August 20, 2008

TEACHING IN NURSING
Chapter I: The Nursing Teacher
Education is a continuous process that accompanies and crosses the entire life of man, thus
giving rise to the educational profession whose reason for being is the formation of man,
where the teacher helps the student to make himself, therefore Educational work is social
with a different and more radical scope because through it society is built and its way of
being is outlined.

This conception of education requires a great commitment from the executor of the
educational process, which requires dedication without preset limits to the work required, in
an attitude dictated by faith and love and social responsibility. Only a relationship based on
love and social responsibility will become an extraordinary bond of pedagogical
relationship, which is why those who do not know how to live with love for their peers may
feel like a failure as an educator. Therefore, only a total commitment that encompasses the
life of the subject as a social being is a guarantee of adequate performance in the teaching
function.

Nursing is a discipline that was born with man because human needs were always subject to
preventive, promotional and recuperative care; Logically, Nursing, like other sciences,
progressively modeled its practice and science until it became a scientific discipline that is
concerned with the fundamental good of humanity based on social and ethical practice. The
entry into this new millennium; framed by globalization, the culture of quality and the rapid
obsolescence of knowledge, it represents a great challenge for Nursing in practice as well as
in teaching to generate constant renewal based on techno-scientific changes, bioengineering,
biomechanics and cybernetics.

The act of the Nursing teacher is to train professional resources capable of generating
comprehensive change in our health and social reality in its multinational complexity. These
professionals must be adequately prepared to be able to face not only present challenges but,
above all, future challenges. , it is therefore necessary to do innovative teaching in the
paradigmatic social-historical context, such as: Making a nuclear transformation of
thinking, doing and developing teaching.

1.1 Dimensions of the Nursing Teacher

The Nursing teacher considers three dimensions:

a. The nurse teacher as a person:

The personal characteristics that you must have are: Possess a balanced, open, sensitive and
extroverted personality that allows you to act with human criteria, being understanding,
optimistic and kind, taking into account that you are not only a trainer of other people but
that your subject of attention is another person.

Possess self-control over your own reactions, in what is known as emotional intelligence
that allows you to develop sympathy and empathy towards the people you work with and
assist.

Have an adequate self-concept and self-esteem that gives you self-confidence and is able to
develop constructive relationships with others, becoming a positive model for your students.

Have coherence and defined clarity of the principles, beliefs and values that inform and
guide your own life; That is, it must be authentic and coherent between what it says and
does; have a scale of values and defend it since those who do not have defined their own
values and demonstrate respect for the values of others will not be able to guide them. You
must remember that there is no neutral education since it is always impregnated with the
values of the person who teaches it.

It must be flexible and at the same time firm in its own criteria, respecting the student's
position, whose personality must be respected and stimulated towards its affirmation and
never nullify or supplant it, taking into account that its mission is to form autonomous
beings called to be transformative leaders. .

They must be a person who can be trusted, generating a climate of trust with their students,
becoming a support for the student.

It must have a high sense of realism, recognizing itself as a human being with qualities and
capabilities but also with limitations and imperfections, for which it must be objectively
automated.

Possess a high sense of commitment in the training of other nurses that encompasses both
the student, the institution, the person and the country; To do this, a critical consciousness
and a sociopolitical formation with a defined vocation must be formed, since teaching
should not be achieved by chance, by fashion, by status, by money or by social influences,
although we cannot deny that some of them are important, but from a secondary level, what
should lead us to teaching is the commitment to train new generations of nursing
professionals or nursing technicians to whom they will transmit their knowledge,
technology and developed science, their experiences and values within the framework of a
scientific, epistemological, philosophical and above all bioethical teaching, fostering in
them a sense of commitment and service without servility.

b. The nurse teacher as educator:

Traditionally, great educators have possessed three types of skills, the first of them is innate
and the other two require training, they are:
• Charisma or the power of a magnetic personality,
• Knowledge of the subject taught,
• Pedagogical capacity.

To be a nursing teacher, our training itself and the nursing care that we develop favors us,
but it is necessary to go through a training period: nursing teaching because of the function
that requires developing these skills: it must be a facilitator of learning and development of
their students as people and as professionals, creating appropriate climates for the group's
learning experiences, trying to be an active member of the group, expressing their ideas,
experience and intellect as another member of the group without trying to impose them but
presenting them as a contribution to share.
Possess technical solvency that allows you to act safely when caring for patients,
transmitting that security to your students.

Get to know your students, finding out what knowledge they bring, what their interests are,
their learning styles, their habits, attitudes and values.

