Teaching and Learning Strategies PDF

Teaching and Learning Jacquelyn Gibbs, DNP, RN, CNE Concept: Teaching and Learning Teaching is a system of activities designed to produce learning Learning is represented by a change in behavior where the learner is able to apply or demonstrate what has been learned Learning Outcomes Course Ou...

Teaching and Learning Jacquelyn Gibbs, DNP, RN, CNE Concept: Teaching and Learning Teaching is a system of activities designed to produce learning Learning is represented by a change in behavior where the learner is able to apply or demonstrate what has been learned Learning Outcomes Course Outcome: Utilize the principles of teaching and learning to identify clients’ educational needs. Unit Outcomes: 1.Discuss the importance of the teaching role of the nurse 2.Identify factors that facilitate and inhibit learning 3.Compare the three domains of learning 4.Provide appropriate client teaching that reflects developmental stage, age, culture, spirituality, client preferences, and health literacy considerations to foster engagement in their care Definitions of Teaching and Learning Teaching- system of activities designed to produce learning Learning- change in human disposition or capability that persists and cannot be solely accounted for by growth How do we know that learning has occurred?  Nurses as Teachers and Learners Institute Of Medicine has targeted nurses to lead change and advance healthcare American Nurse's Association Standard of Practice for RN identify “teaching” as a role American Nurse’s Association Standard 8 requires nurses to continually increase their knowledge and skills as it relates to current research findings and EBP Most state’s board of nursing outlines CE requirements Why should nurses teach clients? 1. Helps clients…helps healthcare 2. Teaching is a(n) _________ nursing function A. Dependent B. Independent 3. Legal/ professional responsibility of nursing  What determines nurses' legal responsibilities?  What else guides/directs nursing? Concepts r/t Teaching Communication Communication Culture and Diversity Safety Culture and Development Diversity Health, Wellness, Illness, and Injury TEACHI Nutrition Nutrition NG Development Safety Health, Wellness, Illness & Injury The teaching process parallels the nursing process Teachi ng Nursing Process  Nursing Process Teaching Process Assessment Assess domain of learning, readiness to learn, age/ development, & literacy level Diagnosis Deficit (knowledge or self care), Ineffective maintenance or mgmt Planning Develop teaching plan based upon mutually arrived outcomes; Implementation Implement teaching plan Evaluation Evaluate if behavioral changes (outcomes) have occurred Assessment 1.Domain of learning 2.Readiness to learn 3.Age/ development 4.Literacy level Assessment 3 Domains of Learning: Cognitive Affective Psychomotor Remember CAP Cognitive Domain “Thinking” Knowing/ Remembering Comprehending/Explaining Applying – using abstraction in concrete situations Analyzing – breaking down whole into parts Synthesizing –pulling parts to form a whole Evaluating Most basic domain, needed for affective and psychomotor domains  Affective Domain “Feeling” Feelings Emotions Interests Attitudes Appreciations (values) Necessary to change unhealthy habits but takes longer to see measureable change  Psychomotor Domain “Skill” “Hands on” or “Doing” Activities Motor skills – fine and gross Best outcomes if there is: Guided practice Monitoring independent practice Demo/ return demo Critical for self management of healthcare  Name that Domain 1. Change a dressing 2. List the signs of hypoglycemia 3. Visit the dentist every 6 months 4. Perform self breast exams every month 5. Test blood sugar 6. Recite the major side effects of aspirin 7. Join Weight Watchers to lose weight Assessment 1.Domain of learning 2.Readiness to learn 3.Age/ development 4.Literacy level Does the patient have a readiness and ability to learn?  Assessing Readiness to Learn by Domain Psychomotor readiness (physical) Able to perform the skill Have enough energy Affective readiness (emotional) Mild to moderate level of anxiety is good Positive attitude Cognitive readiness LOC - Able to focus/ learn/ remember No pain Factors that Affect Learning Motivation Nonjudgmental Support Repetition Readiness Timing Active Involvement Environment Relevance Feedback Factors that Inhibit Learning Emotions Physiologic Events Cultural Aspects Psychomotor Ability Cognitive Impairments How does this information help your teaching/learning? Assessment 1.Domain of learning 2.Readiness to learn 3.Age/ development 4.Literacy level Are there age and development factors impacting how you teach? Assessment 1.Domain of learning 2.Readiness to learn 3.Age/ development 4.Literacy level Assessment LITERACY LEVEL Literacy = ability to read and write Health literacy = ability to read, understand and act on health information What is your clients Literacy Level? Low Literacy Statistics Adults read 3-5 grade levels below their education 1 out of 5 Americans can NOT read at 8th grade level 42% do not follow instructions related to taking medications Low Health literacy skills are associated with poor health outcomes and higher health cost! But…. Health literature is written at 8-10th grade reading level Quizizz In Class Activity Refer to your handout. Read each passage quickly and be thinking about what grade level it is written for.  