-teachers should maintain the standards because
LESSON : HALLMARKS OF EFFECTIVE
TEACHING IN NURSING
1.PROFESSSIONAL COMPETENCE
-Enjoys nursing-shows genuine interest in patients and
displays confidence
-Creative and stimulating; excite interest
-Demonstrate clinical skills with expertise
-Aims at excellence; knowledge of the subject matter;
polishes skills throughout career
-Learners-trust their teachers- accurate; demonstrated
correctly
-Positive role model for learners
2. INTERPERSONAL RELATIONSHIPS
-skillful in interpersonal relationships
-personal interest in learners, being sensitive, respect,
alleviate anxiety, accessible, fair, express
points of view, feel free to ask questions, a sense of
warmth
-evaluate students or consider problems/needs
-concern: not counsellors-may lead to taking advantage
and leads to lack of self-discipline
- good relationship enhances learning
- must set teacher-student and nurse-patient-
boundaries
-students-worthwhile individuals who have something
to offer the profession
Three approaches:
a. empathic listening
-listening – very important
-shows respect, care, understand
b. acceptance
- accept students as they are
-enhance self-esteem and convinces them that you have
faith in desire and ability to learn
-rewarded by the student by living up to the expectation
c. honest communication
-teacher’s thoughts: topic, learners
-openness-relaxed environment; better to accept
criticism
-identify learners’ responsibilities to succeed
•These are necessities – required for all interpersonal
relationships (not only on nursing education)
If students experience them in teacher-student
relationship – may apply to their patients
3. PERSONAL CHARACTERISTICS
-magnetism, enthusiasm, cheerfulness, self-control,
patience, flexibility, sense of humor, good speaking
voice, self-confidence, willingness to admit errors, caring
attitude
-make learning more interesting, fun, or pleasant
students will benefit from these efforts
4. TEACHING PRACTICES
-mechanics, methods and skills in classroom and clinical
teaching
-thorough knowledge of the subject matter and can
present material in interesting, clear, and organized
manner
-Teaching subject matter in stimulating and inspiring
way
-Factors: style, personality, interest, strategies
5. EVALUATION PRACTICES
-clearly communicating expectations, providing timely
feedback on progress, correcting students tactfully, fair,
giving exams pertinent to subject matter
-expectations should be levelled at the beginning
(teacher should let the students know: read
assignments, attendance, punctuality, deadlines,
resources, assistance, breaks, care plans-criteria should
be available
-if not met, students should know it (whether well or
not; it is not necessary to search weaknesses)
-fairness in evaluation is subjective
6. AVAILABILITY TO STUDENTS
-nursing students expect instructor to be available to
them when needed
-In stressful clinical situations, physically helping
students give nursing care, supervision, answering
questions, act as resource person
-Stressor for nurses/teachers is availability on precise
time
-Teacher clarity: behaviors that teacher use ->topic->
intelligible, comprehensive, and learnable
-logically organizes instruction, explains, use simple
terms, constantly assesses (understand/follow), uses
examples, allows thinking, uses repetition and
summarization
-positively correlated with students’
achievement/attitudes
a. View students as collaborators – students
are respectful and supportive
b. Admitting weaknesses – being human
c. Recognized when their students were
having difficulty and were able to figure out
what to do to help
-to be a good teacher you must really have the desire to
be good

