TEACHING METHODS AND DOCUMENTATION Flashcards
The way information is taught that brings the learner into contact with what is to be learned
Teaching method
the objects or vehicles used to transmit information that supplement the act of teaching
Instructional materials
Factors to be considered in selecting teaching methods
Audience characteristics (size, diversity, learning style preferences)
Educator’s expertise as a teacher
Objectives of learning
Potential for achieving learning outcomes
Cost-effectiveness
Setting for teaching
Evolving technology
Is an oral presentation intended to present information or teach people about a particular subject
lecture
Highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instructions
Useful in:
describing patterns
highlighting main ideas
presenting unique ways of viewing information
providing foundational background information as a basis for follow-up group discussions
lecture
Approaches to the effective transfer of knowledge during a lecture:
Use opening and summary statements
Present key terms
Offer examples
Use analogies
Use visual backups
Parts of a Lecture
Introduction
Body
Conclusion
Variables of Speech Need to be considered:
Speaking skills
Body language
Covey self-confidence
Demonstrate professionalism
Use posture and movement
Avoid repetitive movement
Rely on head an hands to emphasize points and to keep the audience’s attention
Use gestures
General guidelines in developing powerpoint slides:
do not put all content on slides, but include only the key concepts to supplement the presentation
Use the largest font possible
Do not exceed 25 words per slide
Choose colors that provide a high level of contrast between background and text
Use graphics to summarize important points (e.g. figures and tables)
Do not overdo the use of animation, which can be distracting to the audience
Advantages of Lecture
Economical- An efficient, cost-effective
Allows uniformity of knowledge to be learned for all students in a class
Helps students develop their listening abilities
Lecturers can serve as a role model for
students
Disadvantage of lecture
Passive learners
Little emphasis on problem solving, decision making, analytical thinking or transfer learning
Few teachers are good lecturers who can deliver topics according to student’s level of understanding
Limited in meeting student’s learning needs
It is not helpful for limited attention span learners
students memorize and
fail to comprehend
Surface learning
Topic is announced in advance
The class is ask to prepare to be a part of the discussion
Formal Discussion
Takes place spontaneously at any point during the class
Informal Discussion
Give learners an opportunity to apply principles, concepts and theories
Transfer the learning process to new and different situations
Clarifies information and concepts
Discussion
Advantages of Discussion
Students can learn the process of group problem solving
Helps to develop and evaluate the learners beliefs and positions
Attitudes can be changed through discussion
Disadvantages of Discussion
Takes a lot of time
Effective only in small groups
One person or few monopolize the discussion
Not very effective if participants are not prepared
Method of teaching wherein learners get together to activately exchange information, feelings, and opinions with one another and with the educator
Learner-centered and subject-centered
Group discussion
Advantages of Group Discussion
Lead to deeper understanding and longer retention of information, increased social support, greater transfer of learning from one situation to another, more positive interpersonal relationships, more favorable attitudes toward learning, and more active learner participation.
Consider group size
An innovative and newly popular teaching method in nursing education which is meant to enrich the students’ learning experience through active learning strategies
Team-based learning
Offers educators a structured, student-centered learning environment
Includes: preclass preparation, individual and group readiness assurance tests, application experiences
Team-based learning
Key principles of Team-based learning
-Forming heterogenous teams (5 –10 students who work together as a team throughout the semester)
-Stressing student accountability
-Providing meaningful team assignments focusing on solving real-world problems
-Providing feedback to students
True or False:
Team learning grades are assigned based on group performance, quiz grades, and peer evaluation
True
Used in highly structured group work focusing on problem solving that leads to deep learning and critical thinking
Involves structuring small groups of learners who work together toward achieving shared learning goals
Cooeprative Learning
Key Components of Cooperative Learning: (Millis, 2010)
-Extensive structuring of the learning tasks by the teacher
-Strongly interactive student-student execution of tasks
-Immediate debriefing or other assessments to provide the teacher and students with prompt feedback about the success of the intended learning
-Instructional modification by the teacher based on feedback
Offers learners an opportunity to become thoroughly acquainted with a patient situation before discussing patient and family needs and identifying health-related problems
Case Study
Lead to the development of analytical and problem-solving skills, exploration of complex issues, and application of new knowledge and skills in the clinical arena
Case Study
-Increase learner motivation and engagement and help to develop reading, writing, and listening skills as learner work on teams to make decisions based on their problem-solving skills
-There can be panel presentation followed by group session
Case study
-Designed in order for the learner to read assignment and consider questions before discussion
-Active participation through sharing of ideas and thoughts
Seminar
True or False:
The educator should not inform the purpose of the procedure, the sequential steps involved, the equipment needed and the actions expected of them
False
True or False:
Demonstration by the educator is done to show the learner how to perform a certain skill.
True
True or False:
Demonstration can be a PASSIVE activity for learners, whose role is to observe the educator presenting an exact performance of a required skill
True
True or False:
Demonstartion can be enhance by slowing down the pace of performance, exaggerates some of the steps, or breaks lengthy procedures into a series of shorter steps.