To be a generator of climates of transformation, optimization, improvement and substantive

change, promoting attitudes of independence and professional fulfillment in their students.
Be a critical promoter and advisor, committing to the educational task, constituting
knowledge and actions consistent with the innovative didactic and methodological
principles that facilitate the Teaching-Learning process, which requires permanent training
that is implemented with the new advances in educational science and with the advances in
their area of healthcare practice.

To achieve these competencies the teacher must:

• Integrate into permanent training processes that allow you to be implemented in the new
advances in educational science.
• Develop your critical judgment to make the most pertinent decisions in each situation that
arises, whether in teaching or in the context of services.
• Develop skills as a communicator of messages and stimulator of the opportunity for
realization towards greater achievements.
• Openness, flexibility and commitment to assume experience as an aspect of improving
the profession.

c. The nurse teacher as a researcher:

d.
Integration in Nursing generates knowledge used in practice, while practice generates ideas
for research.

You must master the theory and methodology of research, developing attitudes, skills and
knowledge related to research.

Be open to the various research alternatives that can be presented. Be committed to the
action of discovering the bases of research as a form and objective of understanding and
explaining reality, generating proposals to transform it.

Research action projected towards a collective investigation with other professionals from
the health team or related sciences within a climate of exchange, collaboration and search
for our interpretations of reality from theory and practice, both healthcare and teaching.

Base your teaching on the knowledge obtained from research on our reality, revaluing
traditional knowledge about health and the cultural wealth of
our towns.

Develop educational strategies that facilitate the Teaching-Learning process of research,

such as integrating students in research tasks simultaneously with their training to foster a
culture of research.

Chapter II: General Didactics

2.1 Definition of Didactics:
2.2 The Class Plan:
In relation to higher education, it is necessary to take into account:

a) There are 2 criteria to face the classes:

• The former Chair, the professor exposes the researchable matter
• Cooperation is aimed at participating with your students.
b) Let him announce the topic of the next class.
c) You must distribute guides or summaries containing the basic concepts in a clear and
explicit manner, of the class in addition to the bibliography.
d) Create conditions for student participation.

e) 2.1 Types of Classes

1) Probing or Inquiry (Class reading, beginning of the year)

2) Planning.- Teachers and students organize work schemes by selecting sources of
information.
3) Presentation of the subject.- The teacher presents the class, without the possibility of
elaboration by the student.
4) Discussion.- After studying, the students meet to discuss it.
5) Debate.- Students defend their points of view on an issue.
6) Directed study.- Students investigate according to the pre-developed plan established by
the teacher.
7) Demonstration or practice.- The teacher and student demonstrate a theory or draw
conclusions of a theoretical nature. The student must be guided to carry out the practice.
Practice must justify theory.
8) Exercises.- The teacher guides the students to perform syntax tasks.
9) Recapitulation.- The teacher guides the students to carry out synthesis tasks.
10) Verification.- To ensure the achievement achieved by the students.

2.2.2 Parts

The Lesson Plan consists of 3 parts:

1) Preparation (Motivation-Review)
2) Action to achieve objectives
3) Work around objectives (setting, expanding and verifying learning)
a) Preparation (accommodation, roll call, motivation)
b) Presentation of the subject
c) Fixation, integration, tasks

2.3 Election Plan:

Presents the following points:
1. Header
2. Class objectives:
- Informative
- Training
3. Motivation
4. Content
5. Teaching procedure (Teaching material to be used)
6. Activities
7. Evaluation (Tests, application work, reading controls)
8. Complementary notes (tasks, bibliographical indications)

Outlining the lesson plan in time would be:

Preparation (accommodation, steps, list and motivation) 10 minutes

Presentation and development of the new topic 25 minutes
Fixation, integration and task exercises 10 minutes
Total: 45 minutes

Planning a class involves:

- Motivation
- Information
- Application and practice
- Success control
2.4 Essential Conditions for the success of a class
a) Immediate
• Use appropriate procedures and teaching aids
• Provoke activities
b) Necessary
- Originate attitudes of responsibility and social role.
- Gain habits and skills through experiences.
- They incorporate modes of behavior loaded with affectivity.

Learning will be effective only when it has ensured the student's intervention.
The educator must take into account the ability and level of the student according to the
stage of his or her psycho-biological development.

To specify the duration of the learning stages, which are:

- The Acquisition of new information or complement of the above.
- The evaluation of the process lived in the form of experience.