LESSON : PRINCIPLES OF GOOD
TEACHING PRACTICE IN THE
UNDERGRADUATE EDUCATION
 Looking at the elements of good teaching is through
this framework
 Written based on college settings, they apply to adult
education settings.
 May be applied to nurse-patient interaction
1.Encourage student-faculty contact
-nurse-patient relationship, a professional one
2. Encourage cooperation among students
-patient and SO; collaborative learning. Study
groups, group projects
-more on collaboration than competition
3. Encourage active learning
-based on experience; manipulate (talking, writing,
outlining, applying, asking questions, reflection)
4. Give prompt feedback
-assessment, observation, evaluation
5. Emphasize time on task
-time management; time to spend on studying
-take seriously, using time efficiently
6. Communicate high expectations
-challenge; expected to work hard,
-learners rise to the challenge
7. Respect diverse talents and ways of learning
-traditions, belief, and practices
LESSON : BARRIER TO EDUCATION
AND OBSTACLES TO LEARNING
 Direct costs-fees, uniforms, books, exam fees,
meals, transportation
 Opportunity costs-child needs to work to
contribute to household income
 Illness and hunger-of child or someone in family
requiring assistance
 Limited economic barriers-it may not be judged to
be worth the time or expense
 Low quality of schooling – classrooms, teaching
materials, toilets, electricity, class size, methods,
curriculum, poor management
 Teacher inertia cause by-low wages, low morale,
bad working environment, irregular class
 Distance to school-boarding cots, transport costs,
inaccessible to rainy season, peace and order, lack
of transportation
LESSON : APPLYING LEARNING
THEORIES TO HEALTH CARE PRACTICE
 LEARNING THEORIES
I. BEHAVIORISTS THEORIES
-earliest formal theories of learning (20th century)
-thoughts and feelings
JOHN WATSON
-traditional to objective and practical
-defined as muscle movement
-behavior -> result of a series of conditioned
reflexes, and all emotions and thoughts are
result of behavior learned through
conditioning
GUTHRIE
-even skill like walking is learned through a
series of conditioned responses
*Watson and Guthrie
-emphasized the contiguity of the stimulus and
response, they are known as contiguity
theorists
Thorndike and Skinner
-stimulus and response bonds are
strengthened by reinforcements
-reward and punishment
*Thought process are the result of stimulus-response activities-
very simple behavior
-drill, practice, memorization
II. COGNITIVE LEARNING
-since 1960’s, predominant approach to psychology
*Cognitive science - study of how our brains work in the process
of perceiving, thinking, remembering, and learning
*Information processing is used to describe this field of study
-the focus is more on mental processes that are
responsible for behavior and its meaning
*Learning is an active process -> learner constructs meaning based
on prior knowledge and view of the world
*SUBSUMPTION THEORY OF MEANINGFUL VERBAL LEARNING
(Ausabel,1963)
-new information is subsumed into exiting though and
memory structures
Meaningful learning is thought to occur only if existing cognitive
structures are organized and differentiated.
-repetition of meaningful material and use in various
contexts would enhance the retention of the material
Rumelhart (1980)
“Schema/schemata”
-knowledge structures that are stored in memory
- “all knowledge is packaged into units” called schemata
-people remember patterns of facts or visual, auditory,
or tactile cues
-schemata is like theories, in which it comprehends and
predict events
-schema is not always accurate. It may be altered
THREE KINDS OF LEARNING ACCORDING TO SCHEMA
THEORY
1.ACCRETION
-Learning of facts
-new information is learned and added to
existing schemata
-No changes are made to existing knowledge
2. TUNING (Schema evolution)
-Existing schemata evolve or are refined
throughout the life span as new situations and
issues are encountered
3. RESTRUCTURING (Schema creation)
-Development of new schemata by copying an
old schema and adding new elements that are
different enough to warrant a new schema
STAGE THEORY
-information processing relates to memory activity
-information is both processed and stored in three
stages
THREE STAGES:
1.SENSORY MEMORY
- fleeting
- objects seen may last for only half a second
- things heard may last about three seconds
- if not attended to, may be forgotten
2. SHORT-TERM MEMORY
-sensation must be of some interest to the
person or activate a known schema
-whatever we are thinking about or that which
impinges on us from an external stimulus at
any given time
-may last about 20 seconds, unless repeated
3. LONG-TERM MEMORY
-Firmly tie things to an existing schema in the
brain
-Mnemonics, relate name to other similar
name, create mental association picture
*Focus on making learning meaningful and
interesting and tying it to students’ existing
schemata
*Elaboration, application, analogies,
questioning, organizing, summarizing
COMMON CONCEPTS OF COGNITIVE THEORIES
1.LEARNING
*Behaviorist – acquisition of knowledge and skills that
changes a person’s behavior
*Cognitive- acquisition of knowledge than on the
resulting behavior change
- More concerned with what the knowledge means to a
person than they are with whether the person’s
behavior will change as a result
“The process whereby novices become more expert”
•Domain-specific learning
-The amount of knowledge and understanding you
already possess on a subject will have a tremendous
influence on what and how you learn
-Easier for you to learn more->present schema
2. METACOGNITION
-Evolved from the study of information processing,
thinking about one’s thinking
-Process learners use to gauge their thinking while
reading, studying, trying to learn, solving
-Some people are intelligent novices
-> they know what they know and what they don’t
know, and they plan to get the info and understanding
they need
3. MEMORY
-consolidation function in the memory process
-items are stationed in memory
“The more we connect new information to old, the more
we ruminate over new information, and the more
frequently we recall and think about it, the more long-
lasting it will be”
-the more we recall, the more danger there is that we
will actually change those memories
-we tend to construct rather than retrieve one
-We take fragment memories and construct new one
*Connectionistic Model
-Many theorists believe in memory retrieval
rather than memory construction
-having the right cues to prompt us and if the
item was stored well
-info that is meaningful to the person may be
retained very well vs. meaningless, forgotten
-studies show that a person can hold about
seven times in short-term memory before
forgetting it, and to go beyond seven times,
use mental strategy
-pure repetition serves only to extend
duration
*Chunking
-very successful to go beyond seven times
-chunks are formed when info is clustered into
patterns
Forgetting
-the flip side of memory
