Learning Principle

Helpful in motivating people to learn and in planning for the most effective educational experience as possible

Accomplished through frequent encouragement and positive feedback and people learn when obvious progress is being made Frequent recognition of accomplishment even for seemingly small successes can go a long way to successful education if patients are allowed to 9.

1.

Use several senses

Learning occur practice what they are being taught

Begin

with what is known, moving toward what

is unknown Information should be presented in organized fashion and it should begin with basic or general info. that is known and move toward in new info or what is unknown which contribute to pleasant experience

2.

Actively

involved

the

patient/client

in

the

learning process Principle relates to the teaching method used, whether they are passive or active learning Passive Methods: Lectures, Videos and Print

Materials
Active Methods: Discussion, Role Playing, Small

Teaching Strategies and Methodologies for Teaching and Learning

Traditional Teaching Strategies
1. Lecturing Most didactic tool Most cost- effective method , least engaging method It can be interactive; encouraging participation or small group interaction 2. 3. 4. Discussion Questioning Audiovisuals Used powerpoint slides and having audio clips in a presentation 5. Interactive Lecture Shifts the student role from listener to participant Increases active student involvement Eg. Mini- case, think- pair, minute essay

Group Discussion, Q&A, Case Study (from

which questions can be generated) 3.

Provide an environment conducive to learning

Learning takes place best when people are comfortable and extraneous interference is kept to a minimum good lightning, temperature

control and comfortable seating arrangement with good spare between seats and free from unpleasant odors
4.

Assess
learn

the extent in which learner is ready to

Obtained directly from the client/family or it can be gathered from a variety of sources such as charts or reports All concerns of the patient must be addressed 5.

Determine
information perceived

the

perceive

relevance

of

the

People are generally willing to learn what they is being important which is not consistent with what we see is important and what is not is simply to ask 6.

Activity- Based
1. Cooperative Learning Works with peers to accomplish a shared or common goal Can be reached as many as 15- 20 students that is clustered to 3 5 groups To develop social skills 2. Simulations Method whereby an artificial or hypothetical experience that engages the learner in an activity that reflects reallife conditions but without risk- taking consequences of an actual situation is created Medical Simulator are increasingly being developed and deployed to teach

Repeat information
Repetition enhances LEARNING
New information should be presented several times in a variety of ways

Reward information, Discuss practical application of the information, have a person provide a
situation in which information can be used for long term 7.

Generalize information
Information are more readily learned if applied to more than one situation

Use
life

variety

of

examples
and

and

applying
to a

information to a specific situations in the client

promote learning contributes better compliance 8.

therapeutic and diagnostic procedures as well as medical concepts and decision making to personnel have been in the health for the professions Simulators training developed from procedures ranging

Making learning a pleasant experience

basics

such

as

blood

draw,

to

Computers offer a different type of activity and a change of pace from teacher-led or group instruction 2. Internet A global network connecting millions of computers Decentralized by design Each internet computer called a host independent Its operators can choose which internet services to use 3. Virtual reality Body tracking - motion capture method is often used to record the users movements and translate the captured data into

laparoscopic surgery and trauma care

Categories of Training Simulations

a. Live Simulation where actual players use genuine systems in a real environment b. Virtual Simulation where actual players use simulated systems in a synthetic environment c. Constructive Simulation where simulated players use simulated systems in a synthetic environment war gaming 3. Problem- Based Learning With PBL, the teacher presents a problem, not lecture or assignments or exercises. Since students are not handed content the learning becomes active in the sense that they will discover and work with content that they determine to be necessary to solve the problem PBL will provide opportunities to: Examine and try out what you know Discover what you need to learn Develop your people skills for achieving higher performance Improve your communication skills State Become and more defend flexible positions in with evidence and sound argument processing information and meeting obligations Practice skills that you will need after your education 4. Self- Learning Modules

inputs for the virtual simulation (eg. if a user physically turns their head, the by in within motion the some the would way be and captured hardware in view simulation

translated to a corresponding shift simulation) these systems may have exterior tracking devices or marks that can be detected optical by sensors. so that external or Eye the ultrasound, receivers

electromagnetic eye movements can

trackers can also be used to detect system determine precisely

where a user is looking at any given instant. Physical controllers - provide input to the simulation only through direct manipulation by the user. In virtual simulations, tactile feedback from physical controllers is highly desirable in a number of simulation environments.