Nursing Process Teaching Process Assessment Assess domain of learning, readiness to learn, age/ development, & literacy level Diagnosis Deficit (knowledge or self care), Ineffective maintenance or mgmt Planning Develop teaching plan based upon mutually arrived outcomes; Implementation Implement teaching plan Evaluation Evaluate if behavioral Diagnosis NANDA labels: * Deficient Knowledge (specific) Others: Ineffective health maintenance Ineffective therapeutic regiment management Self care deficit Readiness for enhanced knowledge  Nursing Process Teaching Process Assessment Assess domain of learning, readiness to learn, age/ development, & literacy level Diagnosis Deficit (knowledge or self care), Ineffective maintenance or mgmt Planning Develop teaching plan based upon mutually arrived outcomes; Implementation Implement teaching plan Evaluation Evaluate if behavioral PLANNING After deciding on a domain of learning, we … 1.Establish realistic, measureable, and mutually agreed upon outcome/goal 2.Create a teaching plan formal vs. informal (on the spot) teaching reflects teaching/ learning “best practices” Writing Learning Outcomes Who Does What When? Who: The client/ family/ community Does: Action (Verb) that the client does What? “Measurable” = VERY SPECIFIC When? By the end of the teaching session or a date Avoid these verbs… knows understands believes appreciates Why should we avoid these verbs? Spot the outcome mistake 1. The nurse will teach the client how to wash his hands. 2. The client will know how to wash his hands by the end of the teaching session. 3. The client will select the correct 3 foods that are high in potassium from a list by the end of the teaching session 4. The client will understand why she takes insulin by the time she is discharged 5. The client will state two precautions when using an ice bag 6. The client will realize the need to lose weight by 10.31.   Organized content, simple to complex or known to unknown  Show how topic is relevant Education  Give positive feedback – avoid sarcasm and ridicule Best  Be nonjudgmental/Positive reinforcement Practices  Promote active involvement- Return demo or Teach-back method  Allow for repetition of key concepts  Retention increases when time between learning and doing are minimal  Optimize the learning environment Transcultural Teaching Provide foreign language translator/ materials Write important information Use humor cautiously Don’t assume nods, eye contact, or smiles express understanding Use same sex nurses to address highly personal content Cautious use of family some cultures younger family members shouldn’t teach older = disrespect family members may limit client information ID cultural issues: time, non-adherence  Nursing Process Teaching Process Assessment Assess domain of learning, readiness to learn, age/ development, & literacy level Diagnosis Deficit (knowledge or self care), Ineffective maintenance or mgmt Planning Develop teaching plan based upon mutually arrived outcomes; Implementation Implement teaching plan Evaluation Evaluate if behavioral changes (outcomes) have  Implementation On Tuesday, December 3rd we will have a Health Fair from 9:30- 11:55am held outside Bleeker Café, you will take turns staffing your poster and circulating around to see all of your peers' posters at the Health Fair. You are expected to have a group poster and evaluation method such as a survey for your participants at minimum. You will review each group’s poster and take their evaluation of learning survey and/or other evaluation activity. Each clinical group will teach on a healthy life topic that has been assigned – see next slide for assignments. Required paperwork is to be submitted in Canvas under the Teaching Plan Assignments by the due date listed. See due dates.  Health Fair Topic Assignments Healthy Nutrition (Added Sugar)/Sugar alternatives Gibbs (06) Healthy Nutrition (Added Salt) /Salt alternatives Adams (10) Smoking (vaping/e cigs risks) Ellis (12) Addiction (Alcohol/Drugs) Wetzel (04) Stress management Tenney (09) Benefits of exercise Greany (07) Benefits of sleep/rest Campbell (03) Cardiovascular Health/BP Screenings Vance (05) Breast Self Exam (BSE) Campbell (11) Testicular Self Exam (TSE) Schulte (02) Health Maintenance Exams: Physical, Vision, Hearing, Dentist, Colonoscopy, Pap smear, etc (Minks 13) Healthy Eating Tips for College Students Wetzel (08) Health Fair Guidelines Poster should engage the learner. Keep it simple. Let graphs &/or images tell the story…try not to put too many words Consider creating a participant pamphlet or handout with key points to remember – Faculty will copy. This is a teaching strategy!  Nursing Process Teaching Process Assessment Assess domain of learning, readiness to learn, age/ development, & literacy level Diagnosis Deficit (knowledge or self care), Ineffective maintenance or mgmt Planning Develop teaching plan based upon mutually arrived outcomes; Implementation Implement teaching plan Evaluation Evaluate if behavioral changes (outcomes) have Evaluation Learning = Measured increased knowledge or change in behavior Need to assess if there was learning Evaluation is based upon the outcome Measureable outcomes make evaluation easier Also need to evaluate your teaching Evaluation This will be done after participants review your poster. You will create an evaluation survey/game etc. with a few questions that will help you determine if your learning outcome was met or not met. The evaluation portion of your Teaching Plan Documentation should be submitted by December 3rd by midnight. You also must complete Peer Evaluation on each peer in your group. Question s