WEEK 1
CONTENTS
Health education perspective
1. Historical development in health education
2. Issues and trends in health education
Health issue and the biological,
psychological, and sociological aspects of
health and disease
Contemporary health and the promotion of optimal
health throughout the lifespan
Historical Development in HE
 From the mid-1800s through the turn of
the 20th century
Described as the formative period by Barlett (1986)
and as the first phase in the development of
organized health care by Dreeben (2010)
Florence Nightingale emerged as a resolute advocate
of the educational responsibilities of district public
health nurses and authored Health Teaching in
Towns and Villages, which advocated for school
teaching of health rules as well as health teaching in
the home
Early 1900 – public health nurses in the US began to
understood the importance of education in the
prevention of disease and maintenance of health
1918 – NLNE (National league for Nursing
Education) observed the importance of health
teaching as a function within the scope of nursing
practice.
1950 – NLNE identified the course content dealing
with teaching skills, development and educational
psychology, and principles of education process of
teaching and learning as areas in the curriculum
common to all nursing schools.
1970’s: Patient’s Bill of Rights
This document outlines patients’ right to receive
current information about their diagnosis,
treatment, and prognosis in understandable terms as
well as information that enables them to make
informed decisions about their health care.
1980s and 1990s
Healthcare trends focused on disease prevention
and health promotion.
Also in recognition of the importance of patient
education by nurses, The Joint Commission (TJC),
formely the Joint Commission on Accreditation of
Healthcare Organizations (JCAHO),established
nursing standards for patient education as early as
1993.
The Evolution of the Teaching Role of Nurses
 The role of nurse education evolved from
healer to expert advisor/teacher to
facilitator of change.
 Another role of nurses educator is train the
trainer. The key to the success of our
profession is for nurses to teach other
nurses. WE are the primary educators of
our fellow colleagues and other healthcare
staff personnel
 Clinical instructor for students in the
practice setting
Socio, Economic, and Political Trends Affecting
Health Care
The federal government published Healthy People
2020, a document that set forth national health goals
and objectives for the next decade.
The Institute of Medicine (2011) established
recommendations designed to enhance the role of
nurses in the delivery of health care.
The U.s Congress passed into law in 2010 the
affordable Care Act (ACA), a comprehensive
healthcare reform legislation.
Consumers are demanding increased knowledge and
skills about how to care for themselves and how to
prevent disease.
Advanced technology increases the complexity of
care and treatment in home and community-based
settings. More rapid hospital discharge and more
procedures done on an outpatient basis force
patients to more self-reliant

Client education improves compliance and and
hence, health and well-being.
Health education enables patients to solve problems
they encounter outside problems they encounter
outside the protected care environments of
hospitals, thereby increasing their independence.
RESEARCH
Research must be conducted on the benefits of
patient education as it relates to:
 Potential of increasing the quality of life
 Leading a disability-free life
 Decreasing the costs of healthcare; and
Managing independently at home through
anticipatory teaching approach.
Effective Nurse Teaching
 Increase consumer satisfaction
 Improve quality of life
 Ensure continuity of care
 Decrease patient anxiety
 Effectively reduce the complications of
illness and the incidence of disease
 Promote adherence to 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
HUMAN BIOLOGY
 Taking of human biology should start form
the kindergarten itself
 Children are taught about the different
parts of the human body and their
functions
 They are also taught the importance of
good health and methods to keep
physically fit
 Teaching also directed towards the need
for exercise, adequate rest and asleep
NUTRITION
People should be taught about the nutrient value of
food stuff and the effect of nutrients on health
It is to help people to choose optimum and balanced
diets
HYGIENE
 The people are taught about the
importance of hygiene and methods of
maintaining hygiene
 A) personal hygiene-to promote good
standards of personal cleanliness.
 B) environmental hygiene-this comprises
two aspects-Domestic and Community
FAMILY HEALTH CARE
To strengthen and improve the health of family as a
unit rather than as an individual
Improving maternal oral health to improve the oral
health of child should also be addressed.
CONTROL OF COMMUNICABLE & NON-
COMMUNICABLE DISEASES
To provide elementary knowledge so that
they can better understand common signs and
symptoms of disease and prevention there by
promoting health
PREVENTION OF ACCIDENTS
 People have to taught about the basic
safety rules and how to prevent common
accidents which takes place in their home,
in their work place or on the road
 Health education programs to educate the
students, parents and teachers about the
use of mouth guards when playing contacts
sports
USE OF HEALTH SERVICES
People have to be inform about the various health
services and preventive programmes available to
them.
They also have to be ducated on the proper use of
these services.
They also be encourage to participate in the health
programmes
WEEK 2
THEORIES IN HEALTH EDUCATION
OBJECTIVES
At the end of the session, the students will be able to
1. Differentiate the different theories in
health education.
2. Know the perspective on teaching and
learning.
3. Appreciate the role of the nurse as a health
educator.
Nola Pender: Health Promotion Model
 Perceive benefits of action:
o Anticipated benefits or outcomes
o Prior positive experience
 Perceived barriers to action
o Perception about available time,
inconvenience, expenses and
difficulty performing the activity.
 Perceived delf efficacy
o Conviction of successfully
carrying out the behavior
necessary to achieve a desired
outcome
 Actively related affect
o Subjective feelings that occur
before, during and following an
activity.
o Negative (unpleasant) or positive
effect (fun and enjoyable)
Intrapersonal Influence
Perception concerning the behavior, belief
or attitude of others
Family, peers and health professional
Situational Influence
Direct and indirect influences on health
promotion behavior
Albert Bandura: Self Efficacy Theory
He found that people learn not only as a result of
their own beliefs and expectations but also by
modeling or observing others.
Self-belief does not necessarily ensure
success, but self-disbelief assuredly spawns
failure.
- Albert Bandura
ADVANTAGES OF SELF EFFICACY THEORY
 High levels of self-efficacy enhance one’s
accomplishments and feelings of personal
well being.
 Self-efficacy helps one to remain calm
when approaching challenging tasks
 High self-efficacy increases one’s
willingness to experiment with new ideas
 Self-efficacy encourages one to set higher
expectations for future performances
Sources of Self Efficacy
1. Experiencing Success
“Success build a robust belief in one’s
personal efficacy.”
2. Choosing Role Models
Behavior + ways of thinking + role models
= SUCCESS
3. Responding to Encouragement
Hearing and accepting verbal
encouragement from others helps
individual overcome self-doubt and to
focus instead on giving their best effort to
overcoming challenges and achieving their
goals
4. Managing Physical & Emotional Responses
How do we do it?
Health Belief Model
o The Health Belief Model is a theoretical
model that can be used to guide health
promotion and disease prevention
programs.
1. Perceived severity
 An individual’s assessment of the
seriousness of the condition, and
its potential consequences
2. Perceived susceptibility
 An individual’s assessment of
their risk of getting the condition
3. Perceived Barriers
  An individual’s assessment of the EDUCATIONS PROCESS Vs HEALTH CARE
influences at facilitate or PROCESS
discourage adoption of the
promote behavior HC PROCESS ASSESSMENT EDUCATION
4. Perceived Benefits PROCESS
 An individual’s assessment of the Appraise
positive consequences of adopting physical and Ascertain
the behavior psychosocial learning
needs. needs,
readiness to
learn, and
learning
styles.
Develop care PLANNING Develop
plan based teaching plan
on mutual based on
goal setting mutually
to meet predetermine
individual d behavioral
PRECED/PROCEED MODEL needs. outcomes to
meet
Lawrence W. Green & Marshall W. Krueter individual
needs.
A framework of comprehensive health promotion/
education program planning Carry out IMPLEMENTATIO Perform the
intervention N act of teaching
It systematically guides the development and s using using specific
evaluation of health education program standards instructional
procedures methods and
PRECEDE-PROCEED Model tools
Determine EVALUATION Determine
 Predisposing,  Policy,
physical and behavior
 Reinforcing, &  Regulatory & psychosocial changes
outcomes. (outcomes) in
 Enabling  Organizational
knowledge,
 Constructs in  Construct in attitudes, and
skills.
 Educational/  Educations &
Ecological