True
True or False:
Demonstartion can be enhance by slowing down the pace of performance, exaggerates some of the steps, or breaks lengthy procedures into a series of shorter steps.
True
is an incremental approach to sequencing discrete steps of a procedure
Scaffolding
it is carried out by the learner as an attempt to establish competence by performing a task with cues from the educator as needed. It should be planned to occur as close as possible to when the demonstration was given; Learners may need reaasurance to reduce anxiety prior to start of performance; Allow the learner to manipulate the equipment before using it
Return Demonstration
Advantages of Demonstration and Return Demonstration
-Especially effective for learning in the
psychomotor domain engages
-The learners actively engage through simulation (visual, auditory and tactile)
-Confidence, competence and skill retention results from repetition of movement and constant reinforcement
-Overlearning to achieve the goal is an opportunity
Limitations of Demonstration and Return Demonstration
-Plenty of time to be set aside for teaching and
learning
-Small size of audience in order to ensure opportunity for practice and close supervision
-Purchasing and replacing equipment can be expensive
-Need for extra space and equipment in practicing
-1:1 teacher to learner competency evaluation
Is a trial-and-error of teaching method which an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without taking the risks consequences of an actual situation
Simulation
Is a technique, not a technology, to replace or amplify experiences with guided experiences that replicate substantial aspects of the real world in a fully interactive manner
Simulation
Types of Simulation
Written Simulation, clinical simulation, model simulation, computer simulation
Use of case studies about real or fictitious scenarios
Written simulation
-Can be set up to replicate complex care situations, (e.g. mock cardiac arrest)
-Allows a novice to practice skills in a nonthreatening situation with immediate feedback
Clinical simulation
-An effective and economical method to teach certain noninvasive skills to ask a peer, educator or trained individual to act as patient.
-Use of High-fidelity whole-body patient simulators
Model simulations
People trained to act as patients
Standardized patient
Used in learning laboratories to mimic situations wherein information and feedback are given to learners in helping them develop decision-making skills
Computer simulation
-A method which learners participate actively in unrehearsed dramatization
-It arouse feelings and elicit emotional responses in the learners
-Used primarily to achieve behavioral objectives in the affective domain
-Places learners in real-life situation to help them develop understanding of other people and why they behave the way they do
Role Play
Advantages of role play
-Explore feelings and attitudes
-Bridging the gap between understanding and feeling is possible
-Role distance between and among patients and professionals
Disadvantages of role play
-Limited to small groups
-Tendency by some participants to overly exaggerate their assigned roles
-A role part loses its realism and credibility if played too dramatically
-Discomfort felt by some participants in their roles or inability to develop them sufficiently
It is called identification and emanates from learning and developmental theories (Social Learning theory & Psychosocial stages of Development)
Role Model
Advantages of role model
influences attitudes to achieve behavior change primarily in the affective domain; Potentially may instill socially desired behaviors
Limitations of role model
requires rapport; Potential for negative role models to instill unacceptable behaviors
A method of instruction requiring the learner to participate in a competitive activity with preset rules
Gaming
True or False:
The goal of gaming is learners to win a game through application of knowledge and rehearsing skills previously learned
true
those who have grown up with computer games and other technology affecting their preferred learning styles, social interaction patterns, and technology generally used
Gamer generation or Net generation
True or False:
Gaming improves cognitive and enhances also skills
True
A teaching method used by educator to provide or design instructional activities that guide learner in independently achieving the objectives of learning. It includes workbooks, study guides, workstations, videotapes, internet modules and computer programs
Self-instruction
A. An introduction with statement of purpose and directions for how to use the module
B. A list of prerequisite skills
C. A list of behavioral objectives
D. A pretest
E. Resources and learning activities
F. Learning activities
G. An estimated total length of time to complete the module
H. Different presentations for the material based on the objectives and the resources available
I. Self-assessments
J. A posttest
Elements of self-instruction module
Advantages of Self-instruction
-Allows for self-pacing
-Active Learning
-Provides opportunity to review and reflect on information
-Offers built-in frequent feedback, learners who tend indicates mastery of material
-Indicates mastery of material achieved in a particular time frame
Limitations of Self-instruction
-Limited with learners who have low literacy
-Not appropriate for learners with visual and hearing impairments
-Requires high level of motivation
-Not good for learners who tend to procrastinate
-May induce boredom
Involves face-to-face delivery of information, designed to meet the needs of an individual learner.
