Teaching Strategies and Methodologies in Teaching and Learning

TEACHING METHOD
• refers to the general principles, pedagogy and management strategies used for classroom instruction.
• method depends on what are your goals, your individual style and your institution vision

TEACHER-CENTERED LEARNING
1. Teachers are the main authority figure
2. Students are viewed as “empty vessels”
3. End goal is testing and assessment
4. Primary role of teachers is to pass knowledge to students.
5. Student learning is measured through objectively scored test.
6. Teachers and students play an equally active role in the learning process
7. Teachers are coaches and facilitator of learning
8. Student learning is measured through authentic assessments using summative and formative tools

Teaching Methods
Deciding which method(s) to select must be based on a consideration of such major factors as the following:
• Audience characteristics (size, diversity, learning style preferences)
• Educator’s expertise as a teacher
• Objectives of learning
• Potential for achieving learning outcomes
• Cost-effectiveness
• Setting for teaching
• Evolving technology

Lecture
• a highly structured method by which the educator verbally transmits information directly to a group of
learners for the purpose of instruction.
• one of the oldest and most often used approaches to teaching.
• word lecture comes from the medieval Latin term legere, which means “to read.”

Group Discussion
• a method of teaching whereby learners get together to actively exchange information, feelings, and
opinions with one another and with the educator. the benefits of group discussions are that they lead
to deeper understanding and longer retention of information, increased social support, greater transfer
of learning from one situation to another, more positive interpersonal relationships, more favorable
attitudes toward learning, and more active learner participation (Brookfield, 2006; Johnson, Johnson, &
Smith, 2007; Oakley & Brent, 2004; Springer, Stanne, & Donovan, 1999).

Team-Based Learning
• an innovative and newly popular teaching method in nursing education.
• offers educators a structured, student-centered learning environment (Mennenga, 2012).
• meant to enrich the students’ learning experience through active learning strategies.
• uses a structured combination of pre-class preparation, individual and group readiness assurance tests,
and application exercises (Mennenga, 2012).

According to Sisk (2011), team-based learning incorporates four key principles:

1. Forming heterogeneous teams
2. Stressing student accountability
3. Providing meaningful team assignments focusing on solving real-world problems
4. Providing feedback to students