 Diagnosis &  Environmental THE EDUCATION PROCESS

 Evaluation  Development
A systematic, sequential, planned course of action on
the part of both the teacher and learner to achieve
the outcomes of teaching and learning

o TEACHING
A deliberate intervention that involves the
planning and implementation of
instructional activities and experiences to
meet the intended learner outcomes.
o INTRUCTION
 The aspect of teaching that involves
communicating information about a
specific area.
o LEARNING
A change in behavior (knowledge, skills,
attitudes) that can occur at any time or in
any place as a result of exposure to
environment stimuli.
o PATIENT EDUCATION
The process of helping clients learn health-
related behaviors to achieve the goal of
optimal health and independence in self-
care.
o STAFF EDUCATION
The process of helping HCP acquire
knowledge, attitudes, values and skills to
improve the delivery of quality care to the
consumer.
OVERVIEW OF EDUCATION IN HEALTH
CARE
Social, Economic, and political forces impacting
on nurse’s role in teaching:
TRENDS
Consumers demanding more knowledge and skills
for self-care.
Demographic trends influencing type and amount of
health care needed.
Increased recognition of the need for prevention and
promotion efforts.
PURPOSE, GOAL AND BENEFITS OF PATIENT
EDUCATION
Purpose: to increase the competence and confidence
of patients to manage their own-care
Goal: to increase self-care responsibility of clients
and to improve the quality of care delivered by
nurses

Historical Foundations of the Nurse’s Role as Benefits of Education to Patients:

Teacher
 Increase consumer satisfaction
Health education has long been considered  Improve quality of life
a function of standard care given by the  Ensure continuity of care
nurse.  Reduce incidence of illness
complications
Standard and Mandates for Patient
 Increases compliance with
Education by Professional Organizations
treatment
and Agencies:
 Decrease anxiety
 Maximize independence
NLNE (NLN) National League of Nursing
Education
ASSURE Model
First observed health teaching as an
important function within the scope of
A useful paradigm to assist nurses to organize and
nursing practice
carry out the education process.
Responsible for identifying course content
A-nalyze the learner characteristic
for curriculum on principles of teaching
and learning. S-tate objectives

JCAHO (Joint Commission on S-elect teaching methods and tools

Accreditation of Healthcare
Organization) U-se teaching methods and tools

Accreditation mandates require evidence of R-equire learner performance/response

patient education to improve outcomes
Patient’s Bill of Rights ensures that client E-valuate as necessary the teaching and revise
receive quality complete and current
information.

ISSUES AND TRENDS IN HEALTH EDUCATION ROLE OF THE NURSE AS TEACHER

Nurses function in the role of teachers as:
The givers of information
The facilitators of learning
The coordinators of teaching
Predictor of preventive health behavior
o Individual perceptions
o Modifying factors
o Likelihood of action

The advocated of the client

The nurse’s role in education others stems form the
philosophy that stresses mutual partnerships and
active participation by the nurse and patient in the
teaching and learning process.
Uses approach behaviors rather than avoidance
behavior
o Individual characteristics and
experiences
o Behavior-specific cognitions and affect
o Behavioral outcome

Focuses on a person’s expectations relative to a

specific course of action

o Mode of Induction
o Source of efficacy
o Cognitive processes
o Competency perceptions
o Expected outcomes

Uses an epidemiological perspective on health

promotion

o PERCEDE component identifies priorities

and objectives
o PROCEED component addresses criteria for
policy, implementation, and evaluation

BARRIERS TO EDUCATIO AND OBSTACLE TO

LEARNING

MAJOR BARRIERS

Lack of time to teach due to patient shortened

lengths of hospitals stays, and the nature of nurse/
patient contact in various settings.

Inconsistent coordination and inadequate

WEEK 3 documentation negatively impacts on the quality and
quantity of teaching efforts
OBJECTIVES:
Inadequate preparation health care providers in the
At the end of the session, the student will be able to: principles of teaching and learning to assume the
role of teacher with confidence and competence
Know the different principles of good teaching
practice. Low priorities status and limited financial resources
given to teaching when other task-oriented
Identify the barriers in education and obstacle in
responsibilities take precedence.
learning
Lack of 3rd reimbursement to support education
HEALTH BELIEF MODEL efforts.
Lack of commitment to the concept of the “utility” of
patient education.
OBSTACLES TO LEARNING
 may interfere with a learners ability to
attend to and process information
Limited time due to: rapid discharge form care,
stress of acute and chronic illness, anxiety, sensory
deficits, and low literacy
Lack of privacy or social isolation of health-care
environments
Situational and personal variations in readiness to
learn, motivation and compliance, and learning
styles.
Extent of behavioral changes (in number and
complexity) required
Lack of support and positive reinforcement from
providers and/or significant others
Psychological factors of denial of learning needs,
resentment of authority, and locus of control
Inconvenience, complexity, inaccessibility of
the health-care system
SEVEN PRINCIPLES FOR GOOD PRACTICE IN
UNDERFRADUATE EDUCATION
o Adam is discharged after 3 days and has
mild, persistent abdominal pain. The
medical term attributes the pain to the
surgical incision. When Adam returns for
his 2-week post-operative check at the
surgeon’s office, he reports increasing
abdominal pain and a 3-day history of a
low-grade fever.
o An X-ray of the abdomen reveals a surgical
sponge. Adam undergoes another surgery
to remove the sponge, at which time an
abdominal infection is discovered. The
surgery is performed by a different surgical
team at the same hospital. The treatment of
the abdominal infection requires a 4-day
stay in the hospital followed by a 3-week
course of intravenous antibiotics at home.
Adam, who employed as an architect,
misses a total of 8 weeks of work.
o The root cause analysis reveals that the
sponge counts took place before and after
the surgical procedure, and correct counts
were documented. The patient’s physical
make-up was considered to be causative
factor.
o Being an assigned nurse, what would be
your affective and therapeutic approach?

o encourage contact between students and

faculty.
o Develop reciprocity and cooperation
among students.
o Encourage active learning.
o Give prompt feedback.
o Emphasize time on task.
o Communicate high expectations.
o Respect diverse talents and ways of
learning.

CASE SCENARIO

o Adam, a 55 year-old male is admitted to

your hospital for an elective removal of his
WEEK 4
spleen. The nurses, operating surgeon and
anesthesiologist are all employed by the
APPLYING LEARNING THEORIES TO
hospital, which is self-insured for
professional liability. The procedure is
HEALTHCARE PRACTICE
technically challenging due to the patient’s
obesity but appears to go smoothy.
 Spontaneous Recovery

Is a useful respondent conditioning concept that

needs to be given careful consideration in relapse
prevention programs. The underlying principle
operates as follows: Although a response may
appear to be extinguished, it may recover and
reappear to any time (even years later), especially
when stimulus conditions are similar to those in the
initial learning experience.

BEHAVIORIST LEARNING THEORY

 Escape Conditioning and Avoidance

Conditioning

CRITICISMS

A teacher-centered model in which learners are

assume to be relatively passive and easily
manipulated.

