively. implementation phase may be only a few
minutes or the sessions may extend over
a period of days, perhaps months

NCM102(HE)
APRIL 23, 2022
nursing responsibility; it must be
- Use interpersonal skills as well as documented in the patient’s record
effective communication techniques. Do (a) Include a summary of the diagnosed
not use technical and medical terms learning needs, the teaching planm
unless the patient has a medical implementation of the plan, and evaluation
background but avoid a condescending results.
attitude. YOUR ATTITUDE HAS A GREATER
EFFECT ON THE PATIENT THAN ANY OTHER (b) Show evidence in the evaluation
FACTOR. statement that learning has occurred, or how
the problem was resolved if the patient or
- If the patient must learn special support person did not learn the material
techniques or procedures, tell him or taught.
her that it takes time and practice to
perform these new skills confidently. - Decide on group or individual teaching
Review the contractual agreement before and formal or informal teaching, some
implementing the teaching plan. learner objectives are met more readily
in a one-to one encounter (i.e.
(1) Prepare the physical environment. It should colostomy care) while others are met
be a nonthreatening atmosphere, free of more easily in a group discussion with
distractions and interruptions. Ensure adequate other patients that have similar
space and lighting, comfortable chairs, good problems. Formal teaching is the planned
ventilation and privacy. teaching done to fulfill learner
objectives. Informal teaching occurs
(2) Gather all teaching aids, posters, printed during nursing interactions with the
materials, audiovisual material, and equipment patient and his family. Informal
if needed teaching often leads to planned, formal
sessions.
(3) Deliver content in an organized manner using → Schedule teaching within the limits of
planned teaching strategies. If you are teaching time constraints. Shorter, more frequent
a skill or procedure follow the correct sequence sessions allow the patient to digest new
so that the patient is not confused information and prevents him from becoming
tired or uncomfortable due to his illness
(4) Be flexible. Observe the patient for clues
or additional assessment data that could alter B. Diagnose the learning needs. Be realistic.
the original teaching plan. Adapt or recognize When a lack of knowledge, attitude, or skill,
the teaching plan if necessary. hinders a patient’s self-promotion of health,
the nurse diagnoses the deficit. Confirm your
- Evaluate the Teaching-Learning. Do not diagnosis with the family. In addition, assess
assume that learning has occurred your own knowledge base and teaching skills. You
without feedback. The key is to write teach information and skills to patients which
measurable learner objectives in the you lack.
teaching plan that describe the desired
behavior TRADITIONAL TEACHING
- Evaluate whether the learner objectives
have been met. There are several ways to TRADITIONAL TEACHING
do this ➔ A range of strategies used by teachers
(a) Observation. Observe the patient to verify, in the past (some of which are no longer
that he has put the information that he learned considered effective – some of which are
into practice used today in one way or another).
➔ Traditional teaching strategies are a
(b) Patient’s comments. The patient will usually group of strategies that were used in
state whether or not he or she understands the the past that are now considered to be
information being taught. largely outdated.
Teaching ➔ Refers to the general
(c) Direct questions. Ask the patient a question methods principles, pedagogy and
requiring a response, which reflects his or her management of strategies
level of knowledge about the topic used for classroom
instruction. Your choice of
(d)Return demonstration. Have the patient teaching method depends on
perform the procedure as it was demonstrated. what fits you – your
This is an excellent method of evaluating educational philosophy,
proficiency in psychomotor skills. classroom demographic,
subject area(s) and school
- Evaluate teaching. Immediately after mission statement.
each session, evaluate your teaching ➔ It is important that
effectiveness. teachers learn=n to use a
(a) Quickly review hoe implementation of the variety of teaching
plan went and mentally make note of both your methodologies in order to
strengths and weaknesses cater for the range of
(b) Seek feedback from the patients. Use a learning needs and
simple questionnaire with space for comments but requirements that are
one, which requires only check marks to answer. present within most class
The questionnaires may be more honest and environments. Within this
helpful if anonymous. section a variety of
teaching methodologies will
- Document the teaching-learning process. be explored and their
Teaching is an important and required