Cooperative Learning
• The terms team-based learning and cooperative learning sometimes are used interchangeably.
• cooperative learning is the methodology of choice for transmitting foundational knowledge
 • cooperative learning is distinguished by the educator’s role, in which the educator is the center of
authority in the class, with group tasks usually more closed ended and often having specific answers
(Conway, 2011).
Case Studies
• The case study approach offers learners an opportunity to become thoroughly acquainted with a
patient situation before discussing patient and family needs and identifying health-related problems
• lead to the development of analytical and problem-solving skills, exploration of complex issues, and
application of new knowledge and skills in the clinical practice arena.
• case studies increase learner motivation and engagement and help to develop reading, writing, and
listening skills as learners work on teams to make decisions based on their problem-solving skills
(Bonney, 2015; Brattseva & Kovalev, 2015).
Seminars
• Interactions in seminar groups are stimulated by the posing of questions by the educator. The
educational format of seminars consists of several sessions in which a group of staff nurses or students,
facilitated by an educator, discuss questions and issues that emerge from assigned readings on a topic
of practical relevance (Jaarsma et al., 2009).
One-to-One Instruction
• One-to-one instruction, which may be given either formally or informally, involves face-to- face delivery
of information specifically de- signed to meet the needs of an individual learner.
• Teaching methods such as one-to-one instruction have a positive effect on patient education and
compliance (Martin, Williams, Haskard, & DiMatteo, 2005; Vermeire, Hearnshaw, Van Royen, &
Denekens, 2001).
• With the one-to-one method of instruction, questioning is an excellent technique.
Demonstration and Return Demonstration
• Demonstration by the educator is done to show the learner how to perform a certain skill.
• Return demonstration by the learner is carried out as an attempt to establish competence by
performing a task with cues from the educator as needed.
• These two methods require different abilities of both the educator and the learner. They are especially
effective in teaching psychomotor domain skills.
Gaming
• a method of instruction requiring the learner to participate in a competitive activity with preset rules
(Allery, 2004).
• The goal is for learners to win a game by applying knowledge and rehearsing skills previously learned.
• Games can be simple, or they can be more complex to challenge the learner’s ability to use higher
order thinking and problem-solving strategies (Jaffe, 2014)
Simulation
• is a trial-and-error method of teaching whereby an artificial experience is created that engages the
learner in an activity that reflects real-life conditions but without the risk-taking consequences of an
actual situation.
• Simulation is a highly innovative teaching method to teach health professionals about the complex
world of health care in their respective disciplines in an effective, efficient, safe, and high-quality
fashion.
• “Simulation is a technique, not a technology, to replace or amplify real experiences with guided
experiences that replicate substantial aspects of the real world in a fully inter- active manner”
Role Play
• sometimes alternatively referred to as role playing, is a method of instruction by which learners actively
participate in an unrehearsed dramatization.
• Participants are asked to play an assigned character as they think the character would act realistically.
• This technique is intended to arouse feelings and elicit emotional responses in the learners. It is used
primarily to achieve behavioral objectives in the affective domain.
Role Model
• The use of self as a role model is often over- looked as a teaching method.
• Learning from a role model is called identification and emanates from learning and developmental
theories, such as Bandura’s social learning theory and Erikson’s psychosocial stages of development,
 which explain how people acquire new behaviors and social roles (Crandell, Crandell, & Vander Zanden,
2012; Snowman & McCown, 2015).
• This teaching method primarily is known to achieve behavior change in the affective domain.
• Preceptors and mentors are excellent exam- ples of experienced health professionals who, through use
of role model, guide, support, and socialize students and novice practitioners in their transition to a
new level of functioning (Doherty, 2016).
Self-Instruction
• a teaching method used by the educator to provide or design instructional activities that guide the
learner in independently achieving the objectives of learning.
• Each self-study module usually focuses on one topic, and the hallmark of this format is independent
study.
• The self-instruction method is effective for learning in the cognitive and psychomotor domains, where
the goal is to master information and apply it to practice.
• Self-study also can be an effective adjunct for introducing principles and step-by-step guidelines prior to
demonstration of a psychomotor skill.
SELECTION OF TEACHING METHOD
• the process of selecting a teaching method requires a prior determination of the behavioral objectives
to be accomplished and an assessment of the learners who will be involved in achieving the objectives.
• consideration must be given to available resources such as time, money, space, and materials to
support learning activities as well as the comfort level of the educator using certain teaching methods.

General Characteristics of Teaching Methods

EVALUATION OF TEACHING METHOD
• An important aspect of evaluating any instruc- tional program is to assess the effectiveness of the
teaching method (Friedman et al., 2011).
• Was the option selected as effective, efficient, and appropriately used as possible? Educators should ask
five major questions to help decide which teaching method to choose or whether the method of
instruction selected should be revised or rejected:

1. Does the teaching method help the learners to achieve the stated objectives?
• This question is the most important criterion for evaluation
• if the method does not help to accomplish the objectives, then all the other criteria are
unimportant.
2. Is the learning activity accessible and acceptable to the learners who have been targeted?
• Accessibility includes such issues as the timing of information presentation, the location and
setting in which teaching takes place, and the availability of resources and equipment to deliver
the message.
3. Is the teaching method efficient given the time, energy, and resources available in relation to the
number of learners the educator is trying to reach?
• To teach large numbers of learners, educators must choose a method that can accommodate
groups, such as lecture, discussion sessions, or role play, or a method that can reach many
individuals at one time, such as the use of various self -instructional formats.
• Sufficient resources and equipment are needed to adequately deliver the message intended.
4. To what extent does the teaching method allow for active participation to accommodate the needs,
abilities, and style of the learner?
• Active participation has been well documented as an approach to increase interest in learning
and the retention of information.
• Evaluate how active learners want to be or can be in the process of gaining knowledge and
skills.
• No one method can satisfy all learners, but adhering to one method exclusively addresses the
preferred style of only a segment of the audience.
 5. Is the teaching method cost effective?
• It is vital to examine the cost of educational programs to determine whether similar outcomes
might be achieved by using less costly methodologies.
• In this era of cost containment, employers and insurers want their money invested in patient
programs that will yield the best possible outcomes at the lowest price as measured in terms of
preventing illness and injury, minimizing the severity and extent of illness, and reducing the
length of hospital stays and read - missions.
• Healthcare agencies want the best staff performance with the most reasonable use of
resources and the least amount of time taken away from actual practice

