B.Sc-4th-year-education-by-Sita-Bastola-Education-Practicum.docx

**Unit-III** **Educative process** **Principles of education process of teaching and learning** **Principles of Learning** **LEARNING** **Introduction** Learning starts as soon as a newborn opens up his eyes and becomes aware of its environment to which it responds by crying and continues thro...

**Unit-III** **Educative process** **Principles of education process of teaching and learning** **Principles of Learning** **LEARNING** **Introduction** Learning starts as soon as a newborn opens up his eyes and becomes aware of its environment to which it responds by crying and continues throughout our life time. It relies on the acquisition of different types of knowledge supported by perceived information. It leads to the development of new capacities, skills, values, understanding and preferences. Its goal is the increase of individual and group experiences. **Definition of learning** According to **Crow and Crow** , learning is the acquisition of habits , knowledge and attitudes. It involves new ways of doing things , and it operates in an individual's attempt to overcome obstacles or to adjust to new situations. It represents progressive change in behavior. Learning can be defined as the mental activity by means of which knowledge, skills, attitudes, appreciations, and ideas are acquired, resulting in the modification of behavior. Learning can be described as a relatively permanent change in the behaviour of an individual based on his/her experiences or discoveries. (Wakefield 1996) **PRINCIPLES OF LEARNING** Principles of learning are based on different theories of learning. They explain how learning takes place and is concerned with how to help the learners to learn best. They provide additional insight into what makes people learn most effectively. - ***Individuality of the learner*** Each learner is a unique individual in terms of the style and rate of learning. However, given adequate time and flexibility in approach all individual can attain required level of competence. - ***All learning is contextual*** Learning takes place when a person interacts with a problem/situation and processes and on the basis of the information his/her own previous learning and experience. By providing real life experiences or using simulated situation, learning can be made more meaningful. Participatory training techniques such as group discussion, case studies, demonstration, role play, field work etc. New learning should be built on the previous experience of the trainees. Asking questions about previous learning, not only activates the learner, but also helps in proper understanding of the subject. - ***Readiness for learning*** Learner's capacity, maturity and willingness to learn are the crucial factors in learning. The changes produced in behavior by maturation are the results of learning. Before certain kinds of learning may take place, a person has to be achieved a certain level of maturation. Similarly, in order to learn the new behavior the learner has to have acquired the capacity for it through previous learning as the prerequisite for new learning. This helps the teacher in deciding what should be selected as the learning experiences for whom! In other words, the learning experience selected should be based on the level of maturity and capacity of the learner. - ***Principle of Relevancy of Learning*** If the learner is well acquainted with the aims and purposes of learning, and his present goal and future task, it will arouse his interest and motivate him to learn. In other words, learners understand and remember better, if they can use their learning into their ultimate goal. The implication here for the teacher is that those learning experiences selected for learner must relate to his present purpose and be meaningful for his future tasks. - ***Principle of sequence of learning*** Learning is a continuous process. We strengthen our knowledge by adding to what we already know. Learning will comprehend better if the learning experiences are in sequenced in coherent rational order that enables to bring the required change in cognitive structure-acquire new insight or bring change in the old one. The following sequential framework is recommended for insightful learning. - Proceed from known to unknown. - Proceed from simple to complex. - Proceed from example to principles. - Proceed from concrete experience to abstract concept. The learning that is organized in such a way as to start from facts and knowledge and then move to concept formation , principles and eventually to highest intellectual levels like problem solving , predictions , and inferences will result in meaningful learning. - ***Learning by repetition*** One's cognitive structure may occur better with repetition. A few repeated exposure of the learner to the learning situation is more likely to bring the required changes in his cognitive structure. If the learner is exposed repetitively with the same subject matter, learning is more likely to occur. For e.g. talking, writing and using audio-visual aids to elicit the same information would help in better learning by establishing and strengthening the connections between stimuli and response. - ***Law of exercise/ principle of active participation*** There is a famous Chinese proverb I hear and forget.......I see and remember......I do and understand According to