NCM102(HE)
APRIL 23, 2022
various advantages and - A discussion is an activity
disadvantages. of sitting and talking
- This is “one way flow” of information about a specific topic
- Teachers often continuously talk without Types of Discussion methods include:
knowing students’ response and feedback discussion 1. small group discussions
- There is insufficient interaction with methods 2. Socialized classroom
students in the classroom discussion technique
- There is more emphasis given on theory 3. Panel discussion technique
without any practical and real lifetime
situations ➔ Formal Discussion
- Learning from memorization but not - Class is divided into small
understanding groups
- Marks rather than result oriented - A topic is given to all
groups
Direct instruction - Each group select its
leaders and divide
- Is the most common form of instruction. responsibilities in all
This is the lecturing method of group members
teaching. Many teachers use this - Students participate in
teaching method almost exclusively, as discussion in the form of
it is considered the simplest, and you groups
can cover large amounts of material in a
short period of time. However, this is Characteristics of Discussion
not the most effective teaching method Method
to reach all students, especially - Ensure maximum participants
younger ones, who often need a more - Students have the
engaging, hands-on strategy in order to opportunity to criticize
learn effectively and evaluate
- Logical and meaningful
➔ TRADITIONAL TEACHING METHODS criticism should be
• One way communication teacher deposits accepted
information, concepts - Students should anchor the
• Students are passive receptors discussion themselves.
- Keeping teachers as guide
• Students get distracted easily - Teacher selects the topic
• Students with good short term memories only with the help of
and reading skills may profit students
Lecture - Is the most common method • Advantages

Method of teaching - They decrease the odds that
- Lecturing delivers students will completely be
“concepts” unable to answer the
- Delivers a lot of question
information in a short - They encourage multiple
amount of time viewpoints
- Conveys information that is - It is likely that the most
difficult to present in vocal students in class
another way will answer and dispose of
the question straight away
• Disadvantages
- There is a chance that only
a few students may dominate
the whole discussion
- It is possible that
discussion is initiated on
those aspects of the
problem with which few
prominent students of the
class are concerned
- It is time consuming
- Not adaptable to all
teaching-learning
situations
- if it is not properly
guided, a discussion can
degenerate into a
consideration of
Discussion - The word “discuss” has been
derived from the root inappropriate topics adding
confusion rather than
“discutere” meaning to
shake or strike clarification to the lesson
- Thus means thoroughly
shaking up the subject,
that is, examining it
thoroughly to reach a Questioning Questioning techniques
conclusion - encourage students to ask
wuestions at any time

NCM102(HE)
APRIL 23, 2022
- give adequate consideration a. Projected aids
to all questions-never b. Non projected aids
evade a question
- scatter questions over the • Categories of teaching aids
entire class 1. Audio Aids
2. Visual Aids
3. Audio-visual Aids
A-V aid imply, “anything by means
of which learning process may be
encouraged or carried on through
the sense of hearing or the sense
of sight”
Interactive ➔ Is different from formal

lecture lecture
➔ Usually not longer than 20-
25 minutes
➔ It involves the
participants in discussions
as much as possible
➔ They are more likely to
assume responsibilities of
their own learning
➔ Involves facilitator and
learners
➔ Encourage and expect
learners to participate
➔ Use questions to stimulate
discussion, emphasizing the
value of answers
➔ Give participants hands-on
experience
➔ Use teaching aids to gain
and retain attention
Using ➔ are those sensory objects

Audiovisual or images which initiate or
stimulate and reinforce
learning (Burton)
➔ visual aids are many
instructional devices that
can be seen but not heard.
➔ Audio aids are any
instructional device that
can be heard but not seen.
• Classification of AV Aids: ACTIVITY BASED STRATEGIES

- Can be broadly divided into
Cooperative - Is a successful teaching
2 types based on their
learning strategy in which small
operation

