Perspective On Teaching And Learning PDF

WELCOME TO WEEK 2 PERSPECTIVE ON TEACHING AND LEARNING  OBJECTIVES After 3 hrs. of active and interactive student- teacher discussion and interaction the BSN level 1 students will be able to acquire adequate knowledge, beginning skills and positive attitude in perspective on te...

WELCOME TO WEEK 2 PERSPECTIVE ON TEACHING AND LEARNING  OBJECTIVES After 3 hrs. of active and interactive student- teacher discussion and interaction the BSN level 1 students will be able to acquire adequate knowledge, beginning skills and positive attitude in perspective on teaching and learning. Specifically the students will be able to: 1. Discuss concepts of teaching and learning. 2. Compare education process vis a vis nursing process 3. Identify the purposes, goals, and benefits of patient and nursing staff/student education. 4. Discuss the barriers to teaching and the obstacles to learning. Factors Affecting the Ability to Teach Factors Affecting the Ability to Learn 5. Reflect on the role of the nurse as health educators and hallmark of effective teaching in nursing. 1.Overview of Education on Health Care  Introduction  Patient and staff education are important in nursing practice  Families and patients must be prepared to assume responsibility for self care  Demand for nursing and nurse as educator continues in a changing health care system  JCAHO (Joint Commission on Accreditation of Healthcare Organization) established nursing standards for patient education  Patient’s bill of rights established the patient's right to receive complete and current information about diagnosis, treatment, prognosis, in an understandable way.  To accomplish these goals, nurses need to be trained and prepared to provide patient education. 2.Concepts of teaching, learning, education process vis a vis nursing process, historical foundations for the teaching role of the nurse What are the concepts of teaching and learning?  Concept of Teaching and Learning: Teaching is a set of events, outside the learners which are designed to support internal process of learning. Teaching (Instruction) is outside the learner. Teaching is to cause the pupil to learn and acquire the desired knowledge, skills and also desirable ways of living in the society. It is a process in which learner, teacher, curriculum and other variables are organized in a systematic and psychological way to attain some pre-determined goals. Learning is internal to learners. You cannot motivate others if you are not self-motivated. Learning is a change in behavior (knowledge, skills and attitude) that can be observed and measured, and can occur at ant time or in any place as a result of exposure to environmental stimuli.  Education Process defined… A systematic, sequential, planned, course of action consisting of two major interdependent operations, teaching and learning, which form a continuous circle. Process includes the teacher and the learner. Education process should be mutual. The instruction content is based on assessment and prioritization of the client’s learning needs, readiness to learn, learning styles. Education process includes assessment, planning, implementation, and the evaluation. Education Process parallel with Nursing Process ASSURE model is a paradigm that can assist nurses to recognize and carry out the education process Analyze learner State objectives Select instructional methods and tools Use teaching materials Require learner performance Evaluate/revise learning process.  Education can be therapeutic or used for disease prevention. Patienteducation Patient education is the procedure is the in whichin procedure individuals with health occupations which individuals impartoccupations with health information to patients about their own health status and needs. Patient education aims to enable patients to improve impart information their own to patients health by changing about their their health-related own health behaviors. Educationstatus can beand needs. therapeutic or Patient used for education aims to enable patients to improve their own health by changing their disease prevention. health-related behaviors.  5 Strategies for Providing Effective Patient Education  Teaching patients is an important aspect of nursing care. Whether teaching a new mom how to bathe a newborn baby or instructing an adult who is living with a chronic heart disease, a successful outcome depends on the quality of the nurse’s instruction and support. Consider these five strategies. 1. Take advantage of technology. Technology has made patient education materials more accessible. Educational resources can be customized and printed out for patients with the touch of a button. Make sure the patient’s individualized needs are addressed. Don't simply hand the patient a stack of papers to read. Review them with patients to ensure they understand the instructions. Answer questions that arise. Some resources are available in several languages. 2. Determine the patient’s learning style. Similar information may be provided by a range of techniques. In fact, providing education using different modalities reinforces teaching. Patients have different learning styles. Find out if your patient learns best by watching a DVD or by reading. A hands on approach where the patient gets to perform a procedure with your guidance is often the best method. 3. Stimulate the patient’s interest. It's essential that patients understand why this is important. Establish rapport, ask and answer questions, and consider specific patient concerns. For example, some patients may want detailed information about every aspect of their health condition. Others may want just the facts, and do better with a simple checklist. 4.Consider the patient’s limitations and strengths. Does the patient have physical, mental, or emotional impairments that impact the ability to learn? For example, they may need large print materials. If the patient is hearing impaired, use visual materials and hands on methods instead of simply providing verbal instruction. Always have patients explain what you taught them. Often people will nod "yes” or say that they comprehend what is taught even if they have not really heard or understood. Consider factors such as fatigue and the shock of learning a critical diagnosis when educating patients. 