In the learning process, the teacher must distinguish the following moments:
- Motivation.- The student must feel the desire to commit their personal tendencies with
the values that represented the thematic contents of the subject.
- Acquisition.- The subject is objectified through observation or experimentation.
- Elaboration.- Knowledge must be elaborated by students through comparisons and
exchange of ideas.
During the elaborative acquisition process, the teacher must think about the inductive,
deductive and inductive-deductive method.
- Fixation.- Consolidation of logical images and operations developed through the
integration of knowledge through immediate recapitulation and frequent exercises.

The success of the methodology depends on:

a) Organization of the classroom environment

b) Practical execution skill
c) Adequate application of didactic procedures (intuition, observation, experimentation,
analysis, illustration, exemplification, abstraction, comparison, generalization, synthesis,
demonstration, reflection, synopsis, application, verification and evaluation.

2.5 Didactic Design

Didactics, understood as the science and art of teaching, is the set of techniques designed to
direct teaching through principles and procedures.
Each course must respond to the theoretical foundations of curricular design, which will be
proposed in the study plan. And since the way of teaching generates "a way of learning", we
then need a didactic design, which allows us to structure the elements of teaching.

2.5.1 Characteristics of Didactic Design

• Structured and systematic
• Flexible
• Real and concrete
• Consistent with the curricular design

2.5.2 Stages of Didactic Design

I DIAGNOSIS

Develop a diagnostic approach to educational reality

Academic Institutional Context (Curriculum, professional profile) Characterization of the

students

II OBJECTIVES, EVALUATION AND CONTENTS

III TEACHING STRATEGIES

IV EVALUATION OF THE DIDACTIC DESIGN

2.5.3 Teaching Strategies

TEACHING STRATEGIES INCLUDES SELECTED DIDACTIC MODEL

TECHNIQUES

2.5.4 Types of Teaching Methods

Individualized.- Facilitates the development of learning abilities and skills that each student
possesses.
Socialized.- Its objective, without leaving aside individual learning, is to promote social
integration and the development of group work skills and abilities.
2.5.5 Didactic Design Model
a) All teaching design includes:
b) Goals
c) Teachable moments
d) Didactic materials
e) Assessment
f) Time
2.5.5.1 Example of CLASS design (Handwashing)
ACHIEVEMENT OF OBJECTIVES DESCRIPTION, TEACHING MOMENTS
TEACHING MATERIALS EVALUATION TIME
Identify the way hand washing is carried out Identify the importance of hand washing as a
basic biosafety measure in patient care as responsibility 1. INITIAL MOMENT
From the Observation of L. Manos raises questions about the way the service is carried out.
Brainstorming is applied in order to obtain the participation of attendees based on their
experiences, directing their attention towards the content to be developed.
acrylic whiteboard
Markers
Flipcharts
Eraser (speck)
Prior knowledge of the topic.
How does the staff carry out the L. Hands?

What risk factors are observed?

15 min
Explain the scientific basis on which the handwashing procedure is based 2. MOMENT OF
DEVELOPMENT
Dialogue presentation of the thematic content through the demonstration and use of posters
in a way that allows the understanding and fixation of the concepts.
Pitcher with water/ Sink.
Bar or liquid soap.
Disposable towel or paper
acrylic whiteboard

Markers
Flipchart.
What are the Basic Principles of Handwashing?

What are the risks to which you are exposed? 30 min

Demonstrate the correct hand washing technique. 3. TIME OF APPLICATION
Carry out redemonstrations on behalf of the students and then, through a workshop or small
group dynamics, analyze the successes and failures. Case Analysis Guide. Flipcharts
Self-assessment down
Interassessment 20 min
Chapter III: TEACHING TOOLS

3.1 Definition
They are the set of techniques and teaching materials that, in a planned manner, will allow
the construction of the proposed learning or the achievement of the objectives proposed for
an educational activity.
3.2 Components of Teaching Tools
3.2.1 Didactic Techniques
They are the various possibilities of use that the teacher gives to the teaching-learning
methods, that is to say that through didactic techniques the management of teaching-
learning methods becomes an art, therefore the most effective teacher is the one who uses
properly the educational technique.
Classification:
a) Participatory Techniques.- These are those that encourage the student to actively
participate, exchange opinions by carrying out a critical and reflective analysis, the teacher
has the role of facilitator, conductor and guide who promotes student learning in a
horizontal relationship where contributions are valued. of all students.
- For group work:
Brainstorming
- Guided discussion, SWOT analysis, the logic tree, the conceptual map, the case study,
the aquarium, the critical incident, the Phillips 66, the Workshop, the forum, the
Bibliographic Athenaeum, dramatization-sociodrama, role play.
- Experimental-demonstration, redemonstration
- Training - Internships.