NCM102(HE)
APRIL 23, 2022
teams, each with students
of varying abilities, use a
variety of learning
activities to improve their
understanding of a subject
Characteristics of Cooperative
Learning Strategies
S – Simultaneous
P – Positive Interdependence
I – Individual accountability
C – Collective processing
E – Equal Participation
➔ It provides a mix of
learning activities which
best suits the needs and
interests of pupils in
class
➔ It allows pupils to share,
support and encourage each
other’s efforts to learn
Stimulation ➔ Is a model that behaves
s like the real system. It is
the imitation of an
operation of a real process
or system over time
➔ Is the process of designing
a model of a real system
and conducting experiments
with this model for the
purpose of understanding
the behavior for the
operation of the system
(Shannon)
 Examples:
- Flight training simulators
for plots
- Pilot plants for chemical
processes
- Wind tunnels
- Solid models
- Computer models of car
crashes
- Climate models
Problem- - Is a process of acquiring

based and understanding of
Learning knowledge, skills in the
context of an unfamiliar
situation and applying that
learning to the situation
- The principle behind
problem based learning is
that the starting point
should be a problem, a
query or a puzzle that the
learner wishes to solve
D.J.Bound (1985)

NCM102(HE)
APRIL 23, 2022
Self-
learning
module
TEACHING STRATEGIES AND METHODOLOGIES FOR TEACHING

AND LEARNING
→ Stone and Morris have defined teaching strategy in the ff words:
“Teaching strategy is a generalized plan for a lesson which includes
structure, instructional objectives and an outline of planned tactics,
necessary to implement the strategies.”
STRATEGIES OF TEACHING
Strategy ➔ Is the art and science of
directing and controlling
the movements and the
activities of the army. If
strategy is good, we can
get victory over our
enemies. In teaching this
term is meant for those
procedures and methods by
which objectives of
teaching are realized in
the class
➔ Can be summarized as:
TEACHING PSYCHOMOTOR SKILLS - Teaching is the
generalized plan of the
• A procedural analysis or a critical
whole lesson plan
incident analysis.
- It consists of structure
• Provide directions for completing all of of teaching, objectives of
the steps. teaching and techniques of
• Provide repeated practice and feedback evaluation of teaching.
for individual steps, then groups of - In strategy of teaching,
steps, and then the entire sequence. realization of objectives
is given more importance
than presentation of
lesson.
- A strategy does not follow
a single track all the
time, but it changes
according to the demands
of the situations such as
age, level, needs,
interests, and abilities
of the students. Thus,
strategy is more
comprehensive than method.
- It is directional in
nature. It refers to goal
directed activities of the
teachers. Thus, it is
closer to science than
arts.
Teaching ➔ also known as
strategies instructional strategies
➔ Are methods the teachers
used to deliver course
material in ways that keep
students engaged in
practicing different skill
sets.