Who is to decide what the desirable behavior should

be?

Emphasis on extrinsic reward and external

incentives reinforces …

Research evidence supporting behaviorist theory is

often based on animal studies

Learners changed behavior may deteriorate over

Systematic Desensitization
Is a technique based on respondent conditioning that
is used by psychologists to reduce fear and anxiety in
their clients
Stimulus Generalization
Is the tendency of initial learning experiences to be
easily applied to other similar stimuli.
Discrimination Learning
time, especially once they return to their former
environment an environment with a system of
rewards and punishments that may have fostered
their problems in the first place.
COGNITIVE LEARNING THEORY
Cognitive learning theory includes several well-
known perspective, such as gestalt, information
processing, human development, social
constructivism, and social cognition theory.

A principle assumption is that each person
perceived, interprets, and respond to any situation in
his or her own way.
Information Processing a cognitive perspective
that emphasizes thinking processes: though,
reasoning , the way information is encountered and
stored, and memory functioning
How information is incorporated and retrieved is
useful for nurses to know, especially in relation to
learning by
Cognitive Development a third perspective on
learning that focuses on qualitative changes in
perceiving, thinking, and reasoning as individuals
grow and mature.
What do cognitive development theorists say
about learning?
First, although the cognitive stages develop
sequentially, some adults never reach the formal
operations stages
It is not until the adult years that people become
better able to deal with contradiction, synthesize
information, and more effectively integrate what
they have learned characteristics that differentiate
adult thought from adolescent thinking.
SOCIAL CONTRCTIVIST PERSPECTIVE
Learning is heavily influenced by the culture and
occurs as a social process in interaction with others
SOCIAL LEARNING THEORY
Concepts: role modeling, vicarious reinforcement,
self-system, self-regulation
To change behavior, utilize effective role models who
are perceived to be rewarded, and work with the
social situation and the learner’s internal self-
regulating mechanisms
PSYCHODYNAMIC LEARNING THEORY
Id the most primitive source of motivation comes
from the if and is based on libidal energy (the basic
instincts, impulses, and desires human are born
with).
EROS THANATOS
Ego. Mediating there two opposing frces in the
personality is the ego, which operates based on the
reality principle.
Super ego. Which involves the internalized societal
value and standards, or the conscience.
DEFENSE MECHANISMS
 When the ego is threatened, as can easily occur in To humanists, “Tell me how you feel” is a much more
the healthcare setting, defense mechanisms may be important instruction than “tell me what you think”.
employed to protect the self.
HOW TO PROMOTE CHANGE

Relate to what learner knows and is familiar

Keep experiences simple, organized and meaningful;
Motivate learner (deprivation, goals, disequilibrium,
needs, tension)
May need incentives and rewards, but not always
Experience must be at appropriate development
level
Make learning pleasurable not painful
Demonstrate by guidance and attractive role models
HOW TO MAKE LEARNING RELATIVELY
PERMANENT
Relate experiences to learner
Reinforce behavior
Rehearse and practice in variety of settings
Have learner perform and give constructive feedback
Make sure interference does not occu before, during,
or after learning
Have learner mediate and act on experience in some
ways (visualize, memory devices, discuss, talk, write,
HUMANISTIC LEARNIG THEORY motor movement)

TEACHING STRATEGIES SPECIFIC TO

DEVELOPMENT STAGES OF LIFE

INFANCY AND TODDLERHOOD

 Teaching Strategies
o Focus on normal development,
safety, and wellness care
o Use repetition and imitation
o Stimulate the senses
o Provide safety
Like the psychodynamic theory, the humanistic
perspective is largely a motivational theory. o Allow for play and manipulation
of objects
Self-concept and self-esteem are necessary
considerations in any learning situation. PRESCHOOLER

The role of any educator or leader is to serve as a  Piaget: preoperational stage

facilitator. Listening-rather than talking – is the skill o Egocentric; thinking is literal and
needed. concrete; precausal thinking
 Erikson: initiative vs. guilt
Feelings and emotions are the keys to learning,
communication, and understanding in humanistic o Taking on tasks for the of being
psychology. involved and on the movie;
 learning to express feelings
through play
WEEK 5
DETERMINANTS OF LEARNING
IN A RURAL SETTING
What type of problems are we up against?
 Limited time
 Limited manpower
 Increasing self-care responsibilities
 Consumer expectations
 Lack of competence as educators
ASSESSMENT OF THE LEARNER INCLUDES
ATTENDING TO THE THREE DETERMINANTS
OF LEARNING:
Learning Needs (WHAT the learner needs to
learn)
Readiness to Learn (WHEN the learner is
receptive to learning)
Learning Style ( HOW the learner best learns)
ASSESSMENT OF LEARNING
 Identify the learner
 Choose the right setting
 Include the learner as a source of
information
 Involve members of the health-care team
 Prioritize needs
 Take time-management issues into account
Needs are prioritized based on the following
criteria:
 Mandatory- needs which must be learned
for survival when the learners life or safety
is threatened.
 Desirable – Needs which are not life-
dependent but are related to well being
 Possible – Needs for information which are
“nice to know” but not essential or required
because they are not directly related to
daily activities or the particular situation of
the learner.
METHODS TO ASSESS LEARNING NEEDS
 Informal conversations
 Structed interviews
 Focus groups
 Tests/Questionnaires
 Observations
 Patient charts
Take TIME to take a PEEK at the four types of
Readiness to Learn!
The Four Types of Readiness to Learn are:
 P – Physical Readiness
 E – Emotional readiness
 E – Experiential Readiness
 K – Knowledge readiness
LEARNING STYLES
LEARNING STYLE PRINCIPLES
 Student should have the opportunity to
learn through their preferred style.
 Students should be encouraged to diversify
their style preferences
 Teachers can develop specific learning
activities that reinforce each style
RIGHT/LEFT, WHOLE BRAIN THINKING
 Brain Preference Indicator
 Right hemisphere – emotional, visual-
spatial, non-verbal hemisphere
Thinking processes using the right-brain
are intuitive, subjective, relation, holistic,
and time free
 Left hemisphere – vocal and analytical side
thinking process using reality-based and
logical thinking with verbalization
HERRMANN BRAIN DOMINANCE INSTRUMENT
(HBDI)
  Quadrant A (left brain, celebral): logical,
analytical, quantitative, factual, critical
 STIMULI
 Quadrant B (left brain, limbic): sequential,
organized, planned, detailed, structure o Environmental

 Quadrant C (right brain, limbic): emotional, o Emotional

interpersonal, sensory, kinesthetic, symbolic o Sociological
 Quadrant D (right brain, cerebral): visual o Physical
holistic, innovative
o Psychological

 ELEMENTS
o Sound, light, temp
o Motivation
o Peers, self, pair, team
o Time, intake, mobility
EXAMPLES OF RIGHT-BRAIN/LEFT-BRAIN AND o Global, impulsive
WHOLE-BRAIN THINKING
 Left Brain MYERS – BRIGGS TYPLE INDICATOR
 Prefer talking and writing
 Recognizes/remembers names
Entraversion (E) ↔ Introversion (I)
 Solve problems by breaking them into parts
Sensing (S) ↔ Intuition (N)
 Conscious of the time and schedules
Thinking (T) ↔ Feeing
Judgment (J) ↔ Perception (P)
 Right Brain
 Prefer drawing and manipulating objects
 Recognizes/remember faces
 Solves problem by looking at the whole, looks for
pattern, using hunches
 Not conscious of time and schedules

Whole brain – combining both sides of the brain

DUN AND DUN LEARNING STYLE

 The health educator wants to assist a child in
learning about a kidney disorder

 Linguistic – recite on different body parts; hoe

to take care of the body
 Spatial – have a diagram and allow the child to
associate colors with shapes
 Bodily – kinesthetic – Have a kidney model be
manipulated; then perform role play.
 Logical-mathematical – group concepts into
categories.
 Musical-teach self care by putting information
into a song.
KOLB LEARNING STYLE
 Interpersonal – Use group activities
 Intrapersonal – allow the child to advocate for
kidney

PLANNING AND CONDUCTING

Developing a Course Outline or Syllabus

 A course outline is a document that benefits
students and instructors. It is an essential piece
when designing any course. The course outline
has a few purposes.
 A syllabus is a planning tool. Through the
development of a syllabus, instructors can set
course goals, develop student learning
GARDENER’S EIGHT TYPE OF
objectives, create and align assessment plans, as
INTELLIGENCE well as establish a schedule for the course.