Thorndike, repetition alone is sufficient in strengthening connection between stimuli and response. A lack of practice of new learning will weaken this bond. The active involvement of learner in the learning process through various means such as question-answer, writing notes, assignments will help the learner in achieving learning better by arousing his/her interest. In health professionals education, theoretical learning followed by practicing actively in real situation help to develop skills and competencies related to subject matter and also helps to develop positive attitude in them. In learning , active participation of the learner is better than that the passive participation. - ***Law / principle of Reinforcement*** A reinforcer is the stimulus , the presentation or removal of which increases the probability of response being repeated.The student have right to know about the result of their learning performance. Hence they must be told about their learning achievements by giving feedback on their performance. There are positive and negative reinforcers. **Positive reinforcers** are all those reinforcers, the presentation of which increases the likelihood of occurance of particular behaviour. A positive reward for learner's each correct performance will bring him/her a sense achievement and satisfaction; which will help in retaining what has been learnt and will motivate him/her for further achievement. The following are the examples of such reinforcers used in education. 1. Extrinsic: Praise, Grades and Stars, Symbols, pats on back, nonverbal gestures of acknowledgement etc. 2. Intrinsic: Satisfaction derived from the achievement or accomplishment of learning goals. **Negative reinforcers** is any stimulus the removal of which reduces the likelihood of occurrence of a particular beahaviour. **Conditioning**, a behavioral process whereby a response becomes more frequent or more predictable in a given environment as a result of reinforcement, with reinforcement typically being a stimulus or reward for a desired response. - **Principle of Primacy** **Primacy**, the state of being first, often creates a strong impression which may be very difficult to change. Things learned first create a strong impression in the mind that is difficult to erase. 'Unteaching' or erasing from the mind incorrect first impressions is harder than teaching them correctly in the first place. The learner's first experience should be positive, functional and lay the foundation for all that is to follow. As a health educator we should present your subject matter in a logical order, step by step, making sure the audience has already learned and understood the preceding step. - **Principle of Recency** The principle of **recency** states that things most recently learned are best remembered. Conversely, the further a learner is removed time-wise from a new fact or understanding, the more difficult it is to remember. For example, it is easier for a mother to recall what children were fed this morning than to remember what they were fed three days ago. Information acquired most recently generally is remembered best; frequent review and summarising will help fixing in the audience's mind topics that have been covered. As a teacher we should repeat, restate or re-emphasise important points at the end of a lesson to help the audience remember them. - **Principle of Intensity** The more intense the material taught, the more likely it will be retained. A sharp, clear, dramatic, or exciting learning experience teaches more than a routine or boring experience. The principle of **intensity** implies that a learner will learn more from the real thing than from a substitute. Likewise, a learner is likely to gain greater understanding of tasks by performing them ,rather than merely reading about them. The more immediate and dramatic the learning is to a real situation, the more impressive the learning is upon the learner. Demonstrations and role playing will do much to increase the learning experience of your audience. Examples, analogies, and personal experiences also make learning come to life. - **Principle of Freedom** The principle of **freedom** states that things freely learned are best learned. Conversely, if the audience is forced to learn something, the more difficult it is for them to learn. Compulsion and forcing are not favorable for personal growth. Since learning is an active process, students must have freedom of choice, freedom of action and freedom to bear results of action which help to constitute personal responsibility. If no freedom is granted, students may have little interest in learning. **Characteristics of Learning** **Learning is Unitary** A learner responds to the total learning situation in his visual field, learning field organized as a whole unit rather than to a single stimulus. He/she responds intellectually, emotionally, physically and spiritually to acquire insightful learning. **Learning is purposeful** Learning is always purposeful and goal directed. Unless there is a goal, it does not direct or motivate the learner to learn or acquire new habits. However, teacher should remember that only those meaningful goals arouse the interest of the learners and motivate them to achieve the goals which they find relating to their present purpose and the future tasks. **Learning is Individual** Each learner is unique as he/she differs from each other