Chapter 5-1 Flashcards
WHAT: Is sharing of knowledge and experience is usually organize within disciple
Teaching
WHAT: Is just one aspect of teaching which involves communicating of information about specific skills. It is used interchangeably with the word teaching.
Instruction
WHAT: Is a change in behavior (KSA) that can occur at any time or in any place as a result of exposure to environmental stimuli
Learning
WHAT: Is a process of assisting people to learn health-related behaviors which can be incorporated into their everyday lives.
Patient Education
WHAT: Students have different opinions on the qualities of a good teacher based on their:
Individual learning styles, Goals, Personal needs.
WHO CREATED: Six Major categories of effective teaching
Jacobson, 1996
WHAT: Six major categories of effective teaching: Shows genuine interest in patients and displays confidence in his/her professional abilities
Professional Competence
WHAT: Six major categories of effective teaching: Creative and stimulating, can excite student’s interest in nursing
Professional Competence
WHAT: Six major categories of effective teaching: Polishes skills throughout his/her career through reading, research, clinical practice and continuing education
Professional Competence
WHAT: Six major categories of effective teaching: Portrays excellent clinical skills and judgement becomes a positive role models for learners
Professional Competence
WHAT: Six major categories of effective teaching: Demonstrate clinical expertise
Professional Competence
Interpersonal relationship with students: Advantages/Disadvantage: Taking a personal interest in learners
Advantace
WHAT: Six major categories of effective teaching: A teacher who aims at excellence develops a thorough knowledge of subject matter.
Professional competence
Interpersonal relationship with students: Advantages/Disadvantage: Being fair
Advantage
Interpersonal relationship with students: Advantages/Disadvantage: Being sensitive to their feelings and problems
Advantages
Interpersonal relationship with students: Advantages/Disadvantage: Permitting learners to express differing points of view
Advantages
Interpersonal relationship with students: Advantages/Disadvantage: Conveying respect for them
Advantages
Interpersonal relationship with students: Advantages/Disadvantage: Conveying a sense of warmth
Advantages
Interpersonal relationship with students: Advantages/Disadvantage: Alleviating their anxieties
Advantages
Interpersonal relationship with students: Advantages/Disadvantage: Being accessible for conferences
Advantages
Interpersonal relationship with students: Advantages/Disadvantage: Creating an atmosphere in which they feel free to ask questions
Advantages
Interpersonal relationship with students: Advantages/Disadvantage: Maintaining a professional distance necessary when time comes to evaluate the student
Disadvantages
Interpersonal relationship with students: Advantages/Disadvantage: Leads to lack of discipline in the advantage of their relationship with the teacher
Disadvantage
Ways how educators help learners maintain self-esteem and minimize anxieties:
Emphatic Listening, Acceptance, Honest Communication
WHO: Sense of Humor, Enthusiasm, Good speaking voice, Cheerfulness, Self-confidence, Self-control, Willingness to admit errors, Patience, Caring attitude, Flexibility.
Personal Characteristic
WHAT: Mechanics, methods and skills in classroom and clinical teaching
Teaching Practices
Teaching subject matter in a stimulating way and inspiring learner interest depend on several factors:
Teacher’s style, Personality, Personal interest in the subject, Use of variety of teaching strategies.
WHO/WHAT: Clearly communicating expectations
Evaluation practice valued by students
WHO/WHAT: Providing timely feedback on student’s progress
Evaluation practices by students
WHO/WHAT: Correcting students tactfully
Evaluation practices valued by students
WHO/WHAT: Being fair in the evaluation process
Evaluation practices valued by students
WHO/WHAT: Giving tests that are pertinent to the subject matter
Evaluation practice valued by students
WHO/WHAT: Giving guidance during stressful clinical situations
Availability to the students
WHO/WHAT: Physically helping students to give nursing care
Availability of students
WHO/WHAT: Giving appropriate amount of supervision
Availability to the students
WHO/WHAT: Freely answering questions
Availability to the students
WHO/WHAT: Acting as a resource person during clinical learning exposure
Availability to the students
WHO/WHAT: Encourage student-faculty contact
Principles of good practice in undergraduate education
WHO/WHAT: Encourage cooperation among students
Principles of good teaching practice in undergraduate education
WHO/WHAT: Encourage active learning
Principle of good teaching practice in undergraduate education
WHO/WHAT: Encourage active learning
Principle of good teaching practice in undergraduate education
WHO/WHAT: Give prompt feedback
Principles of good teaching practice in undergraduate education
WHO/WHAT: Emphasize time on task
Principles of good teaching practice in undergraduate education
WHO/WHAT: Communication of high expectations
Principles of good teaching practice in undergraduate education