 Linguistic Intelligence
Formulating Course Objectives / Goal
 Logical – mathematical intelligence
 Spatial intelligence
 Musical Intelligence
 Body kinesthetic Intelligence
 Interpersonal Intelligence
 Naturalistic Intelligence
 What are the big ideas that you are going to
cover in your course?
 What are the essential; understanding that
students will take away with them after the
course has finished?
 It is important to define these course goals, as
they will help you determine what you expect
 from your students, and what your students can  Time allotment
expect from the course.
 Resources for instruction
 Evaluation
Student Learning Objective / Outcomes
Characteristics of Goal and Objectives
 The outcomes are usually statements that are
verb oriented and directed at the students.  Goals: the final outcome of what is achieved at
the end of the teaching-learning process
 For example: “Students will be able to identify
key geomorphological formations on a Southern  Objective: a behavior describing the
Alberta map”. performance learners should be able to exhibit
to be considered competent
Differences Between Goals and Objectives
Goals Objectives
Global specific
Broad Singular
Long-term Short-term

Three Major Advantages to Writing Objectives

 Provides basis for selection and design of
instructional content, methods, and materials
 Provides learner with means to organize efforts
SELECTING CONTENT toward accomplishing objectives

Selecting teaching methods  Allows for determination as to the extent

objectives have been accomplished
Choosing a textbook / references
Conducting the class
The STP Approach
 A simple mnemonic to remember the
WEEK 6 components of a well-written behavioral
objectives is:
1. Student behavior (performance)
FORMULATING A TEACHING PLAN AND 2. Testing situation (condition)
BEHAVIORAL OBJECTIVES
3. Performance level (criterion)

Types of Objectives SAMPLE OF WRITTEN OBJECTIVES

 Educational Objectives are used to identify
the intended outcomes of the educational
process
 Instructional Objectives describe the
teaching activities, specific content areas, and
resources used to facilitate effective instruction
 Behavioral Objectives, also referred to as
learning objectives describe precisely what the
learner will be able to do following a learning
situation.

Basic Elements of a teaching Plan

 Purpose
 Goal Statement
 Objectives
 Content outline
 Methods of teaching

COMMONLY USED VERBS ACCORDING TO
DOMAIN CLASSIFICATION
Teaching in the Affective Domain
TAXONOMY OF OBJECTIVES
 Behavior is defined according to type (domain
category) and level of complexity (simple to
complex).
 Three Types of Learning Domain
1. Cognitive – the “thinking” domain
2. Affective – the “feeling” domain
3. Psychomotor – the ‘skills’ domain
EXAMPLE OF VERBS WITH MANY OF FEW
INTERPRETATIONS
Teaching in the Psychomotor Domain
Teaching in the Cognitive Domain
 Learning in the domain involves acquisition of
information based on the learner’s intellectual
abilities and thinking processes.
 Methods most often used to stimulate learning in
the cognitive domain include:
o Lecture
o One-to-one instruction
o Computer-assisted instruction
 Cognitive domain learning is the traditional
focus of most teaching
 Cognitive knowledge is an essential prerequisite
for learning affective and psychomotor skills
 Learning in this domain involves commitment to
feeling; the degree to which feelings or attitudes
are incorporated into one’s personality or value
system
 Methods most often used to stimulate learning in
the affective domain include:
o Group discussion
o Role-playing
o Role-modeling
o Simulation gaming
o Questioning
 HCP are encouraged to attend to the needs of the
whole person by recognizing that learning is
subjective and values driven
 More time in teaching needs to focus on
exploring and clarifying learner feelings,
emotions, and attitudes
 Learning in this domain involves acquiring fine
and gross motor abilities with increasing
complexity of neuromuscular you can
answercoordination.
 Methods most often used to stimulate learning in
the psychomotor domain include:
o Demonstration
o Return demonstration
o Simulation
o Gaming Self-Instruction
 Psychomotor skill development is very
egocentric and requires learner concentration
  Asking questions that demand a cognitive or
effective response during psychomotor learning
interferes with psychomotor performance
 The ability to perform a skill is not equivalent to
learning a skill
 “Practice makes perfect” – repetition leads to
perfection and reinforcement of behavior
Factors Influencing Psychomotor Skill
Acquisition
 The amount of practice required to learn a new
skill varies with the individual depending upon
such things as:
o Readiness to learn
o Motivation to learn
o Past experience
o Health status
o Environmental stimuli
o Anxiety level
o Development stage
o Practice session length
 Internal Consistency exists when you can answer
“yes” to the following questions:
o Does the plan facilitate a relationship
between its parts?
o Do all 8 elements of the plan “hang
together”?
o Is the identified domain of learning in
each objective reflected in the purpose
and goal as well as across the plan all
the way through to the end process of
evaluation?
Purpose: To provide mothers of male newborns with the
information necessary to perform post circumcision care.
Goal: The mother will independently manage post
circumcision care for her baby boy.
Objective: Following a 20-teaching session, the mother will
be able to demonstrate
SUMMARY
 Assessment of the learner is a prerequisite to
formulating objectives.
 Writing clear and concise behavioral objective is
fundamental to the education process.
 Goals and objectives serve as a guide to planning,
implementation, and evaluation of teaching and
learning.

DEVELOPMENT OF TEACHING PLANS

 Predetermined goals and objectives serve as a
basis for developing a teaching plan
 Mutually agreed upon goals and objectiveds
clarify what the learner is to learn and what the
teacher is to reach

Reasons to Construct Teaching Plan

1. Ensures a logical approach to teaching and keeps
instruction on target.
2. Communicates in writing an action plan for the
learner, teacher, and other providers to follow.
3. Serves as a legal document that indicates a plan
is in place and the extent of progress toward
implementation.

The Major Criterion for judging a Teaching Plan

 2. Teachers and professors are the sole supplier of
knowledge and information
3. Teaching through lectures and teacher-ed
WEEK 8 demonstrations
4. Effective in teaching basic and fundamental skills
across all content areas
TEACHING STRATEGIES AND INQUIRY-BASED LEARNING
METHODOLOGIES FOR TEACHING &
1. Focuses on students investigation and hands-on
LEARNING learning.
TRADITIONAL TEACHING STRATEGIES 2. Teacher’s primary role is that of a facililiator
3. Students play an active and participatory role in
1. Learning their own learning process.
2. Discussion COOPERATIVE LEARNING
3. Questioning 1. Emphasizes group work and a strong sense of
4. Using Audio-Visuals community

5. Interactive Lecture 2. Learners are placed in responsibility of their

learning and development
3. Focus on the belief that students learn best when
TEACHING METHOD working with and learning from their peers.