The most used in health science are the following:

•Brainstorming.- It consists of bringing together a group of people to freely express their
ideas, without restrictions or limitations on a certain topic. It serves to give the group the
opportunity to consider many alternative solutions, to develop creativity and stimulation in
the group, to establish an atmosphere of ideas and communication, to disinhibit the
members of a group, to initiate a learning unit, to solve problems .
The conceptual map.- It is a technique that allows sharing and negotiating meanings in
group work; It helps students to put the principle of "learning to learn", develops creativity,
helps planning and synthesis of the topic.
Role play.- It consists of building groups of participants who prepare to present a certain
situation, in terms similar to real ones, where each participant assumes the role of a
character for which preparation and a certain form of identification with is necessary. your
paper.
Guided discussion.- Consists of a formal exchange of ideas, knowledge and experiences on
a specific topic, the group acts under the motivating and dynamic leadership of a person
versed in the topic. It serves to engage all participants in the study and analysis of a
common situation.
To encourage individual confidence in their own capacity for self-improvement, as well as
their confidence in what they can achieve through their participation in the group. SWOT
Analysis.- It is based on the analysis of the environment and our internal capabilities as an
organization with the participation of social actors seeking consensus and commitment from
all.
Internal factors.- Strengths and weaknesses.
External factors.- Threats and opportunities.
The logical framework.- Helps the participants of an educational program to work with
strategic criteria, to set appropriate objectives, to identify and define the criteria or
indicators of success, the key activities, the means of verifying the project's achievements
and the resources needed for its execution.
a) Non-Participatory Techniques.- These techniques have the following characteristics:
- The teacher is the transmitter of knowledge and the student is the receiver.
- Encouraging the student's passive attitude is exhausting for both.
- It does not distinguish the heterogeneity of the participants.
- It does not facilitate learning by solving problems.
It has some advantages such as:
- Economy of time
- You can address a large group and inspire confidence.
The most used are:
- The exhibition
- The conference
- The symposium
- The panel
- Roundtable.

3.2.2 Teaching Materials

They are instruments that facilitate the educational process, they must respond to the
objectives of the educational program and the contents, considering. That the use of several
senses makes learning more profitable.
Conventional teaching materials
- Board
- Recording
- Text
- Transparency
- Flipchart
Unconventional teaching materials
- The computers
- The interactive video
- Telecommunications
- Self-instructional text

Chapter IV: Didactic Evaluation

Requires:
• Selection of significant attributes to judge the value of what is to be evaluated.
• Procedures capable of describing these attributes in a precise and objective manner.
• Synthesis of the evidence obtained by the procedures, in a final value judgment.

4.1 Functions of Didactic Evaluation

General:
• They provide the basis for planning
• Enables the selection and classification of personnel (teachers, students, specialists, etc.)
• Political readjustments and curricular practices
Specific:
• Facilitates diagnosis
• Improves learning and teaching (control)
• Promote, group students (classify by achievement levels)

4.2 Types of Evaluation

1) Diagnostic Evaluation: Describes, classifies and determines the value of some aspect of
the student's behavior.
2) Formative Evaluation: Identifies how students change in the direction of the desired
objectives, that is, those who are insufficient in basic initial learning in other learning.
3) Summative Evaluation: Describes the process to classify students; according to levels of
achievement expressed in notes or concepts.

4.3 Basic Evaluation Principles

1) The determination and classification of what is to be evaluated must always have
priority in the evaluation process; the purposes of the evaluation must be clearly defined.
2) Evaluation techniques should be selected according to the purposes they serve.
3) Comprehensive evaluation involves a variety of techniques that adjust to an evaluation
of quantitative and qualitative aspects.
4) The appropriate use of techniques requires awareness of their limitations and
possibilities.
5) Evaluation is a means to achieve ends. It is not an end in itself.

4.4 Evaluation Stages

1. Determine what is going to be evaluated: That is, formulate the observable behavioral
objectives and at the same time discriminate the monthly dimensions of the attribute. For
example: the student is able to read a text; It can involve several dimensions: remembering
essential aspects: relating ideas, criteria and the teacher must indicate what is going to be
evaluated.