in his/her mental, physical and emotional needs. The capabilities already possessed by the learner through his/her previous learning experiences also affects individual's learning. Therefore, the teaching-learning situation is approached differently by each learner and with different goals with the result that each learner responds differently. ** Learning is adjustment** Learning enables the individual to adjust himself properly, with the new situations. The individual faces new problems and new situations throughout his life and learning helps him to solve the problems encountered by him. That is why; many psychologists describe learning as "a process of progressive adjustment to the ever changing conditions which one encounters." The society in which we live is so complex and so dynamic that any one type of adjustment will not be suitable for all or many situations and problems. It is through learning that one could achieve the ability to adjust adequately to all situations of life. **Learning is-the product of the environment** The individual lives in interaction of the society. Particularly, environment plays an important part in the growth and development of the individual. The physical, social, intellectual and emotional development of the child is molded and remolded by the objects and individuals in his environment. Therefore, emphasized that child's environment should be made free from unhealthy and vicious matters to make it more effective for learning. **Learning is Self-active** A person cannot learn unless he/she reacts to the learning situation. Since learning is a personal process, each individual learner must make individual effort to seek for the learning opportunity in his/her learning situation. The learner has to be aware of the fact that the life is full of the learning opportunities and he/she only has to make good use of it. **Learning is Creative** The learner does not acquire the behaviour merely as the duplication of act performed by the teacher, but with the synthesis of knowledge and experience gained, the learner creates knowledge as new, personal and original, which might just be far better than what he/she received. **Learning is transferable** The transfer of learning means the effect of prior learning on the present. Learning involves developing insight or understanding by relating new ideas or mental states to a store of old ones. The generalization of this understanding of relationships can be transferred from earlier situation to other words what is learned in one situation or context will be applied to another situation or context. However, transfer is never automatic. It requires the organization of the curriculum and methods of teaching be directed to transfer as a goal. The transfer of learning increases if the learning situation is kept very close to the real situation. The ability to transfer also depends upon the previous learning experience and the intellectual ability of the learner. **Learning is a Lifelong Process** Learning is a lifelong process of gaining and using the information presented to a person. It is not static. A person never stops acquiring new information. It keeps a person's mind active and aware but also conscious of the world around them. **Factors Influencing Students Learning** The student's role plays major in classroom and the teacher of nursing and health has become a director and a facilitator as we have seen the emphasis has changed from teaches process to student learning outcomes. Although these changes have taken place, the one unchanged area is the teacher's responsibility for consideration of factors that influence learning. In order to bring relatively permanent changes in the behavior of the learner through experience or practice, one must create the environment for learning that is conducive to learning for the learner. This indicates that the success or failure of the efforts to learn therefore is dependent on three major factors: 1. Learner 2. Nature of learning experience 3. Learning resources **1.Learner** A broader view about the learner is that *the learner is an autonomously thinking; socially responsible individual who is capable of controlling his destiny*, and this is Dewey's ideal of the learner. Each individual learner differs from others as both the external and internal environment of the learner guides how he/she acts. The factors associated with learner are as follows: - - - - - - - - - - The types of change or modification brought in learner's behavior very much depends upon what learning experiences are chosen and how it is presented before the learner. The type of learning experiences and the methods of its presentation that may influence students learning positively is presented as follows: - - - - - - - - **3.Learning Resources** The learning in terms of man and materials play crucial role in bringing the desired change in learner's behavior. How effectively the change in learner's behavior will occur, therefore, highly depends upon the quality of the learning resources. - - - - - - - **Teachers' role in facilitating learning** - Create classroom conducive to learning by ensuring that the physical facilities in the classroom are adequate. - Structure the teaching-learning session by outlining the rules of classroom game and gaining familiarity with the students that would help in creating warm climate, controlling the noise in the