The term teaching method refers to the general principles,

pedagogy and management strategies used for classroom DISCUSSION
instruction. Your method depends on what are your goals,
your individual style and your school’s vision.  The action or process of talking about something
in order to reach a decision or to exchange ideas.

TEACHING-CENTERED LEARNING
TYPES OF DISCUSSION
 Teachers are the main authority figure
FORMAL DISCUSSION
 Students are viewed as “empty vessels”
 Announced topic
 End goal is testing and assessment
 Reading, watching movie – done in advance
 Primary role of teachers is to pass knowledge to
students. INFORMAL DISCUSSIONS
 Student learning is measured through  Spontaneous
objectively scored tests.

DISCUSSION TEACHNIQUES
STUDENTS-CENTERED LEARNING
Facilitate, do not discuss.
 Teachers and students play an equally active role
in the learning process  Refrain from talking. Watch group progress,
Keep everyone engage in discussions.
 Teachers are coaches and facilitator of learning
Encourage quiet members to participate
 Student learning is measured through authentic
assessments using summative and formative  Make eye contact and smile.
tools.  Give direct, simple questions: “Mary, what do
you think?”
Keep the discussion on track.
EDUCATIONAL PEDAGOGY: 3 TEACHING
 “We seem to have strayed a little from our topic.
STYLES Let’s pick up on the last topic that lot was talking
about.”
1. Direct Instructions (Direct)
Clarify when confusion reigns.
2. Inquiry-based learning (Discuss)
 Recording may help the group. Let them learn
3. Cooperative Learning (Delegate) the act of clear self-expression.
 Tolerate some silence. Silence gives everyone a
DIRECT INSTRUCTION chance to think
1. Traditional teaching strategy  Summarize when appropriate.
USING AUDIO-VISUAL
 COMBINATION OF AUDIO-VISUAL AIDS
 Sound and sight can be combined
together
 Televisions
 Tape and slide combinations
 Video cassette players and records
 Motion pictures or cinemas
 Multimedia computers
 These also include traditional media-
folk dance, folk songs, puppet shows,
dramas
INTERACTIVE LECTURE
 The lecture can be easily revised and updated
 The lecture is a convenient method for
instructing large groups.
 The lecture is often useful to supplement
material from other
LIMITATION OF LECTURE METHOD
 Time of preparation and speech skill necessary
for effective lecture, provide the focus for this
course.
 In its purest form, it is a passive method
learning.
 Usually doesn’t allow the opportunity for
listeners to ask question.
 Attempts to transfer the same content at the
same pace. How can students distinguish what is
most important
 Instructor need to learn and use effective writing
and speaking skills
INTERACTIVE DEMONSTRATION
 In interactive demonstration number of separate
steps are performed by trainers and trainees.
 It is the sharing of experience between the
trainers and trainees throughout the
demonstration
 In interactive demonstration there is active
involvement of trainees/earners.
 In interactive is a possible way to change the
behavior of the trainees
POINT TO BE KEPT IN MIND WHILE PLANNING
INTERACTIVE DEMONSTRATION

 Interactive lecture is different from the formal  Arrangement of the room

lecture.  Set the climate
 It is usually not longer then 20-25 minutes.  Set the objectives
 It involves the participants in discussions as  Display and describe the materials
much as possible.
 Conduct interactive demonstration
 They are more likely to assume responsibilities
for their own learning  Closing demonstration

KEY TO DELIVER EFFECTIVE AND INTERACTIVE

LECTURE
ROLE PLAY
 Two-way communication
 Use visuals In which few participants are asked to act out a realistic
situation in order to meet learning objectives
 Eye contact
TYPES OF ROLE PLAY
 Use of examples
 Structural or rehearsed role play
 Use of participants experiences
 Unstructured role play
 Use of slow pace
 Controlled and directed role play
 Summarization
ADVANTAGE OF THE LECTURE METHOD
MAJOR ADVANTAGES AND LIMITATIONS
 Students can interrupt for clarification or more OF ROLE PLAY
detail.
ADVANTAGES LIMITATIONS
 Other media and demonstration can be easily
combined with the lecture. Opportunity to Limited to small
explore feelings groups.
 It’s good to introduce a new subject or focus on a
and attitudes.
content area Tendency by some
 Small groups are further divided into smaller groups in
Potential for participants to order to make the passive members active. This is called
bridging the gap overly exaggerate Huddle Method
between their assigned roles.
understanding and
A role part loses its
feeling.
realism and CHARACTERISTIC
Narrow the role credibility if played
 4 to 6 members
distance between too dramatically.
and among  Each member may be huddle leader
Discomfort felt by
patients and
some participants in  Time limit is there
professionals.
their roles or
 To report to general body
inability to develop
them sufficienty.  To active group members
 To improve participation