2. Establish the criteria and conditions for the evaluation: The criteria are indications of the
execution of a job and conditions in relation to the evaluation. Criteria should not be
confused with grades, grades or assessment scales. Criteria is let's predetermine the
evaluation criteria, we are laying the foundations for the prosecution.
3. Select evaluation procedures and instruments: In the cognitive domain there are a large
number of techniques and instruments at our disposal.
4. Quantify the attribute in units of degree or quantity: Refers to the comparison of results.

4.5 Development of Instruments for the Evaluation of Practical Teaching in Nursing

The competencies, capacities and attitudes constitute the basic elements of the learning
process and therefore, of the evaluation, and it is no longer only evaluated how the contents
and competencies to be achieved by the learners are conceived as conceptual, procedural
and attitudinal, then Evaluation in nursing education should target these three types of
content.

The evaluation of activities and values constitutes a central element and whose function is
always to enhance the development and exercise of contextualized standards of conduct and
generate the adoption of behaviors consistent with the principles demanded by the context
and the profession.

1. For the evaluation of concepts:

We must remember that the evaluation of concepts is unlimited, it is always possible to
have a deeper and higher knowledge: here lies the difficulty of its evaluation, in this case,
the activities that can guarantee better knowledge of what the student really knows, It can
be: observation of the use of each of the concepts in various situations, spontaneous
explanations, resolution of conflicts or problems based on the use of concepts.

1. To Evaluate Procedures:
It is about observing skills, abilities, techniques and strategies in various situations that are
similar to each other or totally new and avoiding automation.
Dimension What to Evaluate?
(Based on the capabilities proposed by the curricular program)
1st Knowledge Preparation and organization of knowledge:
- Comparison of meanings
- Vocabulary Comprehension
- Definitions
- Exemplifications
- Concept hierarchies
- Links and relationships between terms
2nd Skills Recognition of patterns:
- Discrimination and generalization of recognition.
- Application flexibility, etc.

- Identification and recognition of events, limits of application of terms and concepts.

Sequencing of actions:
- Automation, ease
- Compilation
- Share composition
- Goal description and action description.
- Executions
- Fluency
- Permanence
- Precision

- ° Values Importance of Experience:

- Openness and Awareness
- Commitment
- ID
- Hierarchization of experiences
- emotional resonance
4th Interests Search:
- Extensions
- Curiosity
- Frequency
- Initiatives
- Action maintenance
- attractor objects
- Action orientation
- preferences
- Questions

Class Summary Table of contents, types of Learning –

Knowledge and forms of Evaluation
Kind of
Content Type of
Learning Form
Assessment
Attitudinal - Affective, cognitive and behavioral component.
- Predisposition to act in a certain socially desirable way Knowing how to be and value
- Behavior respect, tolerance, appreciation, preference, feeling, valuing, accepting, etc.
- Systematic observation in its various variants and situations.
Procedural
Different actions and strategies to solve problems or achieve goals. - Knowledge and use
(functionality, use and application) of a set of skills and strategies, methods, rules, skills or
habits to particular tasks or situations. Know to do:
- Preparation, application, experimentation, demonstration, planning, construction,
management, etc.
- Use and practical application in appropriate situations, integration of actions, generation,
contextualization, etc.
Conceptual:
Facts, concepts and principles. - Facts: rote, reproductive and isolated.
- Concepts:
Meaningful, relationship and integration.
- Beginning:
Understanding relationships between concepts or facts. Know:
- Knowledge; analysis, enumeration, explanation, description, summary, relationships,
memories
- Definition, Exposition, identification, categorization.

ACHIEVEMENT OF OBJECTIVES DESCRIPTION, TEACHING MOMENTS

TEACHING MATERIALS EVALUATION TIME 4. MOMENT OF EVALUATION
The Plenary is held to present the conclusions of each group with questioning and then the
product prepared in the workshop.
Flipchart
Downs Conclusions of the Plenary with vigesimal qualification.
What corrective measures should be applied in each situation?
Because? 20 min
5.MOMENT OF EXTENSION
Preparation and/or Delivery of a Checklist for application to health personnel, family or
fellow students. acrylic whiteboard
Pens Presentation of the Report at a later date 15 min

BIBLIOGRAPHY
- Calero P. Mavilo: Educational Technology. Editorial San Marcos, Lima-Peru.
- CISE-PUCP: Didactics of Higher Education 1st Unit. 3rd Edition. Lima-Peru 1997.
- Diaz B. Frida: Teaching Strategies for Meaningful Learning. Mc Graw Hill Publishing
1990.
-Master of Higher Education Universidad Mayor
-A new way of Teaching Nursing, Diploma from the Catholic University of Chile