PRINCIPLES OF TEACHING
by nurses, the Joint Commission
AND LEARNING
HISTORICAL FOUNDATIONS FOR
THE TEACHING ROLE OF NURSES
 Mid - 1800s- nursing was first
acknowledged as a unique
discipline, the responsibility for
teaching has been recognized as
an important role of nurses as
caregivers.
 Early 1900- public health nurses
clearly understood the
significance of the role disease
and in maintaining the health of
society.
 1918 - National League of
Nursing Education (NLNE) in the
United States observed the
importance of health teaching as
a function within the scope of
nursing practice.
 Two decades later this
organization recognized nurses'
agents of health and promotion of
health and prevention of illness in
all settings where they practiced.
 1950 - the NLNE had identified
course content in nursing
curricula to prepare nurses to
assume the role as teachers of
others.
 Recently the National League for
Nursing developed the first
certified nurse educator exam to
raise "the visibility and status of
academic nurse educator role as
an advanced professional practice
discipline with a defined practice
setting".
 1993 - in recognition of the
 importance of patient education
on Accreditation of Healthcare
Organizations (JCAHO)
delineated nursing standards for
patient education.
 Presently, the demand for nurses
in the role of educators of
patients, their families, and the
general public is rapidly
accelerating. Also, the role of
today's educator is one of
"training the trainer"- that is,
preparing nursing staff through
continuing education, in service
programs, and staff development
to maintain and improve their
clinical skills and teaching
abilities.
ROLE OF NURSE AS
EDUCATOR
 Provide clinically competent and
coordinated care to the public.
 Involve patients and their
families in the decision-making
process regarding health
interventions.
 Provides clients with education
and counseling on ethical issues.
 Expand public access to effective
care.
 Ensure cost-effective and
appropriate care for the
consumer.
 Provide for prevention of illness
and promotion of healthy
lifestyles for all Americans.
IMPORTANCE
 Increase consumer satisfaction.
 Improve quality of life.
  Ensure continuity of care.
 Effectively reduce the incidence
of complications of illness.
 Promote adherence to healthcare
treatment plans.
 Maximize independence in the
performance of activities of daily
living.
 Energize and empower
consumers to become actively
involved in the planning of their
care.
LEARNING THEORIES
Main Theory
1. Behaviorism
2. Cognitivism
3. Social Learning Theory
BEHAVIORISM
 It is confined to observable and
measurable behavior.
 Learning is defined by the
outward expression of new
behaviors and context-
independent.
 Biological basis for learning.
 Focuses observable behaviors.
pClassical Conditioning (PAVLOV)
 A stimulus is presented in order
to get a response.
 It is about reflexes.
Operant Condition (SKINNER)
 The response is made first then
reinforcement follows.
 It is about feedback
/reinforcement.
BEHAVIORISM IN THE
CLASSROOM
 Rewards and punishments.
 Responsibility for student
learning rests squarely with the
teacher.
 Lecture-based and highly
structured.
CRITIQUES OF BEHAVIORISM
 It does not count for processes
taking place in the mind that
cannot be observed.
 Advocates for passive student
learning in a teacher-centric
environment.
 One size fits all.
 Knowledge itself is given and
absolute.
 There is programmed instruction
and teacher - proofing.
COGNITIVISM
 Grew in response to
Behaviorism.
 Knowledge is stored cognitively
as symbols.
 Learning is the process of
connecting symbols in a
meaningful and memorable way.
 Studies focused on the mental
processes that facilitate symbols
connection.
COGNITIVISM IN THE
CLASSROOM
  Inquiry-oriented projects
 Provide opportunities for the
testing of hypotheses.
 Curiosity is encouraged.
 Stage scaffolding.
CRITIQUES OF COGNITIVISM
 Like Behaviorism, knowledge
itself is given and absolute.
 Input - Process - Output model is
mechanistic and deterministic.
 It does not account enough for
individuality.
 It has little emphasis on affective
characteristics.
SOCIAL LEARNING THEORY
 Grew out of Cognitivism.
 Learning takes place through
observation and sensorial
experiences.
 Imitation is the sincerest form of
flattery.
 Social Learning Theory is the
basis of the movement against
violence in media and video
games.
LEARNING MODELS:
1. Attend to pertinent clues.
2. Code for memory (store a
visual image).
3. Retain in memory.
4. Accurately reproduce the
observed activity.
5. Possess sufficient
motivation to apply new
learning.
Research indicates that the following
factors influence the strength of
learning from models:
1. How much power the model
seems to have.
2. How capable the model seems to
be.
3. How nurturing or caring the
models seems to be.
4. How similar the learner perceives
self and model.
5. How many models the learner
observes.
Four interrelated processes establish
and strengthen identification with the
model:
1. Children want to be like the
model.
2. Children believe they are like the
model.
3. Children experience emotions
like those the model is feeling.
4. Children act like model.
SOCIAL LEARNING THEORY
 Through identification, children
come to believe they have the
same characteristics as the model.
 When they identify with a
nurturing and competent model,
children feel pleased and proud.
 When they identify with an
inadequate model, children feel
unhappy and insecure.
SOCIAL LEARNING THEORY IN THE
CLASSROOM.
 Collaborative learning and group
work.
 Modeling responses and
expectations
 There are opportunities to
observe experts in action.
CRITIQUES OF SOCIAL LEARNING
THEORY

 It does not take into account

individuality, context and
experience as mediating factors.
 Suggests students to learn best as
passive receivers of sensory
stimuli, as opposed to being
active learners.
 Emotions and motivation are not
considered important or
connected to learning.