Hypotheses of forgetting:
a. the connections(networks) are weakened
(disuse, disease, interference with new
memories)
b. no right stimulus or cue
c. person’s intent to learn partly
 4. TRANSFER
-ability to take information learned in one situation and
apply it to another Summary
-the transfer of learning is what teaching is all about 1. Adults are motivated to learn info for which they
understand the purpose and see practical applications
Factors: 2. Adults want to take some control of their learning
1.The extent to which material was originally process and be self-directed
learned 3. Adults want their life experiences to be considered in
2. The ability to retrieve information from the learning situation and want to learn from others’
memory experiences
3. The way in which the material was taught
and learned GAGNE’S CONDITIONS OF LEARNING
-focus on the responsibility of the educator; 1.SIGNAL LEARNING (Classical conditioning)
should be made explicit to the learner -Conditioned response
-emphasizing concepts and principles than -Person develops a general diffuse reaction to a stimulus
facts -ex. An infant smile at the sight of its mother.
*Positive transfer-present learning is
enhanced by past learning 2. STIMULUS-RESPONSE LEARNING (Operant
*Negative transfer- past learning interferes conditioning)
with the present learning - Developing a voluntary response to a specific stimulus
or combination of stimuli
III. SOCIAL LEARNING THEORY (SOCIAL COGNITIVE -ex. A child says papa at the sight of his father
THEORY)
3. CHAINING
Albert Bandura -acquisition of a series of related conditioned responses
*Key Components: or stimulus-response connections
1.People learn as they are in constant interaction with - it is the process whereby most complex psychomotor
their environment skills are learned.
- Most learning occurs as a result of observing other -ex. Riding a bicycle or playing the piano
people’s behavior and its consequences (modeling)
4. VERBAL ASSOCIATION
2. Attentional processes -a type of chaining and is easily recognized in the
– determine which modeled behaviors will be learned process of learning medical terminology
-People perceive and attend only a certain number of -ex. when a child learns the equivalent of words or its
modeled behaviors meaning.
-Characteristics, activities, and social interactions
5. DISCRIMINATION LEARNING
3. Retention processes -A great deal can be learned through forming large
-ability to retain modeled behavior in permanent numbers of stimulus-response or verbal chains
memory -However, the newer chains that are learned, the easier
-people must retain a mental image of modeled it is to forget previous chains
behavior or verbal symbol that is easily recalled -To learn and retain large number of chains, the person
-rehearsal –significant way of retention must be able to discriminate among them
-motivation for learning will determine which modelled -ex. The child learns to distinguish between his mother
behaviors are enacted. and his aunt.
-motivation comes with possibility of valued outcomes
as opposed to unrewarding or punishing 6. CONCEPT LEARNING
-Learning how to classify stimuli into groups represented
TYPES OF LEARNING by a common concept
PEDAGOGY VS ANDRAGOGY -ex. The child learns the concept bird. He distinguishes a
Malcolm Knowles-proponent bird from a mammal.
ANDRAGOGY -teaching of adults
PEDAGOGY -teaching of children 7. RULE LEARNING
- the acquiring of knowledge and understanding of a
DIFFERENCE BETWEEN PEDAGOGY AND ANDRAGOGY relationship between concepts.
- “If … then” relationships
AREAS PEDAGOGY ANDRAGOGY -A learner should learn and comprehend a lot of rules in
Need to know Learn what the teacher Need to know why they a certain field to have no difficulty with the highest level
wants them to learn need to learn something
of learning, which is problem solving
Self-concept Perception of being Feel responsible for their
dependent on the teacher own learning -ex. A child learns the principle- “Metals expanding on
for learning heating”
Role of The teacher’s experience, Adults learn from each 8. PROBLEM SOLVING
experience not the children’s is what other’s experience
counts -this is the highest stage in the hierarchy of learning
Readiness to Must be ready when the Ready to learn when they process
learn teacher says they must or feel the need to know -the learner must have a clear idea of the problem or
they will not be promoted
goal
Orientation to Subject-centered orientation Life-centered or task-
learning centered -recall and apply previously learned rules that relate to
Motivation Externally motivated Primarily internally the situation
motivated, with some -process of formulating and testing hypotheses
external motivation
-define the problem or goal
 -recall the necessary rules related -CE and AE
-ex. A boy proves theorems in geometry -actively accomplish things, trial, and error method to
solve problems
LEARNING STYLES -impatient
People learn in uniquely different ways. The student can -acts on intuition, risk takers
be a learner who is analytic, memory, visual, auditory,
reflective, can learn better independent or in a group 4. ASSIMILATOR
-formerly cognitive style-> learning involves more than -AC and RO
just cognitive -inductive reasoning, creating theoretical models,
-physiologic, affective, cognitive integrating ideas
-habitual manner in which learners receive and perceive -more concerned with ideas than people
info, process it, understand it, value it, store it, and
recall it GREGORC COGNITIVE STYLE MODEL
-the mind has the mediation abilities of perception and
BASIC CONCEPTS: ordering
Holistic/global thinkers -everyone processes info in all four dimensions, but they
->want to get the whole picture quickly, or the gist of have a preference
things
->broad categories before details 1.CONCRETE SEQUENTIAL (CS)
-> process information simultaneously than step-by-step -Highly structured, quiet learning environment and do
manner not like being interrupted
->see how new info connect to old ones and value -Concrete learning materials, visual, literal
->retain overall info
2. CONCRETE RANDOM (CR)
Analytic thinkers -intuitive, trial-and-error, look for alternatives
->process details of a picture -order new information mentally
->outline component parts in logical way
->sees info in objective manner 3. ABSTARCT SEQUENTIAL (AS)
-> do not connect info to personal values or experiences -holistic, seeks understanding of new info
-needs consistency, doesn’t like interruptions
Verbal approach -good verbal skills, logical, rational
-> represent, in their brains, information they read, see,
or hear in terms of words or verbal association 4. ABSTRACT RANDOM (AR)
-holistic, visual
Visual approach -busy, unstructured learning environment
->experience information they read, see, or hear in -focused on personal relationships
terms of mental pictures or images
FIELD INDEPENDENCE/DEPENDENCE MODEL
KOLB’S THEORY OF EXPERIENTIAL LEARNING -Proponent: Herman Witkin