NCM102(HE)
APRIL 23, 2022
➔ And instructor we select variety of other
different teaching techniques, for example,
strategies according to Prezi presentation
unit topic, grade level, software, videos, and the
class size, and classroom Poll Everywhere
resources. application. Not only can
➔ For example, teachers may this kind of combination
select strategies tailored attract students'
to English-language attention, but it can also
learners, students with make the lecture a lot of
ADHD or students with fun.
learning disabilities Strategy 2: ➔ Simulation, the art and
according to the needs of High- science of recreating a
the student and the fidelity clinical scenario in an
requirements of the stimulation artificial setting, has
course. been an important aspect
of nursing program
• There are a variety of curricula for decades.
teaching strategies that ➔ High-fidelity simulation
instructors can use to is useful for creating
improve student learning. realistic scenarios that
• It is a great importance mimic the patient care
to the appropriate environment and allow for
teaching strategies in more direct application of
nurse education to make theoretical knowledge than
the training more is possible through
appealing and more traditional teaching
effective. methods
Strategy 1 : ➔ The oldest and most widely
Lecture used method today is the • Simulation provides
lecture. innovative educational
➔ It is a straightforward experiences that help
way to impart knowledge to nurses assess and develop
students quickly clinical competency,
promote teamwork, and
ADVANTAGES: improve care processes in
• Ability to provide a realistic and relatively
information to a safe environment without
large number of the potential of harm to
students. patients.
• cover a large • Simulation often
amount of material emphasizes the application
quickly, while and integration of
using class time knowledge, skills, and
efficiently in a critical thinking.
cost-effective • Smith & Roehrs have
manner. demonstrated in 2009 that
using high-fidelity
- The lecture is a way to simulation could improve
introduce new material, student satisfaction and
continue discussion on a self-confidence,
topic, and sum up course • High-fidelity simulation
content, as well as is a fantastic strategy
present large blocks of for teaching clinical
complex and confusing practice skills. It offers
information. an opportunity to broaden
- However, some people students’ understanding of
believe that lecturing is diverse clinical scenarios
ineffective as an in a safe and controlled
instructional method. They environment.
feel that lecturing gives • A debriefing session is
the students a passive, imperative after
non-thinking, information- simulation to improve
receiving role, through critical thinking and
which they are exposed to clinical reasoning.
information but are not
given the opportunity to Strategy 3: ➔ It is a technique that
process it. Concept allows students to
- Although the lecture seems mapping understand the
to be a somewhat boring relationships between
teaching method, it is ideas by creating a visual
still the most basic map of the connections.
teaching strategy for ➔ It allows the student to
instructors. see the connections
- With the development of between ideas that they
technology, the lecture already have; connect new
can be combined with a ideas to their existing

NCM102(HE)
APRIL 23, 2022
knowledge; and organize effectiveness in nursing
ideas in a logical, but education, because
not rigid, structure that attending classes on
allows new information or campus is often difficult
viewpoints to be included for nurses due to their
in the future. work schedules and family
➔ Mapping procedures have and other
been found to motivate responsibilities.
students to represent ➔ Online courses are an
ideas visually, thus effective strategy for
causing them to analyze, continuing education for
evaluate, and think nurses in clinical
critically. settings. The instructor
➔ The goal of this strategy should prepare diverse
is for the student to learning materials, such
learn through actively as literature, videos,
connecting new concepts to websites, and discussion
existing concepts. forums.
➔ Concept mapping helps ➔ Upon completion, an online
complete missing test is required to
knowledge, clarify evaluate comprehension. In
existing knowledge, and this case, nurses are able
improve critical thinking. to control their study
➔ Concept mapping helps time, and they also have
complete missing time to absorb the
knowledge, clarify materials.
existing knowledge, and Strategy 5: ➔ Games are not only fun,
improve critical thinking. Games but also an effective
In terms of nursing teaching strategy. The use
education, concept mapping of games as a teaching
is a great strategy for strategy encourages
teaching clinical care involvement and increases
planning. both the motivation and
➔ In terms of nursing the interest of the
education, concept mapping student.
is a great strategy for ➔ Games can make learning
teaching clinical care more enjoyable.
planning. ➔ Nursing literature
➔ Concept mapping of highlights many reasons
clinical problems allows for using games as a
students to see teaching strategy,
interrelationships in including the promotion of
clinical data and grasp a active learning,
patient's total clinical encouragement of critical
picture. In this case, thinking, the value of fun
students do not need to and excitement in
copy the care plan from learning, and replication
the textbook any more. of real-life situations.
➔ They have the ability to ➔ Using a game to teach
explore a specific care content that may be
plan for every patient by considered dry or boring
using concept mapping. can bring about a fresh
and enjoyable
Strategy 4: ➔ An online course does not atmosphere.15 Moreover,
Online have scheduled on-campus games combined with
course class meetings. It is an lectures are more
integrated learning effective than lectures
program entirely alone in improving student
accessible at any time and knowledge.
any place via a computer ➔ games may need to be
with an Internet combined with lectures in
connection. order to ensure a well-
➔ Online education is widely organized teaching
accepted as student- environment. Games which
centered education. To can be played on a variety
ensure the effectiveness of mobile devices such as
of the online learning an iPad or smart phone are
environment, instructors sure to make nursing
should create a detailed education more
course plan, which interesting, engaging, and
includes selecting course fun.
materials and discussion Strategy 6: ➔ Role playing is a
topics, plus designing Role playing dramatization of an event
activities. or situation. The
➔ Online education provides situation usually presents
increased flexibility, a problem or difference of
access, and cost- opinion among two or more

