FINALS H.E.

 Students ask questions about their

Purpose of Clinical Laboratory patients
1. Theory and practice come together  Discusses and plans on patient’s care
2. To perfect or master skills
3. To have an opportunity for observation Practice Sessions
4. To refine problem-solving, decision-  Combinations of
making, and critical thinking skills strategies such as
Misuse of Clinical Lab
return
1. Gain more experience rather than
achieving educational purposes demonstration with
2. Too much responsibility explanation, asking
and answering
Models of Clinical Teaching
1. Traditional method questions, and
- instructors accompany coaching techniques
groups (8-12 learners) to a
are used
clinical agency and assign
them to patients
2. Relies heavily on keeping Effective Teaching Techniques for Clinical
nursing students in a skills Settings
laboratory until they are 1. Observation Assignments
proficient with skills.  Social Cognitive Theory
(Rle muna bago sila maging proficient)  Observing nurses as they
3. More information about clinical perform skills, they usually
practice should be taught in the cannot perform
classroom before learners go to
the clinical area 2. Nursing Rounds
● learners & their instructor visiting
Preceptorship Models patients whom they’ll be assigned
1.Traditional Preceptorship ● to expose learners to additional
- Students are taught by a real nurse not nursing situations
C.I.
2. CTA (clinical teaching associate) Model 3. Shift Report
- Clinical Instructor and nurse work - endorsements
together to teach students. - Communication with other nurses
3. Preceptorship regarding patient care
- Learn from a practitioner in a high skill
level 4. Technology Use
- Students must learn how to use varied
Preparing for Clinical Instruction technological tools required for patient
1. Clinical agency sites must be chosen care
2. Clinical units within the agency must
still be identified 5. Learning Contracts
3. There should be enough role models for - A written agreement between instructor
learners and a learner, spelling out the learner’s
4. Contracts must be drawn up between outcome objectives
the school and the clinical agency
6. Journal Writing
Conducting a Clinical Laboratory - Clinical journals promote active learning
Pre-conferences and reflective practice and are built on the
 Orientation occurs theory of Constructivism.
 Instructors brief their students
Post-conference
- Evaluation
- Analyzing different ways of nursing care
Why is Evaluation needed?
● Learners need to hear the feedback and
judgment of their work.
● They need to know how they are doing at
one level before progressing to the next.
● To determine how well the objectives are
met.
CHOICES TO BE MADE REGARDING
EVALUATION
Formative
● Non-graded
● On-going feedback given to the learner
throughout the experience
● Corrected throughout the process not
after
Summative
● Given after the procedure.
● Feedback/Quiz
Norm-referenced
 Learner is compared to a reference group
of learners, therefore, evaluation and
grading are relative to the performance of
the group
Criterion-referenced
● Compares the learner with well-defined
performance criteria rather than
comparing him/her with other learners
Sources of Evaluation Data
● Direct observation
● Broad questions asked to the patients
● Learner self-evaluation
● Agency staff
● Written work and college laboratory work
performed by the learner
Psychomotor Skills
- Action-oriented
- Promote patient healing and/or
comfort
- Important Goal of Nurses
- NGT Feeding/Injection
2 Stages of Skill Learning
Stage One: Getting Idea of Movement
1. Identify Goal – to learn the skill
2. Devote attention to the regulatory
stimuli
KINDS OF STIMULUS
1. Regulatory Stimuli
- Stimuli that affects client
motivation or influence the motor
activity
- Age, Attitude, Physical
Ability
2. Non-Regulatory Stimuli
- They exist but it doesn’t affect
the motor activity.
- Temperature at Room, Odor of food
in NGT feeding.
CLOSED SKILLS
- Wala masyadong stimulus na pwede mag
affect
- RETDEM
OPEN SKILL
- hospital/community setting
- Madaming stimulus na pwede mag affect
Stage Two: Fixation/Diversification
FIXATION
- person must practice and refine the skill
until it can be reproduced in the same
way at any time.
DIVERSIFICATION
- the learner must practice performing the
skill in changing environments so it can
be modified as necessary at any time.
Feedback
 every learner needs feedback during
practice session.
1. Intrinsic Feedback
– within the learner
2. Extrinsic Feedback
– supplied by the teacher or
another objective source
Whole Versus Part Learning
Part method
 should be used for skills that are
extremely complex with many parts
- Suctioning
 - Intramuscular injection/insulin
injection
- tracheostomy care
- setting up a new intravenous line
Whole method
 should be used with skills of low
complexity
 One skill only
- vital signs
- dressing change/wound care
- nasogastric intubation
Approaches to Teaching Skills
1. Independent Learning
2. Teacher Instruction
3. Demonstration
4. Simulations
Elements of Effective Skill Demonstrations
1. Assemble all equipment ahead of
time
2. Make sure all equipment is in working
order
3 Do a dry run of the procedure and time
the demonstration
4. Arrange the environment to be as
realistic as possible
5. Perform the procedure step by step,
explaining the procedure itself
6. Give the rationale for your actions
7. Refer to handouts or textbooks to
show fine points that may not be visible
to audience
8. Be sure to adhere to all relevant
principles of good nursing care
9. performing the skill, a second time (or
having a learner perform a
demonstration) without explanations
CRITICAL THINKING
- Individual reviews data and
considers potential explanations
and outcomes before forming an
opinion or making a decision
Enhancing Critical Thinking Skills
1. Discussion
2. Asking effective questions
3. Text interaction
4. Problem based learning
5. Concept mapping
Discussion
 Develops personal
thinking skills
 Challenge each
other’s ideas and
opinions
Asking Effective Questions
- Requiring reasoned Responses
- High level questions
Text Interaction
 Students interact with the
readings before class
 The goal is to help them
think about what they are
reading
 Develop the questioning
attitude
Problem-Based Learning
 Learning occurs when individuals
attempt to manage problems
Concept Mapping
 Assist learners to see their own
thinking and reasoning about the
topic
 To make purposeful judgements
 To reason, prioritize, and link the
various components to a patient
problem with nursing actions
Narrative Pedagogy
 Students and faculty working together to
engage in “community reflective
scholarship”, where significant questions
are raised, many perspectives are
considered, and conversations lead to
learning.
Other Strategies:
• Case studies
• Collaborative learning
• One-Minute paper
• Micro themes – thought papers about
controversial topics
• Focused reflection
Community-Based Teaching
-Process whereby knowledge, attitude and
practice of people are changed to improve
individual, family, and community health
 • Learning styles
• Gender
• Socioeconomic characteristics