Computer Teaching Strategies

1. Computer- Assisted Instructions refers to instruction on online a and computer or remediation Many are presented educational available computer. programs from

Voice/sound recognition - this form of interaction may be used either to interact with agents within the simulation (e.g., virtual people) or to Voice the user Virtual reality is often used to describe a wide commonly variety of applications environments "artificial reality" coined by Myron Krueger 1970s "virtual reality" can be traced back to the French playwright, poet, actor, and director Antonin Artaud associated manipulate objects in the simulation (e.g., information). presumably

computer

stores and textbook companies. They enhance teacher instruction in several ways. Computer programs are interactive and can illustrate a concept through and attractive animation, sound,

interaction

increases the level of immersion for

demonstration. They allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question.

with immersive, highly visual, 3D

Distance Learning
Instructional television system brings students live, interactive classes, broadcast from the main campus, live on the internet Students participate in classes by telephone (toll free) to report attendance, ask questions, or participate in discussions Students only have to attend on campus to take exams (with accommodations made for student schedules) Class materials may be picked up or mailed Assignments may be faxed, mailed, or emailed to instructors. Student participation is expected Students can watch class from home beginning on the first day of instruction.

Laboratory Instructors assist the students and monitor testing procedures 2. Demonstration Research: effectiveness of demonstration as a teaching strategy for learning skills that are entirely new to the learner Banduras Social Learning Theory explains why demonstration is effective pedagogical method 3. Simulation Techniques o can be a with is real help in in psychomotor skills: Practically laboratory experience o Practice setting in like a real world equipment a stimulated

Teaching Psychomotor Skills

Factors: 1. 2. 3. 4. 5. Type of Program Numbers of educators available Nature of the student body or number of practicing nurses to be taught Availability of technology Philosophy of program

Assessment of Psychomotor Skill Learning: 1. Skill Performance Checklist Common means of organizing skill activity A step by step progression of skill activity Teachers use them for providing skills demonstration to be sure nothing will be forgotten Teachers use them for evaluating student skills demonstration Contain a number of items to be checked off when completed

Approaches in Teaching Psychomotor Skills 1. Independent Learning vs. Teachers Instruction One approach to use the skills in laboratory primarily as a place of independent learning Education MUST DO: o o o o o Great deal of preparation Syllabus must be developed with instructions Background reading materials should be identified and available Hardware and software must be selected and prepared for use Supplies must be ordered and made available Haukeness and Halloram o College Laboratory in which selfinstruction method: Learners containing curriculum Each skills has an and objective, reading, required media are all provided skills skills with in psychomotor handbook taught is primary teaching

CLINICAL TEACHING
Purpose: Learners should have the opportunity to apply the theoretical concepts, rules and propositions they have learned Many skills are perfected in the clinical laboratory There is an opportunity for observation is an essential element Problem- solving and decision making skills are also refined Learners also gain organization and management skills in clinical setting Cultural competence is a skill that can be learned Become socialized Conducting a Clinical Laboratory Session 1. Pre- Conference Time when you plan your activities Learners usually share some of the result of the research from the previous day

equipment and its location and skill test procedures Learners proceed at their own pace, deciding to visit the college lab, how much time to spend with audiovisuals and practice and when to schedule written and performance test

 Making tentative diagnosis, best time for the teacher to answer Qs of the student to alleviate anxiety Used to help learners to organize their day and prioritize care 2. Practice Session It may vary, begin practice for the day Staff nurses, only get involved when learners give them report at the end of the practice session Observation Assignments Use clinical laboratory routinely in clinical education The value of observation opportunities is supported by Cognitive Learning Theory Nursing Rounds Technique works well with students and with graduate students Visiting patients to whom the learners are assigned The instructor may point the use of certain equipments Shift Report Enabling the learner to listen to or give a shift report as a useful technique strategies As a unique time for learning- Yurkovich and Smyer Way for the students to learn the uniqueness of nursing communication Learning Contracts Way to structure and guide learning in clinical setting Written agreement between the instructor and learner, spelling out the learners outcome objectives Written Assignment A number of written assignment for clinical learning that can yield measurable outcomes The individualized nursing care plan is a standard teaching device 3. Post- Conference Done at the end of undrained duty Often unstructured reactivity but meaninglessness seminars that allow for can dissolve into then

Assessment and Evaluation

Evaluation
Systematic proves by which the worth or value of something in this case, teaching and
learning is judged

Process within a process an important part of

the nursing process and the education process, decision making

Final competent of each of these processes because these processes are cyclical, evaluation serve as the critical bridge at the end of one cycle that guides direction of the next cycle

Primary difference Timing and Purpose Focus : guide evaluation design, conduct data
analysis and reporting results and to know how useful and accurate the result is Process Assessment Evaluation Decides what action are you going to take Determine the extent to which of an action was successful

