Unit - VIII (Concept of Teaching and Learning)

Concept of Teaching &
Learning
By:
NooR
Learning Outcomes
At the end of this unit, learners will be able to;

Identify the learning needs of patient at the clinical site.
Develop teaching learning plan.
Perform health teaching at clinical site.
5/2/21 Unit-VIII (T & L) || By: NooR 2

You cannot avoid teaching. You are teaching with every
contact you have with patient; in your words, actions, and
nonverbal behaviors. You can choose to teach well or teach
poorly.
5/2/21 Unit-VIII (T & L) || By: NooR (Cornett, 2006) 3

Patient Education/Teaching
• Patient education is defined as :
“all the educational activities directed to patients,

including aspects of therapeutic education, health
education and clinical health promotion”.
(Visser, Deccache & Bensing, 2001)

4 P’s for Teaching
repare
resent
ractice
erform

Goals of Client Teaching
• Promotion of wellness
• Prevention of illness
• Restoration of health
• Facilitation of coping abilities
Achieving optimal level of health

Teaching is the part of caring that stays with a patient
and his or her family long after all physical contact has
stopped.
(Cornett, 2006)

Benefits of Client Teaching
Client teaching/patient education:

• Improves quality of care
• Shortens length of hospital stays
• Decreases chance of hospital readmission
• Increases compliance with prescribed treatment regimens.

Types of Teaching
Formal Teaching: Informal teaching:

Takes place at a takes place any time,
specific time, in a any place, whenever
specific place, on a a learning need is
specific topic. identified.

Steps of Developing Patient
Teaching Plan

1-Assessing learning needs
• Finding out what patients already know?
• What they want and need to learn?
• What they are capable of learning?
• What would be the best way to teach them?
(Oben, n.d)
2-Developing learning objectives
• Define the outcomes, you and the patient expect from

the teaching-learning process.
For example,
For a newly diagnosed diabetic patient, the overall

learning goal may be to learn how to maintain blood
glucose levels between 70 and 150 mg/dl at all times.
(Oben, n.d)
Developing Learning Objectives..
• Remember:
1: make objectives SMART
Objectives should answer the questions in particular

“WHO, DOES, WHAT, HOW, and WHEN”
(Oben, n.d)

An Objective should be “SMART”
Specific: An objective should be specific, clear and concise.
Measurable: Quantitatively or descriptively
Within given resources

Achievable:
Realistic: Realistically achievable within available resources
Attach a deadline for completion. The deadline creates a

Time-Bound: sense of urgency.
Developing learning objectives..
2: Use action words that are measurable such as list,

state, explain, and demonstrate.
Avoid using terms that cannot be measured or

observed easily, such as understand or appreciate.
(Oben, n.d)
3-Planning and Implementing
Teaching
Teaching plan should include:

o What will be taught?
o When teaching will occur?
o Where teaching will take place?
o Who will teach and learn?
o How teaching will occur?

(Oben, n.d)

How Teaching Will Occur?
• Revise data from assessment about the patient’s

preferred learning style to select the method.
Teaching to most extent depends on learners

preferences
(Oben, n.d)

Types of Learners
Global learners like to Linear learners want the

understand the big picture details first and then
first and work down to the expect a bigger picture to
details. emerge.
(Oben, n.d)
Example:
When teaching a global learner how to do

home blood glucose monitoring, you might
start with the overall purpose of monitoring
and then go on to details.
If your patient is a linear learner, start with

the first procedure that patient needs to know
to operate the machine and end with the
bigger picture.
(Oben, n.d)
Types of Learners….
Visual learner, select teaching materials that involve reading,

writing, and watching visual media such as videotapes and
slides.

(Oben, n.d)
Types of Learners…
Tactile learners must touch, manipulate, and perform a

task to learn. Tactile learners often remember more when
they can touch and handle equipment, and they may recall
written information best by underlining or highlighting.
(Oben, n.d)
Whenever possible, select interactive teaching
methods that use as many senses as possible.
Keep in mind that patients remember approximately

10 percent of what they read, 25 percent of what
they hear, 45 percent of what they see, 65 percent of
what they hear and see, 70 percent of what they see
and write, and 90 percent of what they see as they
perform a task.
Keep teaching sessions relatively short-generally
no more than 30 minutes and possibly as short as
five minutes.

Affective domain - involves attitudes,
Learning Domains
beliefs, and emotions.
Cognitive domain -
involves intellectual
understanding.
There are three principal areas or domains where

learning occurs:
Psychomotor domain - involves the performance of motor

skills.