5. Include family members. Involving family members in patient teaching improves the chances that your instructions will be followed. In many cases, you will be providing most of the instruction to family members. Families play a critical role in health care management. (http://lippincottsolutions.lww.com/blog.entry.html/2017/08/22/5_ strategies_forpro-kDDq.html) Staff education-the process of helping nurses acquire knowledge, attitudes, and skills to improve the delivery of quality care to the consumer  Purpose, benefits, goals of patient and staff education Benefits of patient education Improve quality of life Increase consumer satisfaction Ensure continuity of care Reduce the incidence of complications of illness, Decrease patient anxiety Maximize independence in performing daily activity life. Energizes & empowers people to be involved in teh planning of their care  The purpose of patient education is to increase competence and confidence of clients for self management  The role of the nurse is to support patients through the transition from  Being invalids to being independent, active learners, and participants in the care  Nurses role as educators enhances job satisfaction coz of the benefits the patient gets.  Staff development is important to keep nurses up to date with new information so that they can do their job successfully. Historical foundations for teaching role of nurses  Organizations and Agencies Promulgating Standards and Mandates: 1. NLNE (NLN)  first observed health teaching as an important function within the scope of nursing practice  responsible for identifying course content for curriculum on principals of teaching and learning 2. ANA  - responsible for establishing standards and qualifications for practice, including patient teaching 3. ICN  - endorses health education as an essential component of nursing care delivery 4. State Nurse Practice Acts- universally includes teaching within the scope of nursing practice 5. JCAHO- accreditation mandates require evidence of patient education to improve outcomes 6. AHA- Patient’s Bill of Rights ensures that clients receive complete and current information 7. Pew Health Professions Commission -puts forth a set of health profession competencies for the 21st century -over one-half of recommendations pertain to importance of patient and staff education LOCALLY PHILIPPINE SETTING….. PRECONDITIONING ACTIVITY 3. Role of the Nurse as a Health Educator Nurses play a major role in patient education Nurses must be trained in instructional skills in order to has successful educational programs Some suggest that education should be done only by specialized nurses, or nurses who have a higher level of education Nurses must have a solid foundation in the principles of teaching and learning Effective education and learner participation go hand in hand. Nurse can act as a facilitator, motivate individual to learn, create a positive environment for learning. Nurse can act as a coordinator of teaching efforts and client advocate (support) The teaching role is a unique part of our professional domain  Nurses function in the role of educator as: -the giver of information - the assessor of needs - the evaluator of learning - the reviser of appropriate methodology The partnership philosophy stresses the participatory nature of the teaching and learning process. Barriers to education and obstacles to learning Barriers to education are those factors impeding the nurse’s ability to deliver educational services. Obstacles to learning are factors that negatively impact on the ability of learner to attend to and process information. Barriers To Teaching Lack of Time to teach is cited by nurses Lack of competency & ability of the nurses Low priority is often assigned to patient education by administrators Lack of proper environment Lack of documentation of patient education  Obstacles to learning The stress and anxiety of the disease effects learners ability to learn The negative environment of the hospital, lack of control, lack of privacy, social isolation effect the patient’s active role in decision making & involvement in the teaching- learning process. Lack of time coz of rapid patient discharge Learner’s characteristics like readiness to learn, motivation, and compliance The amount of change needed from the learner can dissuade (discourage) from accomplishing objectives Lack of support Inconvenience, complexity of the health care system results in abandonment of the learning and the learning objectives The Standards of Clinical Nursing Practice describes education as the primary nursing responsibility. This includes educating people to make informed decisions about their health care and treatment, health promotion, disease prevention, and achieving peaceful death (ANA,1998). Health teaching and counselling are included in the ANA’s social policy statement (ANA, 2003) Here in the Philippines,… NURSE CESS Republic Act No. 9173 or otherwise known as the “Philippine Nursing Act of 2002”, stated in Article 6 Nursing Practice section 28 Scope of Nursing-As members of the health team, nurses shall collaborate with other health care providers for the curative, preventive, and rehabilitative aspects of care, restoration of health, alleviation of suffering, and when recovery is not possible, towards a peaceful death. It shall be the duty of the nurse to: (a) Provide nursing care through the utilization of the nursing process. Nursing care includes, but not limited to, traditional and innovative approaches, therapeutic use of self, executing health care techniques and procedures, essential primary health care, comfort measures, health teachings, and administration of written prescription for treatment, therapies, oral, topical and parenteral medications, internal examination during labor in the absence of antenatal bleeding and delivery. In case of suturing of perineal laceration, special training shall be provided according to protocol established; : (c) Provide health education to individuals, families and communities; This responsibility to teach individuals is balanced by their right to know about diagnosis, treatment, risk, benefits, costs and alternative. The nurses role is to support the rights of the individuals to know their health status, and assist a person’s physical, psychological, and spiritual response to that knowledge. The nurse also provides health teaching and health counseling based in individual interest and decision. (Bandman and Bandman, 2002)  Nurses usually function as healthcare coordinators for individuals for their care. Depending on the interest and needs of a person, nurses establish partnership to guide the individual in the selection and use of relevant health services.  