classroom. - Organize the learning experience by following the principles of *simple to complex, familiar to unfamiliar, and concrete to abstract* that will give students a sense accomplished by providing them greater chance of success and ability for tolerance. - Create the felt-needs among students by clearly outlining the goals of learning that will act as drive and motivate students to learn. - Present in a logical fashion by using clear speech in a well-modulated and audible voice. - Use variety of learning resources to arouse maximum senses of learner. - Involve learners actively in teaching/learning interactions by encouraging to ask questions, self-study and assignments. - Encourage students for openness of mind. - Follow the principles of reinforcement by giving positive rewards. - Accept students view points; give them room for error and tolerate imperfections. - Accept individual differences as desirable and unavoidable. - Help the learners to do the self-evaluation of their achievements. **Teaching** - To help the learner to acquire new habits, knowledge and skills. - To enable the students to do something that he/she could not do before. - To arouse interest in a subject. - To promote thinking. - To introduce student to new areas of learning. **Principles of teaching** **Principle of Motivation** The best teacher is one who inspires the student. Teacher should try to unleash the talents the students by motivating them. Motivation is a combination of recognizing, communicating and participating. Motivation promotes proactive learning and thereby enabling students to achieve success in a systematic way. Presence of a motivating teacher during the initials days of any nursing educational program will provide an atmosphere of confidence and help students to develop a positive attitude toward patient care. **Principle of correlation** The function of teaching is to share knowledge, development of understanding and skills. While teaching, teacher has to take care that transferred knowledge will not remain segregated and as far as possible correlate with the previous or related knowledge. Correlation to helps the students to develop a unified view regarding what is taught. **Principle of connecting with life** Relationship between life and education is proved undoubtfully and teaching is an integral part of education, so all the teaching activities are connected with life. **Effective communication skills** The use of clear, audible voice with varying pitch, tone and voice modulation to put and emphasis will draw attention of learner. **Principle of repetition** Repetition improves the acquisition and retention of information. Information can be provided in new and different forms including summarization of significant points. **Characteristic of Teaching** - - - - - - - - - - - - - **Qualities of Good teaching** - - - - - - - - - - - - - - - - **Review of the process of communication** **Communication** **Introduction** The term communication is derived from Latin word "communis" which means common. That means when a person communicates with another he/she establishes a common group of understanding. The dictionary meaning is 'exchange of thoughts, messages or information by speech, signal, writing or behaviors.' **Definitions** Communication is the transmission and receiving information, feelings, and attitudes with the overall purpose of having understood producing the response. John M Brion Communication is a process by which meaning or thoughts are exchanged between individuals through a mutually understood language or symbol. Communication is the giving, receiving or exchanging information, opinions or ideas by writing, speech or visual means, so that the message communicated is completely understood by the recipients. Shirley Taylor Communication is an exchange of facts, ideas, opinions or emotions by two or more persons. Newman, Summer and Warren **The communication process** Communication Process can be defined as a procedure that is used to impart a message or information from a sender to a receiver by using a medium of communication. Efficient communication is essential for being successful in life. The poor communication is the biggest source of interpersonal problems. It is a dynamic and circular process which involves series of actions and reactions and tasks place various steps. **Elements of communication process** **1. Sender**: The sender is the entity that conveys or sends the message. At this stage, an idea, thought or feeling is formulated in the mind of the sender as a result of an external or internal stimulus or motivation. **2. Encoding:** Encoding is a process through which the message is symbolized. It involves giving the message a communication form. **3. Message:** It is the subject matter of any communication and may involve any facts, opinion or information. **4. Channel:** Channel is the medium through which message is being sent. The sender selects the most appropriate and effective vehicle that will deliver the message to the receiver. Communication channels may include written, verbal, non-verbal, mass media (websites, letters, email, phone conversations, Video conferences and face-to-face meetings). **5. Receiver:** Receiver is the entity that receives the message. The communication process is incomplete without the existence of receiver of the message. **6. Decoding:** Decoding is the process of