2. Characteristics of the medium

• Printed
• Demonstration
• Audiovisual

3. Characteristics of the task

Principles of Health Education
• Cognitive (think)
 considers the health status of
the people. • Affective (feel)
 is learning. • Psychomotor (act)
 involves motivation, experience and
change in conduct and thinking. MAJOR COMPONENTS OF INSTRUCTIONAL
 should be recognized as a basic function MATERIALS
of all health workers.  Delivery system
 takes place in the home, in the  Content
school, and the community.  Presentation
 is a cooperative effort.
 Meets the needs, interests and Types of Instructional Materials
problems of the people • Written Materials
 Is achieved by doing • Commercially Prepared Materials
 A slow continuous process • Self-Composed Materials
 Use of supplementary aid and • Demonstration Materials
devices • Displays
 Utilizes community resources • Posters
 A creative process • Audiovisual Materials
• Projected Learning Resources
Instructional Materials • Video Learning Resources
 Vehicles by which information • Telecommunication Learning Resources
is communicated • Computer Learning Resources
 Printed, demonstration,
audiovisual media
Qualities of Good Health Educator
 Used to enhance teaching
• Knowledgeable/mastery of subject matter
and learning
• Credible
• Good listener
Developing an Instructional Material
• Can empathize with other
1. Nature of the audience
• Possess teaching skills
2. Literacy level required
• Flexible
3. Linguistic variety available
• Patience
4. Clarity and brevity (Keep it simple and smart)
• Creative and innovative
5. Layout and appearance
6. Opportunity for repetition
CULTURAL DIVERSITIES
7. Concreteness and familiarity

Choosing Instructional Materials

1. Characteristics of the learner
• Sensory and motor abilities
• Reading skills
• Motivational level
• Developmental stages
1. Cultural competence
 possessing the “knowledge,
abilities, and skills to deliver
care congruent with the
patient’s cultural beliefs and
practices”

2. Cultural awareness
 recognizing and appreciating
“the external signs of diversity” in
other ethnic groups, such as art,
music, dress, and physical features

3. Cultural knowledge
 involves the process of
seeking and obtaining factual
knowledge about different
cultures

4. Cultural encounters
 is the process whereby the
nurse engages directly in
cross-cultural encounters with
people from other cultures

5. Cultural skill
 is the ability to collect relevant
cultural data about a client’s
health history and accurately
performing culturally specific
physical assessment

6. Cultural desire
 is the nurse’s motivation to engage in the
process of cultural competence.

Assessing the Culturally Diverse Learners

1. Communication
2. Space
3. Social Organization
4. Time
5. Environmental Control
6. Biological Variations