Five Basic Component of Evaluation Focus

1. Audience Group of person for whom the evaluation is conducted Teachers must provide feedback to the members of the audience It includes: Who requested the evaluation All those who will use evaluation results and who might benefit from the evaluation 2. Question Purpose of the evaluation answers Qs Why is evaluation is being conducted? Decide whether to continue or to determine the effectiveness 3. Scope Answer the question: How much will be evaluated? Determine in part, the purpose for conducting the 4.Purpose 5. Resources evaluation and in part available of resources

Evaluation Models
ABRUZZESE developed the Roberta Straessle Abruzzese Model (RSA) Developed more than 20 years ago and it is of theory of into useful for classifying types of evaluation from a patient education perspectives the outcome hypothesis For classifying educational into categories or level applications

ADVANTAGES
Ideal opportunity for: Pointing practice For analyzing testing For group- problem solving For evaluating nursing care out

Most Common Types of Evaluation 1. Process (FORMATIVE) Evaluation Purpose: is to make an adjustment in a patient education activity as soon as they are needed Eg. Test 2. Content Evaluation Purpose: acquired to the determine knowledge if learners skills have taught and

Methods to lessen effects of Unexpected Client 1. 2. 3. Conduct pilot test of dry run first Include extra time to do an evaluation Keep a sense of humor during the entire process Four Basic Reasons WHY do we EVALUATE data? 1. 2. 3. 4. Not knowing who should receive the results Beliefs that the result are not important or will not be used Inability to translate results into language useful for producing the report Fear that results will be missed

during the learning experience Eg. Return Demo 3. Outcome (SUMMATIVE) Evaluation Purpose: to determine effects or outcome of teaching efforts and its intent is to sum what happened as a result of education 4. Impact Evaluation Purpose: to determine relative effect of education in a institution or community Scope is broader, more complex and usually more long term in a process, content or outcome evaluation 5. Program Evaluation Using RSA Model, the purpose is to determine the extent by which all activities over a specified period of time to meet goals originally established It is also broader Step in Choosing an Instrument is to: 1. Instrument must measure the performance being evaluated exactly as that performance has been defined for evaluation 2. Appropriate instrument should have documented evidence of RELIABILITY and VALIDITY with the individuals who are as identical 3. Must be AFFORDABLE, FEASIBLE for use in the location planned for conducting data collection and should require minimal training on the part of data collectors BARRIERS 1. Lack of Clarity Most often when details unstated or poorly defined 2. Lack of Ability To conduct an evaluation most often is the result of not knowing how to the 5. conduct evaluation or not having resources necessary to conduct 3. Fear of Punishment or Loss of Self- Esteem May be seen as judgment of personal worth May fear that anything will less than a in perfect performance result are unclear, 4. 3. 2.

CLASSROOM EVALUATION TECHNIQUES

Classroom Assessment Technique (CAT) o To provide the teacher with quick and timely feedback about the effectiveness of the teaching MOST COMMONLY USED CAT 1. One- Minute Paper Most commonly used, and it is used in the last 2 3 minutes of the class In half- sheet of paper, the learner will write the answer to the ff. Qs: What was the first important thing you learned today? Muddiest Point Simple and quick, simply ask the learner, What was the muddiest point in todays class? Useful in introductory level

Direct Paraphrasing Require learner to put into their own words things that they have learned Useful in classroom, out of the class assignment and with patient teaching Application Cards After a principle or theory, ask the learner to take a few minute and write it in one index card one possible application of the content Background Knowledge Probe Used before has teaching new content to discuss, what learners already known about a material Guide to subsequent teaching Ungraded Pretest

punishment or that their mistake will be evidence of failing to accomplish what is expected to them 6.

Misconception or Preconception Check Helps to expose the mistaken ideas that may hinder learning

 Learners must be made AWARE of thee preconceived notions and the lead them to the truth 7. Self- Confidence Survey Allow the learner to express their possible lack of confidence in learning certain content or skill E.g. Used in calculating dosage ADVANTAGES: 1. 2. 3. 4. 5. Gaining insight into students learning Demonstrating to learners that the teacher cares if they are succeeding Building rapport with the learners Helping learning Adapt patient DISADVANTAGE 1. 2. Take little time They can be overused and cause of frustration of learners to the individual needs of the learners to monitor their own 3. 2.

how evaluation results might be used Stick to the evaluation purpose Keep the main body of an evaluation reports focused on evaluation Provide answers to the Qs asked Include the main aspects how the evaluation was conducted, but avoid a diary- like chronology of the activities of the evaluators Stick to the data Do not go beyond the actual data when findings Keep in mind that a question not asked cannot be answered, and data not collected cannot be interpreted reporting and interpreting information that fulfills the purpose for conducting the