One-to-one instruction
an unplanned interaction
Informal (1-1 instruction)
-Begins with an assessment of the learner and mutual setting (contract) of objectives to be accomplished
-It should involve the learner
-Each session should be 15 – 20 minutes length
-Includes an instructions that are specific and timely
-Involves moving learners from repeating the information that was shared to applying what they have just learned
-Can use questioning technique to encourage participation
——-Problems with questioning:
Questions can be so unclear
It can contain too many facts to process effectively
One-to-one instruction
Stages of Change
-Precontemplation stage
-Contemplation stage
-Preparation Stage
-Action Stage
-Maintenance stage
provide information in a nonthreatening manner so that the learner becomes aware of the negative aspects or consequences of his or her behavior
Precontemplation stage
support decision making for change by identifying benefits, considering barriers to the change, and making suggestions for dealing with the obstacles
Contemplation stage
support a move to action by contracting with the learner in establishing small, realistic and measurable goals; providing information on effective ways to achieve desired change, and giving positive reinforcement
Preparation stage
encourage constant practice of the new behavior to instill commitment to change by pointing out the benefits of each step achieved, providing rewards and incentives, and assisting the learner to monitor his or her behavior through the implementation of such strategies as keeping a food diary
Action stage
continue encouragement and support to consolidate
the new behavior and prevent relapses
Maintenance stage
Techniques to Enhance the Effectiveness of Verbal Presentations
Present information enthusiastically
Include humor
Exhibit risk-taking behavior
Deliver material dramatically
Choose problem-solving activities
Serve as a role model
Use anecdotes and examples
Use technology
General Principles for Teaching Across Methodologies
Give positive reinforcement
Project an attitude of acceptance and sensitivity
Be organized and give direction
Elicit and give feedback
Use questions
Use teach-back or tell-back strategy
Know the audience
Use repetition and pacing (refers to the speed at which information is presented)
Summarize important points
Types of Instructional Materials
Written materials, commercially prepared materials, self-composed materials, demonstration materials
handouts, leaflets, books, pamphlets, brochures and instructional sheets
Written materials
handouts, leaflets, books, pamphlets, brochures and instructional sheets
Written materials
variety of brochures, posters, pamphlets and client-focused instructional sheets
commercially prepared materials
nurse’s own written instructional materials
Self-composed materials
visual, hands-on media; models and real
equipment
Demonstration variables
are three-dimensional objects that allow the learner to immediately apply knowledge and psychomotor skills by observing, examining, manipulating, handling, assembling, and disassembling them while the teacher provides feedback
Models
exact copy constructed to scale that resembles the feature and substance of the original object
replica
same properties and performs like the real object; associated with the words act like
analogue
associated with the words stands for; used in teaching situations
Symbol
whiteboards, storyboards, flip charts and bulletin boards (SMART board)
Displays
hybrids of print and visual media, posters, use written word along with graphic illustrations
posters
use of technology
Multimedia learning:
Blended learning:
Audiovisual material
includes overhead projectors, PPT slides, SMART board systems and other computer outputs that are projected onto a screen
Projected Learning resources
Systematic process that judges the worth or value of something- teaching and learning
Evaluation
It does not only communicates what is taught to the client but also communicates the client’s level of understanding and further reinforcement of information may be necessary
Documentation
Characteristics of documentation in client teaching
Covers all aspects of patient care
Critical for communication among team members
Provides a legal record
Supports quality assurance efforts
Promotes continuity of care
Facilitates reinforcement
Good documentation reflects
Initial assessment and reassessment of pertinent data
Nursing diagnoses and client learning needs
Interventions provided
Client’s response and outcomes of care
Discharge plan of care
Ability of the client and family to manage needs after discharge
Components of Documentation System
Admission assessment, problem list, care plan or critical pathway, flow sheets, progress notes, and discharge summary
The nurse educator:
-Makes a complete patient profile and history
-Assesses the client’s functional ability to aid in the formulation of nursing diagnoses
-Identifies ways of individualizing teaching, such as the client’s readiness, language, and physical capability
-Designs assessment forms to high-risk patient, in order to pinpoint potential problems that identify specific learning needs
Admission assessment
-The patient’s chart has a list of actual and potential health problems identified individually or collaboratively. It also includes medical and nursing diagnoses
-The nurse has to enter the data next to each problem as it is identified and when the problem is resolved. Standardized care plans may be generated based on nursing diagnoses
Problem list
An individualized care plan for each patient assessment of medical and nursing diagnoses, patient goals, interventions and desired outcomes
Care plan or critical pathway
-It contain observations and lists of patient’s name and data in a clear, concise, check-off format to encourage fast and immediate documentation. Findings, or patient responses outside of normal limits must be recorded in the nurse’s notes
-The method of charting assumes that all abnormal findings or variances are charted (charting by exception)
-In recording patient teaching, with the use of flow sheets, data a=entered should be documentation of patient’s understanding of what was taught rather than the subject matter being taught
Flow sheets
-Narrative notes show the patient’s progress perceived by all HC professionals involved in the patient care.
-Evaluation of the patient’s responses to nursing interventions should be
evident
-Patient teaching can be effectively documented in the progress notes section of the medical record
-Documentation includes a clear statement of needs or problems, significant data and the plan of care. -Documenting the outcomes of care is important
-Narrative notes encourage charting in patient’s own words to illustrate outcomes of patient education and evidence of individualized care
Progress notes
Summaries or reports written at the time of discharge or transfer of the client to another HC facility serve as needed source of information for other HCPs about the patient’s needs for reinforcement of health teaching and continued learning.
Discharge summary