NCM102(HE)
APRIL 23, 2022
individuals, or giving each member of the
circumstances that provoke group an essential part to
anxiety. play in the academic
➔ It differs from other activity.
simulation-based learning ➔ Concerning nursing
activities in that it is education, the jigsaw
unscripted. The learners classroom strategy can be
act out a problem in a used to teach the content
completely spontaneous of many topics in the
manner. classroom as well as in
➔ Role playing can be used the workplace.
to teach communication and ➔ The instructor needs to
nursing education courses. manage the process and
➔ At the beginning of a provide a summary and
role-playing activity, the debriefing session after
activity's goal should be study.
established. Strategy 8: ➔ Case studies are stories.
➔ Also, the instructors need case study They present realistic,
to communicate to the complex, and contextually
students in a situation or rich situations, and often
context for the involve a dilemma,
interaction that will conflict, or problem that
occur. one or more of the
➔ Finally, debriefing is characters in the case
imperative for the must negotiate.
instructor and the ➔ Case studies bridge the
students to discuss the gap between theory and
situation and various practice, and between the
perspectives of the classroom and the
individual characters. workplace. They also give
Debriefing also allows students practice
time to provide feedback identifying the parameters
to students. of a problem, recognizing
➔ In role playing the and articulating
student represents and positions, evaluating
experiences a character courses of action, and
known in everyday life. arguing different points
Role playing is a of view.
particularly useful ➔ Hayward and Cairns state
strategy for practicing that the use of cases
clinical communication allows students to
skills and dealing with integrate and apply
conflict. clinical and basic science
➔ Role playing can also be knowledge and skills such
very effective for as clinical reasoning,
experiencing cultural critical thinking, problem
principles and awareness solving, and interpersonal
because it allows students ability to hypothetical or
to become emotionally real case scenarios.
involved in cross-cultural ➔ The case study is a
learning and reflect upon helpful strategy in
cultural differences. nursing education. It can
Strategy 7: ➔ The Jigsaw Classroom is a be used both in the
Jigsaw wonderful teaching classroom and online
classroom strategy for cooperative courses. It is also
learning. suitable for teaching
➔ This strategy, developed about clinical diseases,
by Elliot Aronson, culture competence
involves the formation of communication skills, and
Home Groups to resolve a other topics. A summary or
task. suggestion from the
➔ The Home Groups allocate instructor is essential
one member to each Expert after study.
or Research Group, who Strategy 9: ➔ Debating is presenting the
gather data to bring back Debating “pro” and “con” arguments
to the Home Group. This of a specific assertion,
cooperative learning proposition, or solution
technique reduces racial to a problem.
conflict among students, ➔ This teaching/learning
promotes better learning, strategy offers students
improves student an opportunity to learn
motivation, and increases new content in an exciting
enjoyment of the learning way.
experience. ➔ Debating permits students
➔ The jigsaw process to become actively
encourages listening, involved in learning the
engagement, and empathy by course content while it