Principles of health education provide the nurses strategies and tools for an individual readiness for health teaching, with technical information and with help in practicing healthcare techniques at home, these strategies also help the nurse facilitate behavior change, while satisfying the person’s right to relevant health information and the freedom for people to make decisions about their own health.  Health education encourages self-care, self empowerment and ultimately less dependency on the healthcare system. 4. Hallmarks of Effective Teaching in Nursing PRECONDITIONING ACTIVITY  Try to recall… Identify a teacher or think of a teacher you had in the past whom you consider as a good teacher. List the reasons why you consider this teacher to be a “good” one. www. menti.com  HALLMARKS OF GOOD TEACHING Effective Teaching in Nursing 1. Professional Competence ▪ Shows genuine interest in patients ▪ Creative and stimulating ▪ Aims excellence ✓Maintains or expands knowledge ✓Admits errors and weaknesses in practice 2. Interpersonal Relationships with Students ▪ Takes personal interest in learners ▪ Sensitive to learners’ feelings & problems ▪ Conveys respect to learners ▪ Alleviates learners’ anxieties ▪ Accessible for conferences ▪ Fair ▪ Permits learners to express their differing points of view ▪ Creates an atmosphere in which learners feel free to ask questions ▪ Conveys a sense of warmth Limitations: ❑ Being novice ❑ Fear of lack of discipline in learners ❑ Lack of self-confidence and fear of making mistakes 3 Basic therapeutic Approaches ✓Empathic listening ✓Acceptance ✓Honest communication “Today’s student is tomorrow’s colleague” 3. Personal Characteristics ▪ Authenticity ▪ Enthusiasm ▪ Cheerfulness ▪ Self-control ▪ Patience ▪ Flexibility ▪ Sense of humor ▪ Good speaking voice ▪ Self-confidence ▪ Caring attitude 4. Teaching Practices - The mechanics, methods, and skills in classroom and clinical teaching (Jacobson, 1966) ▪ Students and colleagues value a teacher who has a thorough knowledge of the subject matter and can present material in an interesting, clear, and organized manner. Factors: ✓Style ✓Personality ✓Personal interest in the subject ✓Use of a variety of teaching strategies 5. Evaluation Practices ▪ Clearly communicating expectations ▪ Providing timely feedback on student progress ▪ Correcting students tactfully ▪ Being fair in the evaluation process ▪ Giving tests that are pertinent to the subject matter 6. Availability to Students ▪ Being there in stressful situations ▪ Physically helping students give nursing care ▪ Giving appropriate amounts of supervision ▪ Freely answering questions ▪ Acting as a resource person during clinical learning experiences Effective Teaching Identified by Non- nursing Studies 1. Teacher Clarity 2. Time on Task 3. Class Time Being Well Used Teacher Clarity “ a mosaic of behaviors that teachers use in order to make what is to be learned intelligible, comprehensive, and learnable” (Cruickshank, 1992) ▪ Logically organizes instructions ▪ Explains what is to be learned ▪ Uses simple terms to present new material ▪ Constantly assesses whether students are understanding and can follow the teacher’s train of thought ▪ Uses examples whenever possible ▪ Allows students time to think about what is being taught ▪ Uses repetition and summarization Effective Teaching Identified by Non- nursing Studies 1. Teacher Clarity 2. Time on Task 3. Class Time Being Well Used  “Good teaching is a form of parenting– caring about students, knowing when to set boundaries, and knowing students’ potential.” “A good teacher is concerned with more than just what students know; he or she should be concerned with students’ beliefs, values, and relationships.” TEACHER STYLE ▪ Blending of form and content ▪ An outgrowth of the teacher’s personality and character, which is undoubtedly true 2 Basic Categories ✓ Teacher Centered ✓ Student Centered Teacher Centered Based on the belief that students are passive in the learning process, and they focus more on teaching than on learning Often with tight control over the class setting and use predominantly one teaching method, usually the lecture Student Centered Characterized by collaborative relationships with students and by encouraging students to actively participate in the learning process Flexibility in approach to students and in use of teaching methods is usually a part More likely to facilitate students’ critical thinking skills “Admirable style develops only after years of teaching.” (Kenneth Eble, 1980)  Reflection No.1 Homework: Discuss your thoughts about the given situation in a paragraph form in not less than 150 words. All outputs should be handwritten and printed legibly in a short bond paper to be submitted next meeting. Situation: You are a new part-time clinical faculty member. A faculty colleague says to you “You should be careful about becoming too chummy with the students. That can be a problem.” Can being very friendly with students ever become a problem? How can being friendly (and human) with students coexist with a professional relationship? END OF MODULE 1 References: Bastable, Susan B., Nurse as Educator: Principles of Teaching and Learning for Nursing Practice 3rd Ed. Jones and Bartlet Publishing, 2008, Burlington, Massachusetts https://www.nature.com/subjects/patient- education#:~:text=Patient%20education%20is%20the%2 0procedure,changing%20their%20health%2Drelated%20 behaviours.