interpretation of the message that is done by the receiver in which the message is translated and meaning is generated out of it. **7. Feedback:** Feedback is the process through which receiver sends his response. Communication is complete when the communicator receives feedback. **Types of communication** **A.Verbal communication** - Information is sent or shared directly, either face to face or through telephone. - Words are tools or symbols used to express the ideas or feelings. - This form is used generally in meetings, lectures, conferences etc. **B.Non Verbal Communication** - It is the transmission of the message without the use of the words, neither verbally nor in the writings. - Much of the nonverbal communication is expressed through body language-body position, movements, facial expression, eye contact, gestures, body postures, vocal clues, outward appearance etc. **C.Written communication** - It can take the form of the statement, letter, circular, memorandum, handbook, manaul, report etc. **Level of communication** **1. Intrapersonal communication:**Intrapersonal communication can be defined as communication with one's self, and that may include self-talk, acts of imagination and visualization, and even recall and memory. Intrapersonal communication is communication with oneself using internal vocalization or reflective thinking. Like other forms of communication, intrapersonal communication is triggered by some internal or external stimulus. We may, for example, communicate with our self about what we want to eat due to the internal stimulus of hunger, or we may react intrapersonally to an event we witness. **2. Interpersonal communication:** Interpersonal communication is the process of exchange of information, ideas, feelings and meaning between two or more people through verbal and/or non-verbal methods. **3. Transpersonal communication:** Transpersonal communication is interaction that occurs within a person\'s spiritual domain. Study of the influence of religion and spirituality has increased. Transpersonal communication is defined by a core sense of individual awareness that extends to connect with elements of external environments. **5. Small group communication:**Communication among three or more people and are perhaps equally active parties, who are usually in proximity and who are usually in close proximity. A relatively small collection of individuals who are related to each other by some common purpose **6. Public communication:** **Channels of organizational communication** **a. Downward communication** - Traditional channels of the communication. - Relays the information to the subordinates through the formal lines of the authority. **b. Upward communication** Subordinates transmit their expectations, problems, suggestion to their superiors. **c. Horizontal communication** - Communication occurs between peers at the same organizational level with the purpose of solving interdepartmental problems and improve coordination. **d. Diagonal communication** - Interact with the other managers and employees from the other departments who are not at the same hierarchical level. **e. Grapevine Channel** - Information flows haphazardly between people of all the hierarchical levels - Involves three or more people at a time. **Effective Communication Techniques** Effective communication is the process of sending a message in such a way that the message received is as close in meaning as possible to the message intended. Following are some of the effective communication techniques. **1. Organize information coherently and completely:** Organizing information in a clear and intelligent manner is essential for effective communication. **2. Express and present information coherently and persuasively:** Presenting information in a way to convince the audience by influencing their thoughts or actions is regarded as an effective communication technique. Maintaining eye contact is important while employing this technique. **3. Listening to others effectively:** Effective listening requires conscious effort. Good listening skill is essential to communicate effectively with others. **4. Consider the background and expectations of the audience:** Since decoding is influenced by the receiver's background, past experience and expectations, it is essential to have a knowledge regarding the background of the audience. **5. Use communication technologies effectively and efficiently:** Effective use of technological tools like e-mail, electronic presentations, web conferencing etc. will enhance effectiveness of communicaton. **6. Communicate in a civilized manner that reflects contemporary expectations of nursing etiquette:** Even in a stressful situation, we are expected to communicate with courtesy and respect in a manner that is appropriate to the situation. **7. Utilize the magical effect of touch:** When appropriately used, touch is a powerful form of communication. According to Battorff, support, encouragement and tenderness are conveyed through touch. Comfort touch is important for vulnerable patients experiencing severe illness with its accompanying physical and emotional losses. Hence, appropriate use of touch is regarded as an effective communication technique. **8. Communicate ethically:** While communicating, it is essential to uphold ethical considerations for transmitting message in a pleasing manner. **9. Provide practical