NCM102(HE)
APRIL 23, 2022
promotes critical thinking learned material, and
and enhances verbal enhances self-directed
communication skills. study.
➔ Also, debating triggers ➔ PBL is widely used for
higher order learning, teaching a relatively
such as analysis, complex or messy problem
synthesis, and evaluation. that has a broad
➔ It can help students learn association with basic
to both read and write science and clinical
critically. experience, such as heart
➔ Bradshaw and Lowenstein failure or pneumonia.
claimed that debating is a ➔ The instructor should
useful teaching/learning manage the discussion
activity for nursing process, give positive
students at all levels. feedback, and conduct a
➔ It can help students learn summary
to both read and write
critically.
➔ Bradshaw and Lowenstein
claimed that debating is a
useful teaching/learning
activity for nursing
students at all levels.
➔ Debating can be used when
teaching a controversial
issue or discussing a
trend in nursing
education. All students
are responsible for
researching the issue
being proposed.
➔ Debaters need to examine
relevant literature,
analyze the data, develop
a solution or hypothesis, Teaching ➔ the term teaching method
and present their ideas method refers to the general
clearly and formidably principles, pedagogy and
during the debate. management strategies used
➔ After the debate, the for classroom instruction.
students in the audience Your method depends on
evaluate the debaters' what your goals are, your
presentations and individual style and your
participate in post-debate schools vision
discussion. Teacher- ➔ teachers are the main
➔ This type of debate with centered authority figure
feedback engages all the learning ➔ students are viewed as
students in learning,
“empty vessels”
improves team
➔ End goal is testing and
collaboration, and
assessment
develops critical
thinking. ➔ primary role of teachers
is to pass knowledge to
students.
Strategy 10: ➔ The teaching method that
Problem- ➔ Student learning is
uses patient situations or
based measured through
scenarios to stimulate
learning objectively squared tests.
students to acquire and
apply information to solve ➔ Teachers and students play
problems is known as an equally active role in
problem-based learning the learning process.
(PBL). ➔ Teachers or coaches and
➔ Educators present facilitators of learning.
realistic patient ➔ Student learning is
scenarios, ask questions, measured through authentic
and require students to assessments using
search for holistic summative and formative
answers. tools.
➔ PBL encourages active Education a. direct instruction
learning through self- pedagogy: 3 b. inquiry-based learning
directed learning, self- Teaching c. call parth of learning
appraisal, clinical styles
problem-solving skills, Direct - traditional teaching
teamwork, discipline, and instruction strategy
integration of - teachers and professors
information. are the rules supplier of
➔ PBL also improves knowledge and information
clinical reasoning skills,
increases the retention of

NCM102(HE)
APRIL 23, 2022
- Explicit teaching through study questions - handed
lectures and teacher-led out prior to meeting
demonstrations
- effective in teaching facilitate, do not discuss.
basic and fundamental - Refrain from talking.
skills are across all Watch group progress. Keep
content areas everyone engaged in
Inquiry- - focuses on student discussions.
based investigation and hands on
learning learning. Encourage quiet members to
- Teacher's primary role is participate
of a facilitator. - make eye contact and smile
- Students play an active - give direct, simple
and participatory role in questions: “Mary, what do
their own learning you think?”
processes.
Cooperative - Emphasizes group work and Don't allow monopolies
learning strong sense of community. - eye contact
- Learners are placed in - be blunt when needed..
responsibility of their “we've been hearing a lot
learning and development. from Sarah. now, let us
- Focuses on the belief that hear what the rest of you
students learn best when think.”
working with and learning
from their peers. Direct the discussion among group
Traditional - Lecturing members.
learning - Discussion - Leaders facilitate
strategies - Questioning
- using audiovisuals keep the discussion on track
activity - cooperative learning - “we seem to have strayed a
based - simulations little from our topic.
strategies - problem based learning Let's pick up on the last
- self-learning modules topic that Lot was talking
computer - computer assisted about.”
teaching instructions
strategies - Internet clarify when confusion reigns
- virtual reality - recording may help the
group. Let them learn the
types of • formal discussions
discussions act of clear self-
→ announced topic expression.
→ reading, watching movie Tolerate some silence. Silence
- done in advance gives everyone a chance to think.
• informal discussions Summarize when appropriate.

→ spontaneous Activity based teaching strategies
purposes and - learns problem solving cooperative learning
advantages method (group) simulations
- opportunity to apply problem based learning
principles, concepts and self-learning modules
theories Cooperative ➔ Small groups of learners
- clarifies information and learning can work together towards
concepts achieving shared learning
- assist evaluate goals.
beliefs/positions ➔ Learners are aware that
(professional, societal or they are responsible not
ethical issues) - change only for their own
in attitudes and values learning but also for that
discussion make expectations clear of the others in the
techniques - students know exactly what group.
they have to do for
discussion ADVANTAGES OF COOPERATIVE
 E.g., chapter 3, watch a LEARNING
video a. promotes critical thinking
b. enhances social skills
set ground rules. c. helps address learning
- Limitations needs and learning styles
 E.g., time, number of d. numbers third to function
speakers, interruptions as a team
during speech
DISADVANTAGES OF COOPERATIVE
Arrange physical space LEARNING
- circle sitting arrangement a. Does not cover all content
or topics in syllabus.
plan a discussion starter role playing ➔ form of drama -
- ask participants to come spontaneous acting out of
up with opening questions. roles (interaction)