FOUR STAGES OF LEARNING CYCLE a. Field-independent style

1.Concrete experience (CE) -items are perceived independent from their
-learn from actual experience surrounding field
-analytical (parts more than the whole)
2. Reflective observation (RO)
-learning by observing others b. Field-dependent style
-person has a difficulty perceiving items aside from their
3. Abstract conceptualization (AC) surroundings
-creating theories to explain what is seen -global (whole more than the parts)

4. Active experimentation (AE) FIELD INDEPENDENT FIELD DEPENDENT

-using theories to solve problem Mathematical reasoning is strong
Analyzes the elements of a
situation
-These four abilities /modes of learning occur on two continuums: Recognizes and recalls details
>AC to CE – thinking vs feeling Task oriented
>AE to RO - external vs internal Forms attitudes independently
More pronounced self-identity
FOUR POSSIBLE LEARNING STYLES:
Difficulty with mathematical reasoning
Analyzes the whole picture, than
elements
Does not perceive details
People oriented
Attitudes guided by authority or peer
group
See themselves as others see them

1.CONVERGER
-AC and AE
-good decision-making and problem solving The end for midterms . . .
-technical work rather than interpersonal relationships

2. DIVERGER
-CE and RO
-imagination and awareness of meaning
-feeling oriented, people oriented, working in groups

3. ACCOMODATOR