GROUP DISCUSION  To get more contribution of members

 Two or more participants are engage in a

meaningful discussion about a particular topic or BUZZ METHOD
idea.
 Huddle Groups are further divided into smaller
 Use to share experiences of knowledge with
groups known as Buzz Groups in order to make
others.
passive members active.
 Help to understand complex ideas and then
 One huddle group id divided into two subgroups
make decision about them
CHARACTERISTICS
 Also used to do need assessment.
 Only 2 members
TYPES OF GROP DISCUSSION
 100% Participation
 Small group discussion
 No Buzz Leader
 Huddle method
 To report to general body.
 Symposium method
 High Noise
 Seminar method
 Conference method Buzz Method
 Workshop method SYMPOSIUM METHOD
 Panel Discussion method
 A major subject is divided into sub-heads
 Statement method
 Each sub head is allotted to one speaker to speak
on it
 For E.g in a Symposium on vitamin A, One
SMALL GROUP DISCUSSION
speaker is allowed to speak on the sub-topics of
What is Vit.A, What are the sources of Vit.A, What
 Used for imparting the training to develop skills
are the functions of Vit.A,Deficiencies and
to a small group of participants.
Diseases due to less intake of Vit.A, Sings and
 Important method for transfer of technology to symptoms of Vit. A deficiencies and how treat
rural women. these deficiencies.
 Provide theoretical knowledge and then CHARACTERISTICS
supplementing with practical experience.
 20 – 30 minutes to each speaker are given
 Motivate them to adopt new practices through
 One moderator is appointed.
skill trainings.
 Presentation supported by Visual Aids.
CHARACTERISTICS
 Panel Discussion/Question Answer session
 Face to face seating of members.
organized after each presentation
 5 to 20 members
 Group leader is selected
SEMINAR METHOD
 Good sitting arrangement
 Some members of the group may become  The speakers are allowed to speak on any
passive aspects of main subject.
 For E.g. The speakers can speak on any aspects
of Vit.A
HUDDLE METHOD
CHARACTERISTICS
 Followed by Panel Discussion at the end
 One moderator is appointed for controlling the
discussion
 Each speaker is given 30 minutes.
CONFERENCE METHOD
In this method, only scientist or researcher who have
conducted research on a particular variety or practice
present their research findings.
CHARACTERISTICS
 One moderator is appointed to control the
discussion.
 Presentation is followed by Panel Discussion.
 Recommendation of conference are also
circulated for use by the concern
person/institutions.
WORKSHOP METHOD
 A major area/subject is divided into sub-heads.
 The group members also divided into 3 or 4 sub-
groups.
 Each group is assigned with a sub topic
discussion.
CHARACTERISTICS
 The result of discussion in each sub-group are
presented in the general session.
 It is also followed by the Panel Discussion.
 This workshop method is adopted to bring out
quick results on a complex problem/subject.
PANEL DISCUSSION
 Panel Discussion is an excellent method for
discussing controversial subjects like, opinion
regarding avenues for empowerment of rural
women or concerns regarding women’s role in
development programmed.
 In panel Discussion is a selected group of person
discuss the problem in a conversational manner
where a chairperson introduces and guides the
discussion
CHARACTERISTIC
 3 to 6 members
 Highly structured and the control of the content
rests heavily with the panelists
 The learners as audience have very little
opportunity to participate
 At the end they get an opportunity to clarify
doubts or express their views
STATEMENT METHOD
 The group will be given statement for discussion
by the trainer who acts as coordinator, facilitator
and motivator to motivate the group for
discussion.
 Trainees are very much involved.
 The communication is two way b/w trainers and
trainees
BRAIN STROMING METHOD
Group activity process used to generate alternatives ideas
and suggestion in response to a stated question or problem.
PURPOSE
 Many alternatives suggesctions are generated
 Generates alternatives ways of looking at a
problem.
 Easy to identify person who have sound
knowledge on the subject
 Original and innovative ideas are generated
 Cross checking ideas is possible.
PROBLEM SOLVING METHOD
 Very useful in identifying problems & their
solutions.
 Trainees are cluster into little groups of two or
three.
 They can use the information or principles being
taught in discussion for soughing out problem.
DEBATE
In the half of the speakers speaks against the motion in
pair. So it is similar to group discussion. Speaker is
provided a chance at the end to answer his criticism.
WEEK 9
COMPUTER TEACHING STRATEGY
COMPUTER ASSISTED INSTRUCTION
Computer Assisted instruction (CAI), is a program of
instructional material presented by means of a computed
or computer systems.
ADVANTAGES OF CAI
 One-on-one interaction
 Freedom to experiment with learning options
  Immediate feedback VIRTUAL REALITY
 Self-pacing
Virtual Reality (VR) is a computer-generated environment
 Privacy for shy/slow learners with scenes and objects that appear to be real, making the
 Learners learn more rapidly used feel they are immersed in their surroundings. This
environment is perceived through a device known as a
 Multimedia provides a variety of formats to virtual headset or helmet
present material
 Self-directed learning
CATEGORIES OF VIRTUAL REALITY
DISADVANTAGES OF CAI
 Generally costly systems to purchase, maintain, NON-IMMERSIVE
and update. Rely on a computer or video game soncole, display, and
 The use of computers in education decreases the input devices like keyboards, mice, and controllers
amount of human interaction
 Learners feel overwhelmed SEMI-IMMERSIVE
 Multimedia overuse can detract from learning Provides realism through 3D graphics. This category or VR
outcomes. is used often for educational or training purposes and relies
 Inability to ask a “person” for material not on high-resolution displays
understood
 Equipment malfunction FULLY IMMERSIVE
Give users the most realistic stimulation experience,
complete with sight and sound

DISTANCE LEARNING

Why Distance Learning?

 Ro ensure learning continuity
 Has made education more accessible to larger
groups of people

COMMON TYPES OF DISTANCE LEARNING

 Video conferencing
 Synchronous Learning
 Asynchronous Learning

CONCLUSION  Open-Schedule

No machine can match the human being for effective  Fixed-Schedule

interaction with the human beings. The emotional touch,  Computer-based
sympathy and warmth as the heart link established in
teacher pupil interaction are not possible in CAI.  Hybrid Learning
These limitations and drawbacks don’t undermine the
importance of computers as an aid to instruction. They are
not to replace the teacher or the traditional teaching MISSION AND VISSION
learning system but to render a valuable help to the teacher
as well as learners in their pursuit of excellence with regard
to their responsibilities toward teaching and learning. BENEFITS OF DISTANCE EDUCATION

THE INTERNET

The internet supports human communication through

social networking, electronic mail (e-mail), “chat rooms,”
discussion groups, and streaming audio and video, and
allows people to collaborate in many different places.
SYNCHROMOUS APPROACH
 The participants in the same space at the same
time in order to attend to the material od
teaching. All the studenrs should assemble
before the TV or broadcast to receive
instructional material. It is more closure to
traditional class room.
ASYNCHRONOUS APPROACH
 The instructional is delivered at different points
of time usually recorded videos, print materials
etc. Learner have freedom to receive the
instructional at their own time, space and pace.
CHALLENGES AND ISSUES IN DISTANCE
EDUCATION IN NURSING
LET’S UNDERSTAND THESE RELATED
TERMINOLOGIES
EFFECTIVENESS
 Distance education has proved to be an effective
delivery system for nursing education. Studies
comparing distance education with traditional
classroom experiences find that academic
achievement, socialization, and mentoring
opportunities are comparable or improved by
using distance education. In addition, students
reports satisfaction with learning at a distance,
probably because of the convenience of being
able to take courses at their chosen time and
place.
SUMMARY AND CONCLUSION
 Although not everyone, distance education is a
“connecting point” for faculty and students who
are separated by time and space. As technology
becomes increasingly available to nurse
educators, the instructional and public relations
advantages become significant benefits to nurse
educators.
WEEK 11
TEACHING PSYCHOMOTOR SKILLS
 Psychomotor skills are primarily movement asks
that lead individuals to learn about their
environment
COGNITIVE GOALS (EXAMPLES)
 Define psychomotor Skills
 Explain the relationship between cognitive and
affective objectives to psychomotor objectives.
 Describe teaching methods appropriate for
learning a psychomotor skill.
 Describe classroom activities used to teach and
practice psychomotor skills
 List method to enhance the experience of
psychomotor skill practice in the classroom.
EXAMPLES OF VERBS WITH MANY OF FEW
INTERPRETATIONS
PSYCHOMOTOR GOALS
 Demonstrate proper facilitations techniques
when demonstrating skills
 Demonstrate the use of corrective feedback
during a skills demonstration.
 Create a skill session lesson plan which
maximizes student practice time.
 Create a skill scenario which enhances realism.
AFFECTIVE SKILL
 Acknowledge the need to teach the mechanics of
a skill before students can apply higher level
thinking about the process.
 Value the need for students to practice until they
attain mastery level.
 Model excellence in skill performance.