INCREASING EFFECTIVENESS OF TEACHING

• Excellent educators have one thing in common— a passion to keep improving their abilities.
• A person does not ever fully arrive at being an expert educator; instead, the drive toward excellence is
an ongoing process that continues throughout the educator’s entire professional life.
• What constitutes creative teaching? The following are techniques, not listed in any priority order, that
the nurse as educator can use to enhance the effectiveness of verbal presentations.

Techniques to Enhance the Effectiveness of Verbal Presentations

Present Information Enthusiastically
Include Humor
Exhibit Risk-Taking Behavior
Deliver Material Dramatically
Choose Problem-Solving Activities
Serve as a Role Model
Use Anecdotes and Examples
Use Technology
General Principles for Teaching Across Methodologies
Give Positive Reinforcement
Project an Attitude of Acceptance and Sensitivity
Be Organized and Give Direction
Elicit and Give Feedback
Use Questions
Use the Teach-Back or Tell-Back Strategy
Know the Audience
Use Repetition and Pacing
Summarize Important Points

SETTING FOR TEACHING

• Settings for teaching are classified according to the need for health education in relationship to the
primary purpose of the organization or agency that provides health instruction.
• These settings are defined as any place where nurses engage in teaching for disease prevention, health
promotion, and health maintenance and rehabilitation.

Three types of settings for the education of clients

1. Healthcare setting
• is one in which the delivery of health care is the primary or sole function of the institution,
organization, or agency.
• Hospitals, visiting nurse home care associations, public health departments, outpatient clinics,
extended- care facilities, health maintenance organizations, physicians’ offices, and therapist-
owned and -managed centers are some examples of organizations whose primary purpose is to
deliver health care.
• Health education is a part of the overall care delivered within these settings. Nurses function to
provide direct client care in this setting, and their role encompasses the teaching of clients as
part of that care.
2. Healthcare-related setting
• is one in which healthcare-related ser- vices are offered as a complementary function of the
agency. Examples of this type of setting include the American Heart Association, the American
Cancer Society, the American Arthritis Association, and the Muscular Dystrophy Association.
• These organizations provide client advocacy, conduct health screenings and self-help groups,
distribute health education information and materials, and support research on disease and
lifestyle issues for the benefit of consumers within the community.
• Education on health promotion, disease prevention, and improving the quality of life for those
who live with an illness or disability is the key function of nurses within these agencies.
3. Nonhealthcare setting
• is one in which health care is an incidental or supportive function of an organization.
Examples of this type of setting include businesses, industries, schools, and military and
penal institutions.
• The primary purpose of these organizations is to produce a manufactured product or offer
a non-health-related service to the public.
• Industries, for example, are involved in health care only to the extent of providing health
screenings and non-emergency health coverage to their employees through a health office
within their place of employment, making available instruction in job-related health and
safety issues to meet Occupational Safety and Health Administration (OSHA) regulations, or
providing opportunities for health education through wellness programs to reduce
absenteeism or improve employee health status and morale.
Sharing Resources Among Settings
• Professional nurses involved in client health education should use available opportunities to
share resources among the three identified settings.
• Many already perform this service, as printed or audiovisual materials are borrowed, rented, or
purchased for small fees from area institutions, organizations, or agencies; nurse educators
from healthcare or healthcare-related settings are contracted for or voluntarily provide health
education programs to small and large groups in another setting; and nurses from each
category of setting collaborate on individual client situations or on major community health
projects.

Examples of settings for health teaching.