Teaching-Learning Process 2024-1 PDF

### Mrs. Leolin Castillo 1. Define terms related to the teaching-learning process. 2. Describe the teaching-learning process 3. Discuss factors that influence the teaching-learning process. 4. Discuss Bloom's taxonomy. 5. Differentiate between the education and the nursing process. What d...

### Mrs. Leolin Castillo 1. Define terms related to the teaching-learning process. 2. Describe the teaching-learning process 3. Discuss factors that influence the teaching-learning process. 4. Discuss Bloom's taxonomy. 5. Differentiate between the education and the nursing process. What do you think client education entails? =========================================== - Think about the **four** broad aims of Nursing Practice - **1. To promote health** - **2.To prevent illness** - **3.To restore health** - **4.To facilitate coping with disability or death.** - First aid, avoidance of risk factors, stress management, hygiene, immunization, pre and post-natal care, exercise, nutrition, safety, screening, etc... ##### Restoration of health: - Disease condition, the origin of symptoms, prognosis, limitation on function, A&P of the body affected, cause of the disease, medication, medical and surgical interventions, limitation posed by the disease, etc. ##### Coping with impaired function: - **Home care**: medication, diet, activity, and self-help - **Rehabilitation of remaining function**: Physical therapies, occupational therapy, speech therapy, etc. - **Prevention of complication**: Knowledge of risk factors, the implication of non-compliance, environmental alteration - Teaching clients is one of the **most** important roles or aspect of nursing practice. (independent nursing function). - Client and family members have the right to health education so that they will be able to make informed decisions about their health and lifestyle (self and to aid their sick). - Providing client education (information) is necessary to ensure continuity of care from the hospital to one home. -- -- -- -- -- -- -- -- -- --   1. Encourages Student-Faculty Contact 2. Encourages Cooperation among Students 3. Encourages Active Learning 4. Prompt Feedback 5. Emphasizes time on task 6. Communicates high expectations 7. Respect Diverse talents and ways of Learning PRINCIPLES OF LEARNING =========================================== Aspects of the teaching-learning process ---------------------------------------- TEACHING-LEARNING PROCESS =========================  1. Behaviorism: learning is based on the individual's behavior and response. 2. Cognitive: learning is a mental or intellectual or thinking process. 3. Humanism: focus on both the cognitive and affective (emotion, touching, moving, etc..) qualities of the learner. Nurse Application of Behaviorism -------------------------------- - Provide sufficient practice time including both immediate and repeated testing and return demonstration - Provide opportunities for learners to solve problems by trial and error. - Select teaching strategies that avoid distracting information and that evoke the desired response - Praise the learner for correct behavior and provide positive feedback at intervals throughout the learning experience. - Provide a role model of desired behavior - Convey empathy in the nurse-client relationship - Encourage the learner to establish goals and promote self-directed learning. - Encourage active learning by serving as a facilitator, mentor, or resource for the learner. - Use active learning strategies to assist the client's adaptation to new behavior. - Expose the learner to new relevant information and ask appropriate questions to encourage the learners to seek answers.  Learning Domains ---------------- - involves six intellectual abilities and thinking process: Remembering (simplest), Understanding, Applying, Analyzing, Evaluating, and Creating (most complex). Bloom*'*s Taxonomy: Cognitive  Psychomotor Domain (motor skills) ##### Behavioral Hierarchy - **Perception** (simplest): be aware of objects or qualities through the use of senses e.g. a mother identifies the pitch of her baby's cries as a cue - **Set**: readiness to take a particular action e.g. post crash the individual uses best judgment to get around in a wheelchair. The client performs regular exercise to facilitate recovery from sustained injury - **Guided response**: under the guidance of an instructor Psychomotor ----------- - **Mechanism:** gained confidence and skill in performing behavior (more complex skill). Has more steps than a guided response. E.g. the client is able to fill the insulin syringe for different insulin dosage - **Complex overt response**: performing a motor skill involving a complex movement pattern e.g. paralyzed person does catheterization without a urinary infection - **Adaptation:** change a motor response to an unexpected problem or a new situation - **Origination (most complex**): creating new movement patterns. A person acts on existing psychomotor skills and abilities. E.g. a person with a motor deficit must learn to dress, eat, walk, etc... Bloom*'*s taxonomy: Affective ============================= - Receiving (simplest): willingness to attend to another word e.g listen to you explaining a surgical procedure - Responding: actively participating through listening and reacting verbally or non-verbally. E.g. client asks what the incision will look like post-surgery. - Valuing: attaching worth to an object or behavior - Organizing: developing a value system by identifying and organizing values and resolving conflicts Affective Domain ---------------- - Characterizing (most complex): acting and responding with a consistent value system. E.g. a client assumes a normal lifestyle after having her breast removed and is able to discuss positive self-feeling with others - E.g. The client accepts and understands the reason for her scheduled hysterectomy. Basic Learning principles ========================= 1. The motivation to learn 2. Ability to learn 3. Learning environment 1. Discussion: involve the nurse and one client or nurse with several clients. 