WHY THIS MODULE IMPORTANCE?
Psychomotor skill development is crucial to good patient
care.
Psychomotor skills are used to provide patient care and
also ensure the safety of the members of the team.
There are many ways to perform medically acceptable
skills behaviors.
Need to know steps of skills performance in order to
effectively apply critical thinking skills in situation they will
face in the field setting
FIVING LEVELS OF PSYCHOMOTOR SKILLS
 Imitation
 Manipulation
 Precision
 Articulation
 NAturalisation
IMITATION
 Students repeats what is done by the instructor.
 “See one, do one”
 Avoid modeling wrong behavior because the
student will do as you do
 Some skills are learned entirely by observation,
with no need for formal instruction.
MANIPULATION
 Using guidelines as a basis or foundation for the
skill (skill sheets).
 May make mistakes.
 Making mistakes and thinking through
corrective actions is a significant way
to learn.
 Perfect practice makes perfect.
 The student begins to develop his or her own
style and techniques.
PRECISION
 The student has practice sufficiently to perform
skill without mistakes.
 Student generally can only perform the skill in a
limited setting.
- Example: student can splint a broken arm if
patient is sitting up but cannot perform
with same level of precision if patient is
lying down.
ARTICULATION
 The student is able to integrate cognitive and
affective components with skill performance.
- Understands why the skill is done a certain
way.
- Knows when the skill is indicated.
 Performs skill proficiently with style.
 Can perform skill in context.
- Example: student is able to splint
broken arm regardless of patient
position
NATURALIZATION
 Mastery level skill performance without
cognition.
 Also called “muscle memory”.
 Ability to multitask effectively.
 Can perform skill perfectly during scenario,
simulation, or actual patient situation
TECHING PSYCHOMOTOR SKILLS:
WHOLE-PART-WHOLE TECHNIQUES
 Requires that the skill be demonstrated 3 times
as follows:
- WHOLE: The instructor demonstrates
the entire skill, beginning to end while
briefly naming each action or step.
- PART: The instructor demonstrates
the skill again, step-by-step,
explaining each part in details.
- WHOLE: The instructor demonstrates
the entire skill, beginning to end
without interruption and usually
without commentary.
 This technique provides a rationale for how the
skill has been performed.
- Students may or may not be allowed
to interject questions as the
demonstration is going on, but
generally discussion is allowed during
the middle, step-by-step “part”
demonstration.
PROGRESSING THROUGH LEVELS OF SKILL
ACQUISITION: NOVICE TO EXPERT
 Allow students to progress at their own space.
- Id you move student too quickly they
may not understand what they are
doing and will not acquire good skills.
 Students should master individual skills before
placing them in context of a scenario or
simulation.
 Students should allowed ample time to practice a
skill before being tested.
FROM NOVICE TO MASTERY LEVEL
 Demonstrate the skill to students.
 Students practice using a skills check sheet.
 Students memorize the steps of the skill until
they can verbalize the sequence without error
  Students perform the skill stating each step as
they perform it
 Students perform the skill while answering
question about their performance.
 Students perform the skill in context of a
scenario or actual patient situation
PROVIDING FEEDBACK DURING DEVELOPMENT
 Interrupt and correct the wrong behavior in
beginners to prevent mastery (muscle memory)
of the wrong techniques.
 Practice sessions should end on a correct
performance of demonstration of the skill.
 Allow advanced students to identify and correct
their own mistakes under limited supervision.
 Adult learners need encouragement and positive
feedback to reinforce the correct behaviors.
 Allow adults to develop their own style of the
standard techniques after mastery has been
achieved.
IMPROVING DEVELOPMENT DURING SKILLS
SESSION
 Have all necessary equipment set up before
sessions begins
 Use realistic and current equipment that is in
proper working order.
 Use standardized skills sheets.
 Allow ample practice time in class, at breaks and
during other times.
 Always model correct psychomotor skills
behavior.
 Keep students active and involve.
 Insist students respect equipment and skills.
 Ensure competence in the individual skills
before using scenario.
IMPROVING DEVELOPMENT DURING SKILLS
SESSION: ADDING REALISM
 Place need for skill in context with a real life
scenario or simulation.
 Limit objectives of the scenario to three learning
points.
- As students become more
sophisticated using critical thinking
skills you can add more dimensions to
the scenarios.
 Make the scenario realistic.
 Use actual equipment.
 Consider coulage, props, background noises, etc.
MAXIMIZING SKILL SESSION TIME
 Assign students in skill group to each of the
following roles according to the size of group:
- Evaluator: uses a skill sheet or records
steps as they are performed.
 Assign students in a skill group to each of the
following roles according to the size of group:
- Patient: faithfully portrays signs and
symptoms according to scenario
- Bystander #1: acts as a distractor or
helper
- Bystander #2: acts as a distractor or
helper
DISTRIBUTE WRITTEN SCENRAIO TO BE
PRACTICED
 Can use real calls to create scenarios.
 Medical textbook publishing companies have
books of scenarios.
 Most textbooks have scenarios in each chapter.
 Health professional organization websites have
scenarios.
MAXIMAZING SKILL SESSION TIME
 Begin scenario with the reading of the dispatch
information
 Do not interrupt the scenario.
 Utilize a positive-negative-positive format.
GROUP PERFORMANCE EVALUATION
 Patient care leader should comment on what he
or she did correctly, then what needs
improvement.
 Assistant critiques the team’ performance.
 Patient comments on how he or she was treated.
 Bystanders add their observations.
 Evaluator comments on timing, sequencing,
prioritization, and skills performance
 Students should rotate through each role then
begin another scenario.
 This method keeps everybody active and
involved in the skills practice time.
CLINICAL TEACHNING
PURPOSES OF CLINICAL TEACHING
To perfect or master skills
To have an opportunity for observation
To refine problem-solving, decision-making, and
critical thinking skills
PURPOSE OF CLINICAL LABORATORY
To gain organization and time management skills
To develop cultural competence
 To become socialized in the clinical laboratory Skills

METHODS OF CLINICAL TEACHING IMITATION

Traditional Method  Students repats what is done by the

1. Instructor accompany groups (8-12 learners) to
a clinical agency and assign them to patients
2. Relies heavily on keeping students in a kills
laboratory until they are proficient with skills
3. More information about clinical practice should
be taught in the classroom before learners go
instructor
 “See one, do one”
 Avoid modeling wrong behavior because
the students will do as you do.
 Some skills are learned entirely by
observation with no need for formal
instruction.

Preceptorship Model (Traditional Preceptorship)

1. A students is taught and supervised by a
practicing STAFF employed by the health care
agency while an educator oversees the process
and indirectly supervises the student
2. Increases clinical experience for students and
expose them more of the realities of the work
world, which should reduce reality shock
3. Allows students to learn from practitioners with
a high skill level while still being guided by
faculty
CTA METHOD
- Clinical Teaching Associate and
educator work hand in hand
CONDUCTING A CLINICAL LABORATORY
SESSION
1. Pre conferences
2. Orientation occurs
3. Instructors brief their students
4. Students ask questions about their assignments
MANIPULATION
 Using guidelined as a basis of foundation
for the skill ( skill sheets),
 May make mistakes,
 -Making mistakes and thinking through
corrective actions is a significant way to
learn.
 Perfect practice makes perfect,
 - Practice of a skill is not enough, students
must perform the skill sorrectly.
 The student begins to develop his or her
own style and techniques
 - Ensure students are performing medically
acceptable behaviours.
PRECISION
 The student has practiced sufficeiently
to perform skill without mistakes.
 Student generally can only perform
the skill in a limited setting

5. Discusses and plans on patient’s care  - Example, student can splint a broken
arm if patient is sitting up but cannot
BEHAVIOR TO BE EVALUATED perform with same level of precision if
patient is lying down.\
1. Psychomotor skills
2. Organization of care
ARTICULATION
3. Maintaining patient safety
4. Ability to individualize care planning and  Performs skill proficiently with style.
intervention  Can perform skill in context.
5. Therapeutic communication  - Example: student is able to splint
6. Ability to work with a professional team broken arm regardless of patient
position
7. Professional behaviors
NATURALIZATION
8. Written documentations of care

SUCCESSFUL CLINICAL TEACHNING  Mastery level skill performance

without cognition.
Knowledge  Also called “muscle memory”.
Attitude  Ability to multitask effectively.
  Can perform skill perfectly during information and feedback that sums up the
scenario, simulation, or actual patient teaching and learning process.
situation.