information:** Give recipients useful information, whether it is to help them perform a desired action or understand a new disease. For example, while giving health education on essential nutrients, it is better to advice on foods that are locally available rather than ready to eat or commercially available ones. **10. Give facts rather than impressions:** Use concrete language, specific detail and information that is clear, convincing, accurate, complete and relevant. This technique is important when you explain a disease condition to a patient. This technique also assists in giving health education pertaining to subjects, which contain specific details like developmental milestones. **11. Clarify and condense information:** Highlight the most important information rather than overloading the recipient with the flood of data and information. **12. State precise responsibility:** Communicate messages to generate a specific response from a specific audience. Clearly state what you expect from audience or what you can do for them. **12. Elicit feedback:** Explain the audience precisely how they will benefit if they respond to your message in a desired manner. Eliciting feedback is essential when you convey health message. **Barriers to communication** 1. **Information --related Barriers**: Filtering or information overload. 2. **Physical barriers**: Noise, invisibility, environmental and physical discomfort, distraction and ill health. 3. **Semantic Barriers (language barrier):** Verbosity, unclear graphics and symbols jargon, body language, facial expression, technical language. 4. **Psychosocial Barriers:** Extreme emotions, prejudice, inattention, unpleasant experience. 5. **Background Barriers:** Previous learning, cultural differencesetc. **Ways to overcome Barriers** - Seek to clarify your ideas before communication. - Examination of the true purpose of each communication. - Consider the total physical and human setting whenever you communicate. - Consult with others, where appropriate, in planning communication. - Be mindful, while you communicate to the overtones, as well as the basic content of your message - Take the opportunity, when it arises to convey something of help or value to the receiver. - Follow up your communication. - Be sure your actions, support your communication. - Communicate for tomorrow as well as today. - Seek not only to be understood but to understand-be a good listener. **Elements of Learning Process** Elements of Learning include: 1. Goal 2. Stimulus 3. Perception 4. Integration 5. Response 6. Consequences **1. Goal** We need to set definite goal for achieving our needs. Learning becomes purposeful only when we set goals and aims. The ways and attempts that we made to achieve our goals makes the process interesting and orientate our potentials towards achieving our goals. Hence a goal is necessary in the process of learning. **2. Stimuli** A person presented with various stimuli in the form of object, or person or symbol to which he attends or responds selectively through his/her various sensory organs. Guide him to choose which stimuli to respond to or which new behavior to learn. The process of choosing certain stimuli for further processing is the selection. Individuals cannot assimilate all that they respond to (observe) so they prefer to respond to certain stimuli that are most relevant to him/her. The type, size, intensity, and mobility of the stimuli; motives (drives and urges) of the person; his readiness of mind; and interest and attention of the person, etc. affect this process of selection. Since the learner will select only those stimuli among the many presented before him that will likely to lead him/her toward the goal or objects, a teacher need to select and arrange learning situation to provide learners maximum opportunity to identify the stimuli and select the needed ones from among many. The environment around people is always full of stimuli, but many are not aware of all of those. Unless the subconscious mind becomes aware or conscious of the stimuli by appraising the situation and relating to the past experience people cannot interact with the environment. Even if people are aware of those stimuli, everybody does not view them the same way as their perceptions differ individually. This is why we all do not have the same view of the world. **3. Perception** The perception, one of the important cognitive factors in human being, is the process whereby people select, organize, and interpret sensory stimulation and obtain meaning from it. In other words, the process of assimilating stimuli in a meaningful and organized way is known as perceiving. After the selection of relevant stimuli, a person organizes the stimuli received into groups on the basis so as to make it more meaningful and understandable. With process of association and differentiation, which helps in clarification and decreasing of irrelevant information, a mental picture is formed and integrated as the concept. **4. Integration** In the act of responding to the stimuli, objects or events or ideas and relating it with the existing concept or mental picture helps to identify it. This process of assimilating new response with previously made responses and then relating the new response with old one is called integration. The learner interprets the perceived events or concepts to give it a meaning. The manner in which a person