A few guidelines established in planning an evaluation will significantly increase the likelihood that results of the evaluation will or be reported in a to the appropriate 1. individuals on groups, who for timely the an

manner, and is usable form. Focus those purpose asked for evaluation The conducting evaluation is to provide information for decision making by those who requested the evaluation i. One rule of thumb to use: Always begin an evaluation report with a summary that is no longer than one page ii. A second important guideline is to present easily means should charts numbers iii. Third, make every effort to PRECEDE-PROCEED MODEL is a planning model designed by Lawrence Green Its and Marshall Kreuter is for that health most is education and health promotion programs overriding health principle enduring behaviour change present result in person as well as in writing. A direct presentation provides an opportunity for evaluator to answer Qs and to assess whether the report meets the needs of the decision makers iv. Finally, include specific recommendations or suggestions for evaluation understand that be generally than such terms. are are results and in a It format that decision makers can use. information using and to of Graphs easier table

written

nontechnical understand

voluntary in nature This principle is reflected in a systematic planning process which seeks to empower

individuals with understanding, motivation, and of life This is also practical: Much research shows that behaviour change is most likely and lasting when people have actively participated in decisions about it. In the process, they make healthy choices easier by changing their behaviour and by changing the policies and regulations which influence their behaviour. skills and active engagement in community affairs to improve their quality

The plan leads right back to the end-goal: meeting The four the community's phases and self-determined in PRECEDEwith needs and wants remaining impact, PROCEED are implementation and evaluation (process, former. Evaluation of the process begins as soon as implementation As does, in order to the detect planner problems early so they can be corrected. implementation proceeds, starts evaluating in outcome), emphasis on using the latter to improve the

Phases of PRECEDE-PROCEED
the first five of which are diagnostic: 1. Social diagnosis to identify and evaluate social problems which impact the quality of life of a target population 2. Epidemiological problems helps determine health issues associated with the quality of life; helps identify behavioural and environmental factors related to quality of life 3. Behavioral and environmental diagnosis of the specific behaviours and environmental factors for the program to address; systematic identification of health practices and other practices which seemed to be linked to health problems. 4. Educational and organizational diagnosis of the predisposing, enabling, and reinforcing conditions which immediately affect behavior 5. Administrative and policy diagnosis of the resources needed and available in the organization, as well as the barriers and supports available in the organization and community These diagnoses involve research in target communities organization objectives to and and set the change-initiating goals and specific the among diagnosis of the health

o First, its immediate effects (impacts) are evaluated, in order to determine the extent to which the program needs modification. o Finally, when enough time has passed-as specified in the quality objectives--the of life are ultimate intended effects on morbidity, mortality, and assessed. This kind of phased evaluation allows you to see what works and what does not. Theory is most likely to be informative during Phase 4 of the planning process suggested by PRECEDE-PROCEED, or the educational and organizational diagnosis. This phase focuses on examining factors that shape behavioural actions, and environmental factors. Behavioural intake annual of actions--such dietary fat, as reducing in by engaging shaped

routine physical activity, and obtaining mammograms--are predisposing, reinforcing, and enabling factors, many of which are amenable to change. Environmental availability hazardous of factors--such prevention conditions, as and services,

workplace

reimbursement for cancer screening--are influenced primarily by enabling factors. Predisposing o o o o factors provide the motivation or reason behind a behavior: knowledge, attitude, cultural beliefs, readiness to change be realized; that is,

identify

priorities

objectives to be addressed in the program. Each diagnosis identifies objectives and sets priorities among them based on their importance, immediacy, and changeability. The result of all of these diagnoses is a plan with specific objectives and strategies. The assumptions behind the strategies are based on what was learned in the diagnostic phases about to of key theory, causes or then, and is factors the in useful contributing application problems needs;

Enabling factors make it possible for a motivation to they "enable" persons to act on their predispositions; they include: o o o o o o available resources, supportive policies, accessibility skills, assistance, services

pinpointing which factors to examine within each diagnostic category.

 Reinforcing factors come into play after a behavior continuing behaviors. o Social support, praise, reassurance, relief, family, peers, teacher Theories factors. o For example, targets the Health Belief of Model certain kinds help guide the examination and of has begun, or and provide they rewards incentives;

contribute to repetition or persistence of

predisposing,

enabling,

reinforcing

beliefs that might lead a woman to get a mammogram, or to avoid one--her perception of her chances of she developing and how thinks cancer HBM cancer serious be would (susceptibility),

(severity); both are predisposing factors. Other constructs relate to benefits of and barriers to screening. A potential benefit would be reassurance that she does not have cancer for (a reinforcing screening factor); and the lack of insurance coverage mammography might be a barrier (negative enabling factor).