NCM102(HE)
APRIL 23, 2022
➔ lasts for three to five assessment evaluation is to improve
minutes (illustrates one and student learning.
aspect of human evaluation? • Assessment and
relationship) evaluations are important
➔ expression of non verbal tools for designing
and verbal behavior, curriculum and
response patterns and instructional approaches
implementation of as per need of students.
principles. What are the ➔ Classroom assessment is
Computer-Aided Instructions 3 types of generally divided into
drill and ➔ recognition and assessment? three types: assessment
practice application of information for learning, assessment
tutorials ➔ useful teaching material of learning and
at the rule or concept assessment as learning.
level • Assessment for Learning
➔ forces teachers from (Formative Assessment)
learning some basic ...
material • Assessment of Learning
multimedia ➔ we include creating Ms (Summative Assessment)
presentation PowerPoint presentations ...
s word and excel file • Comparing Assessment for
Learning and Assessment
EVALUATION of Learning. ...
• Assessment as Learning.
EVALUATION What are the ➔ There are four Principles
What is meant • What is meant by basic of Assessment;
by assessment assessment and principle of ➔ Fairness
and evaluation? assessment? ➔ Flexibility
evaluation? • Assessment is feedback ➔ Validity Reliability.
from the student to the What is • To evaluate is defined as
instructor about the evaluation to judge the value or
student's learning. example? worth of someone or
Evaluation uses methods something.
and measures to judge • An example of evaluate is
student learning and when a teacher reviews a
understanding of the paper in order to give it
material for purposes of a grade.
grading and reporting. • To determine the
• Evaluation is feedback importance,
from the instructor to effectiveness, or worth
the student about the of; assess. Evaluate
student's learning. teacher performance.
What is • The process of

assessment collecting, reviewing and
and using data, for the
evaluation purpose of. improvement
PDF? in the current
performance, is called
assessment.
• A process of. passing
judgment, on the basis of
defined criteria and
evidence is called.
evaluation
What is assessment and evaluation examples?
What are the • A Guide to Types of

4 types of Assessment:
assessment? • Diagnostic
• Formative
• Interim
• Summative
What is the • The most important

importance of purpose of assessment and

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NCM 102 (HE)

LESSON #1 | LECTURE BY: MS. LYRA VIRGILIA C. ABELLANA, RN MAN

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2. THE EDUCATION PROCESS ROLE OF THE NURSE AS AN EDUCATOR

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QUALITIES OF AN EFFECTIVE NURSE EDUCATOR

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WHAT DO EMPLOYERS WANT?

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P 6 ➔ Good Practice Communicates High

FEEDBACK IS MOST EFFECTIVE WHEN

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THE MILLENNIAL STUDENT

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HOW IS THE NURSING PROCESS USED IN DEVELOPING

 NURSING - to promote wellness, prevent

→ As stated by Bastable in “Nurse as Educator:

→ When using these steps to achieve the nursing process, the

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Myers- - Provides a set of questions

Methods of Assessing Learning Needs

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ERIK ERICKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT

VARK Learning 4 main types of learners

PEEK AT THE FOUR TYPES OF READINESS TO LEARN

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4. Learner Satisfaction or SELECT MODELS AND THEORIES

Assessment 1. Cognitive Variables

Motivational ➔ Essential because

Attention, Relevance, Confidence,

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Protection and Motivation Theory

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Formulating ➔ You will need to write the

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III. SELECTING CONTENT

- Give yourself time to discuss the

IV. SELECTING TEACHING METHODS