perceives the environment affects his/her behavior. Initially, all learning comes from perceptions which are directed to the brain by one or more of the five senses: sight, hearing, touch, smell, and taste. Psychologists have also found that learning occurs most rapidly when information is received through more than one sense. **5. Response** Reacts to the stimuli by doing what learner thinks will lead to greatest net satisfaction to them. Learners make preliminary trial by applying previously acquired cognitive and psychomotor abilities to the task at hand. **6. Consequences** Confirms the response; if the response is satisfying or rewarding (may be immediate or delayed) it is reinforced by activities performed by the learner to strengthen or perfect new ways of acting; if it is dissatisfying, learner experiences thwarting or blocking and may either make a new interpretation and adapt the response or may become discouraged, give upon or may act erratically **Components of educational process** **Educational Process** Education is a process, the chief goal of which is to bring about desirable changes in the behaviour of the learner in the form of acquisition of knowledge, proficiency in skills and development of attitudes. **Components of educational process** The three main components of the educational process are: 1. 2. 3. This is also called educational spiral. - The two way arrows indicate that there is a mutual feedback and influence of one component on the other. - For instance, if it is not possible to give an adequate teaching learning experience for a particular objective, then that objective needs rethinking. - The relationship between the three components is best depicted as a spiral and not a closed circle. - It shows that there is a constant scope for improvement and revising of old objectives and development of new objectives depending on the requirements of the process and the feedback obtained from earlier cycles. **Dimensions of Educational Process** There were four dimensions identified in the educative process. 1. Substantive Dimension 2. Procedural Dimension 3. Environmental Dimension 4. Human Relations Dimension **1. Substantive Dimension** It pertains to what is taught and what is learned. This is the knowledge, attitude and skill learned from education. This is what is known as curriculum. It is the content of teaching learning activities planned for a specific group of students in order to achieve an objective. **2. Procedural Dimension** It refers to the way in which the teacher helps the students to learn. It deals with the techniques and methods, the teacher uses to impart knowledge and enhance learning.It includes the learner(s), teacher and methods and procedures of teaching and learning. **3. Environmental Dimension** It refers to an environment where the teaching and learning occurs. It includes class room, laboratory, hospitals, etc. and also includes the climate prevailing in that environment. **4. Human Relations Dimension** It refers to the interpersonal relationship among members in the educative process. Usually, the members are the teacher, students, health care team members and significant others. There should be a good interpersonal relationship in order to promote learning.Interaction between all the components and dimensions constitute the process of education in nursing. **Elements of Educational Process** **An educative process comprised of the following** **1. Why to educate?** This is the aim of education. If the aims are not realized properly, one cannot go in the right direction. It is a must for everybody involved in the educational process to realize the aims of education and such aim should be achievable, practical and based on the current needs of the learner and the society. **2. Whom to educate?** It is the learner in the educational process. While choosing the students for nursing, the administrator should choose the candidates who have the right attitude and being willing to take nursing as a profession. **3. Who is to educate?** It refers to the teacher. The teacher must be dedicated and should possess all the essential qualities of a good teacher. **4. What to educate?** It is the content of the curriculum. Usually it is devised by respective professional organization and same things can adopted by university and the institution offering the nursing education. **5. Where to educate?** The environment especially physical environment should be conducive with all the facilities to promote learning. 6\. **How to educate?** It refers to the methods and techniques of teaching learning activities. The teacher uses various techniques, methods and strategies to facilitate learning in various set-up such as class room, hospital, community and laboratory etc. **References** 1. Singh I., Essentials of Education, A text book for nurses and health professional, 5thedition, Mr. J.B. Singh publishers, 2011. 2. MehataR.S.,Textbook of Nursing Education, 1^st^ edition, Makalu Publication House, 2018. 3. Sankaranarayanan B, Sindhu B. Learning and teaching nursing. Jaypee. 4th edition. 4. Sudha R. Nursing education principles and concepts. Jaypee. 1st edition 2013. 5. Singh I., Leading and Managing in Health. 1st edition,Mr. J.B. Singh publishers,2006 6.. 7. 8. https://www.utc.edu/walker-center-teaching-learning/teaching-resources/7-principles.php q=principles+of+learning&gs\_l=psy-ab.3..0l10.2385