2. Lecture: More formal method of instruction because it is controlled by the teacher. 3. Question and answer: designed specifically to address the client or client's concern. 4. Demonstration and return demonstration 5. Roleplay: allows the client to actively apply knowledge in a controlled situation Teaching Methodology ==================== #### Psychomotor Domain 1. Demonstration: provides a presentation of procedures or skills by a nurse 2. Return demonstration: permits the client to perform skill as nurse observes Teaching Methodology -------------------- 1. **Role Play**: allows expression of values, feelings, and attitudes 2. **Discussion**: allows the client to acquire support from others in a group and permits the client to learn from other experience 1. Printed materials: must be easily readable for the learner 2. Physical objects: Use of models 3. Audiovisuals: Must be easy to read and visible 4. Photographs: they must accurately portray details of the real items Teaching Process ================ ##### Steps 1. **Assesment:** This involves collecting data to analyze clients' learning strengths and deficits (what are the client's needs). - learning needs - Motivation - Ability to learn - Teaching resources from the client - Family learning environment - Medical record - Nursing History - Literature So how is data collected? ========================= 1. **Nursing history** provides clues to learning needs. a. Age: health teaching content. Observing children's play. Older adults may have recall or psychomotor limitations. b. Client understanding and perception of health promotion: deficit knowledge or misinformation about current health problems etc. (home care- nurse can educate on community resources and services). c. Health beliefs and practices: important to consider before teaching. d. Cultural factors: discuss the client's perspective on illness and therapy. e. Economic factor: affordability of required equipment or tools. f. Learning style g. Support system 2. Physical assessment 3. Motivation 2. **Make an educational Diagnosis**: identify the client's learning needs based on the three learning domains. 3. **Planning**: Develop a teaching plan: - Write learning outcomes (learning objectives - **SMART**): Components of the Teaching Plan ------------------------------- - Aim - Objectives - Time - Date - Venue - Number of Participants - Level of Participants - Scientific Principle - Methodology - Teaching Aids/Resources - Objectives -- with content - Evaluation Teaching plan continue ====================== - **Select content and time frame**: What is the information the client will need to meet the learning objectives successfully? - E.G At the end of 20 minutes, the client will be able to: 1. Verbalize the drug dosage 2. Explain his disease condition 3. Demonstrate the use of an insulin syringe - Select teaching strategy: What are you going to use to teach the client (method) Teaching Process ================ 4. Implement the teaching plan: carry out the actual teaching (Include family and others as necessary). 5. Evaluation: Determine how you are going to evaluate the client outcome (question and answer, return demonstration, etc.). ##### Outcome not met - Revise the teaching plan if learning objectives were not met - Alter content and teaching strategies - Reschedule the teaching session ##### Bloom's Taxonomy ##### What to document? - Diagnosed learning needs - Learning outcomes - Topic taught - Need for additional teaching - Resources provided Documentation ------------- Factors Affecting Learning ========================== ##### Age and Developmental Stage - This influences the clients' ability to learn. - Factors associated with client readiness to learn include physical, cognitive, and psychosocial maturation. - E.g. children usually take longer to learn because they lack the personal experience to relate the information given in comparison to an adult. Factors Affecting Learning ========================== - **Time** is very important because it will prevent the learner from gaining knowledge if the time is inappropriate (e.g. if a patient is in pain or is emotionally upset). Factors Affecting Learning ========================== Factors Affecting Learning ========================== Factors Affecting Learning ========================== ##### Physical abilities important for psychomotor skills - **Muscle:** strength must be assessed - **Motor coordination:** assess gross motor and fine motor - **Energy**: assess the client's level of energy and when it is at its peak. - **Sensory acuity**: sight, hearing, and touching are often necessary for educating clients. - Persons who are motivated recognize and believe the need will be met through learning. - Sometimes clients need relevant information before they can see the need to be motivated. - Offer continuing support and encouragement. - Demonstrate a positive attitude toward the client. - Assist the client in identifying the benefits of changing behavior. - Support the desired behavior through praise. - positively worded correction. - suggestion of alternative methods are positive feedback. - consist of the four basic elements of (assessment, planning, implementation, and evaluation). - are logical, scientifically-based frameworks for nursing. - provide a rationale basis for nursing practice rather than an intuitive (spontaneous) one. - are methods for monitoring and judging the overall quality of the educational process and nursing interventions based on objective data and scientific criteria. - **If the outcomes in either process are not achieved, as determined by evaluation, the nursing process or the education process can and should begin again through reassessment, re-planning, and reimplementation** References ----------