WEEK 12
ASSESSMENT AND EVALUATION

ASSESSMENT

 is feedback from the student to the instructor

about the student’s learning.
 The process of measuring something with the
purpose of assigning a numerical value.
ALTERNATIVE ASSESSMENT
SCORING
 Alternative to what? Paper & pencil exams
 The procedure of assigning a numerical value to
assessment task.  Lab work / research projects

EVALUATION  Portfolios
 Presentations
 is feedback from the instructor to the student
about the student’s learning.  Research papers

 The process of determining the worth of  Essays

something in relation to established benchmarks  Self-assessment / peer assessment
using assessment information
 Lab practical
ASSESSMENT TYPES
 Classroom “clickers” or responder pads
 FORMATIVE – for performance enhancement  Writing a computer program
 FORMAL – quizzes, tests, essays, lab reports,  Research project
etc.
 Term paper
 TRADITIONAL – tests, quizzes, homework, lab
reports.  Create web page

 SUMMATIVE – for performance assessment  Create movie

 INFORMAL – active questioning during and at  Role playing

end of class  Building models
 ALTERNATIVE – PBL’s, presentation, essays,  Academic competitions
book reviews, peers
AUTHENTIC ASSESSMENT
DIAGNOSTIC ASSESSMENT
 The National Science Education Standards draft
Types:
(1994) states, “Authentic assessment exercise
 Pre-tests (on content and abilities) require students to apply scientific information
and reasoning to situations like those they will
 Self-assessments encounter in the world outside the classroom as
 Discussion board responses well as situations that approximately how
scientist do their work.”
 Interviews, 10-minutes interview of each
student CRITERION, NORM REFERENCED EVALUATION

FORMATIVE ASSESSMENT  Criterion-referenced evaluation - students

performance is assessed against a set
 It provides feedback and information during the predetermined standards
instructional process, while learning is taking
place, and while learning is occurring. Formative  Norm-referenced evaluation – students
assessment measures student progress but it can performance is assessed relative to the other
also assess your own progress as an instructor. students.

SUMMATIVE ASSESSMENT TEST

 Summative assessment takes place after the A series of question or problem designed to determine the
learning has been completed and provides knowledge, intelligence and abilities.
NORM REFERENCE TEST
 They are those that are used sondtructed and
interpreted to provide a relative ranking of
students.
 Norm referenced tests are useful for measuring
performance among students.
 A relative standard of performance is used for
grading purposes.
EXAMPLES:
 IQ Tests
 Comparing scores against the performance
results of selected group of test takers,
typically of the same age or grade level,
who have already taken exam.
PURPOSES
 Classification of students.
 Classification of students in this way that
they can be placed in remedial or gifted
program.
 To help teachers select students for
different ability level.
CRITERION REFERENCEDE TEST
 They are those that are constructed and
interpreted according to a specific set of learning
outcome.
 This type of test is useful for measuring the
mastery of that subject.
 An absolute standard of performance is et for
grading purposes.
PURPOSES
 To determine what test taker can do and
what they know, not how they compare to
others.
 To see how well the students have learned
the knowledge and skills.
 To determine how well the students is
learning the desired curriculum and how
week the school is teaching that curriculum.
 To determine whether each students has
achieved specific skills or concept
CRITERION-REFERENCED EVAL’S
 Based on a predetermined set of criteria.
 For instance,
90% and up = A
80% to 89.99% = B
70% to 79.99 = C
60% to 69.99% = D
59.99% and below = F
ASSESSMENT TOOLS
 Tools are what a teacher uses to record and/or
categorize his or her observations/assessment
data gathered through the use of various
strategies
 Tools should provide a clear picture of what the
learning should look like (e.g. criteria &
indicators)
TYPES OF ASSESSMENT TOOLS
 Anecdotal Records
 Checklists
 Rating scales
 Rubrics
ANECDOTAL RECORDS SHOULD BE USED:
 To make observations which often cannot easily
be obtained using other assessment strategies
 To have written evidence of students progress,
interests, strengths, and areas of needs.
 To build an ongoing information file on each
students
RATING SCALES
 Assess performance on a several-point scale
ranging from low to high, which may have as few
as 3points or as many as 10.
 Rating scales may be used to record the
frequency or even the degree to which a student
exhibits a characteristic, to describe a
performance along a continuum or to record a
range of achievement in relation to specific
behaviors.
CHECKLIST SHOULD BE USED:
 To judge the process or product of a student’s
performance when it can be assessed as
correct/incorrect; present/absent;
adequate/inadequate
RUBRICS
 Include a description of specific, observable
criteria in the four categories of knowledge &
skills
 Use a range of levels of quality used assess
students work
 Include a scale which uses brief statements
based on criteria to describe the levels of
achievement
 Assess a wide variety of tasks or activities both
holistically & analytically
Rubrics should be used:
  When teachers want to assess complex tasks in a
detailed & specific manner linked to the
categories on the achievement chart of the
curriculum documents
 When developed by the teacher & shared with
students before the performance task
 When teacher
Rubrics are most effective:
 When developed ny the teacher & shared with
students before the performance task
 When teacher & student analyze the example
together
 When students use the rubrics to guide their
work
SELF – ASSESSMENT
 The process by which students gather
information about and reflect on their own
learning
 Involves such questions as:
- WHAT DID I DO?
- HOW DID I DO IT?
- HOW CAN I USE WHAT I DID GAIN?
- HOW CAN I IMPROVED ON WHAT I
DID?
PEER – ASSESSMENT
 A reflective activity that requires students,
individually or as a group to reflect upon and
make observations about performance of one or
more peers.
QUIZZES & TESTS
 Assessment strategies that require students to
respond to prompts in order to demonstrate
their knowledge or skills
 Oral, Written, or Performance
QUALITIES OF A GOOD MEASURING
INSTRUMENT
The development of test of any kind always requires the
careful consideration of the qualities of good measuring
instruments. Particularly, for any test to be effectively
developed, it should carry the qualities of a good test.
VALIDITY is the most important quality of a good
measuring instrument. It refers to the degree to which a test
measures what it intends to measure. It is the usefulness of
the test for given measure. A valid test is always reliable.
The legibility of the handwriting, skills in writing, and use
of sentence structures are some factors that affect the
validity of the test.
WHAT ELSE AFFECT/S THE VALIDITY OF THE
TEST?
AMBIGUITY. Arises when a word, phrase, or statement
contains more than one possible meaning or interpretation.
This multiplicity of meanings can result from the inherent
vagueness of language, contextual nuances, or the structure
of the sentence.
EXAMPLE
When someone opens a gift respond with a simple “Oh, you
shouldn’t have,” it creates an ambiguous situation. The
giver might be left wondering whether the recipient
genuinely likes the gift and feels overwhelmed, or if they
are being polite despite not liking the present.
RELIABILITY is the second important quality of a good
measuring instrument. It refers to consistency and accuracy
of test results . If the test measures exactly the same degree
each time it is administered, the test is said to have high
reliability. A test to reliable should yield essentially the same
scores when administered twice to the same group of
students.
OBJECTIVITY . It refers to the degree to which personal
judgement is eliminated in the scoring of the test. Therefore,
objectivity in the test requires that the personal opinion of
the teachers does not affect the score of an individual
students.
ADMINISTRABILITY . It refers to the ability of the test to
be administered easily. To facilitate administration of the
test, instruction should be clear, simple, and directions
should be given to the students, to the proctors, and to the
score(s).
SCORABILITY . It is the quality wherein the test can be
scored in a simplest way and at a quickest possible time.
To facilitate scoring of the test, directions should be clear
and separate answer sheet must be provided.
COMPREHENSIVENESS . It refers to the degree to
which a test contains a fairly wide sampling of items to
determine the objectives or abilities so that the resulting
scores are representatives of the relative total performance
in the areas measured.
INTREPRETABILITY . It is the quality of the test in
which the test results can be readily, easily, and properly
interpreted.
ECONOMY. It refers to the cheapest way of giving the test.
Tests should be economical and it should not be a burden
on the part of the teachers.