Teaching Methods
• One-on-one sessions
• Small group discussions and support groups
• Demonstration and return demonstration
• Role-playing
• Games
• Programmed instruction
(Oben, n.d)
Cont.…
• Pamphlets and brochures
• Posters and flip charts
• Videos and closed circuit television
• Computer – assisted instruction – Internet, CDs
• Audiocassettes
• Models
(Oben, n.d)
4-Evaluating Teaching and
Learning
• Ongoing appraisal of the patient’s learning progress

during and after teaching.
• Evaluation is the level to which the planned goals are

achieved. It can be done through different methods.
(Oben, n.d)

Methods of Evaluation
• Observe return demonstrations
• Ask the patient to restate instructions
• Give simple written tests or questionnaires before,

during, and after teaching
(Oben, n.d)
Methods of Evaluation…
• Assess physiological measurements, such as weight and

blood pressure
• Ask the patient to solve problem in a hypothetical

situation
• Review the patient’s own record of self-monitored blood

glucose levels, blood pressure etc.
5/2/21 Unit-VIII (T & L) || By: NooR (Oben, n.d)29
TEACHING PLAN ON_____________________
Assessment Objectives Interventions Time(min) Strategy Evaluation


Do You want to Teach Effectively?
• Establish and maintain helping relationship that is

foundation of the teaching-learning partnership.
• Show respect for the patient as an individual by

making sure that you treat each patient as a unique and
worthwhile human being.
(Oben, n.d)
Effective Teaching….
• Make sure your words and actions match.
For example, if you say that you will be back in 15

minutes to give the patient pain medication, do so, or
let the patient know how long you might be delayed.
• Don’t allow interruptions, such as speaking before

the patient is finished, or answering a call or pager.
5/2/21 Unit-VIII (T & L) || By: NooR

(Oben, n.d)
32
Summary
• Teaching is core component of caring. It is done in a

systematic way by following therapeutic communication
techniques. To be effective teacher remember 4Cs.
• Confidence
• Competence
• Communication
• Caring
(Oben, n.d)
Class Evaluation
• While preparing a teaching plan, the nurse described what

the learner will be able to accomplish after the teaching
session. Which action did the nurse complete?
a. Developed learning objectives

b. Provided positive reinforcement
c. Implemented interpersonal communication
Answer is “a”
d. Presented facts and knowledge

One last thing, take a moment and write down one
idea learned in this presentation that you plan on
implementing in a class you will be teaching in the
near future.

Any Question?

References
• Cornett, S (2006). Health Literacy Program: The Ohio State University.

Retrieved from:
medicine.osu.edu/sitetool/sites/pdfs/.../HL_Principles_for_Patient_Teaching.
pdf
• Visser, Adriaan, Alain Deccache, and Jozien Bensing (2001). "Patient

education in Europe: united differences." Patient education and counseling
44.1 (1-5).
• Oben, N (n.d). Assessing Learning Needs. Retrieved from:

http://www.euromedinfo.eu/assessing-learning-needs.html/

“ I hear and I forget,
I see and I remember,
I do and understand.”

Thanks!

Unit - VIII (Concept of Teaching and Learning)

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Concept of Teaching &

At the end of this unit, learners will be able to;

5/2/21 Unit-VIII (T & L) || By: NooR 2

5/2/21 Unit-VIII (T & L) || By: NooR (Cornett, 2006) 3

• Patient education is defined as :

“all the educational activities directed to patients,

(Visser, Deccache & Bensing, 2001)

5/2/21 Unit-VIII (T & L) || By: NooR 4

5/2/21 Unit-VIII (T & L) || By: NooR 5

• Facilitation of coping abilities

Achieving optimal level of health

(Visser, Deccache & Bensing, 2001)

5/2/21 Unit-VIII (T & L) || By: NooR 7

Client teaching/patient education:

• Shortens length of hospital stays

• Decreases chance of hospital readmission

• Increases compliance with prescribed treatment regimens.

(Visser, Deccache & Bensing, 2001)

Formal Teaching: Informal teaching:

5/2/21 Unit-VIII (T & L) || By: NooR 9

5/2/21 Unit-VIII (T & L) || By: NooR 10

• Finding out what patients already know?

• What they want and need to learn?

• What they are capable of learning?

• What would be the best way to teach them?

• Define the outcomes, you and the patient expect from

For a newly diagnosed diabetic patient, the overall

1: make objectives SMART

Objectives should answer the questions in particular

5/2/21 Unit-VIII (T & L) || By: NooR 13

Specific: An objective should be specific, clear and concise.

Measurable: Quantitatively or descriptively

Within given resources

Realistic: Realistically achievable within available resources

Attach a deadline for completion. The deadline creates a

2: Use action words that are measurable such as list,

Avoid using terms that cannot be measured or

Teaching plan should include:

o When teaching will occur?

o Where teaching will take place?

o Who will teach and learn?

o How teaching will occur?

5/2/21 Unit-VIII (T & L) || By: NooR 16

• Revise data from assessment about the patient’s

Teaching to most extent depends on learners

5/2/21 Unit-VIII (T & L) || By: NooR 17

Global learners like to Linear learners want the

When teaching a global learner how to do

If your patient is a linear learner, start with

Visual learner, select teaching materials that involve reading,

5/2/21 Unit-VIII (T & L) || By: NooR 20

Tactile learners must touch, manipulate, and perform a

Keep in mind that patients remember approximately

5/2/21 Unit-VIII (T & L) || By: NooR 23

There are three principal areas or domains where

Psychomotor domain - involves the performance of motor

5/2/21 Unit-VIII (T & L) || By: NooR 24

• Small group discussions and support groups

• Demonstration and return demonstration

• Pamphlets and brochures

• Posters and flip charts

• Videos and closed circuit television