CONCEPTS OF TEACHING AND LEARNING Lesson 2

CONCEPTS OF
T E AC H I N G AN D
L E AR N I N G
LEARNING
•Acquisition of knowledge of all kinds

such as abilities, habits, attitudes,
values and skills primarily to create
change in an individual
TEACHING
•The process of providing learning

materials, activities, situations and
experiences that enable the clients or
learners to acquire knowledge,
attitudes, values and skills to
facilitate self-reliant behavior
PATIENT TEACHING
• A system of activities intended to

produce learning and change in client
behavior
• A dynamic interaction between the
nurse as a teacher who provides all the
needed information and the patient as
the learner
EDUCATION PROCESS (APIE)
•A systematic, sequential, logical,

scientifically based, planned course
of action consisting of teaching and
learning
A- ASESSMENT
• Process which provides the nurse

educator with information regarding the
student’s knowledge and skills needed
• Gathering of data about the learner’s or
group of learner’s demographic profile,
skills and abilities needed
P-PLANNING
•A carefully organized written

presentation of what the learner
needs to learn and how the nurse
educator is going to initiate the
teaching process
I- IMPLEMENTATION AND APPLICATION
OF THE TEACHING PLAN
• A point where the theoretical and
practical aspects of the teaching-
learning process meet as the teacher
applies the plan
• Includes procedures or techniques and
strategies that the teacher will use
E- EVALUATION
•measurement of the teaching-

learning performance of both the
teacher and the learner
NURSING PROCESS
• A scientific and systematic, problem-
solving approach to identify, prevent and
treat actual or potential health problems
and promote wellness
• Emphasizes the need to manage and
maximize health by managing risk factors
and encouraging health behavior
PURPOSES OF NURSING PROCESS
• 1.Provides a tool to enable the nurse to render

quality-nursing care to clients
• 2.Helps identify the client’s health care needs, and
determine priorities of care and expected outcomes
• 3.Establishes nursing intervention to meet client-
centered goals
• 4.Provides nursing intervention to meet the needs of
clients
PURPOSES OF NURSING PROCESS
• 5.Evaluates the effectiveness of nursing care in

achieving client goals
• 6.Achieves scientifically-based, holistic and
individualized care
• 7.Takes the opportunity of working
collaboratively with clients, and other healthcare
team
• 8.Achieves continuity of care to the clients
NATURE OF NURSING PROCESS
•Dynamic and cyclic

•Planned and goal oriented
•Intellectual process
CHARACTERISTICS OF NURSING
PROCESS
• Systematic
• Has an ordered sequence of precise and accurate
activities
• Dynamic
• Provides active interaction and integration among
activities
• Interpersonal
• Ensures that nurses are client-centered rather than
task oriented
CHARACTERISTICS OF NURSING
PROCESS
• Goal-directed
• A means for nurses and clients to work
together in order to identify specific goals
• Universally applicable
• Allows nurses to practice nursing with well
or sick people, young or old, regardless of
race, religion and in any practice setting
STEPS IN NURSING PROCESS
• A- ASSESSMENT
• Gathering of data about the system, the individual,
family or community
• P- PLANNING
• Formulation of the nursing care plan on which the
nurse works with the client to set goals and objectives
and predict outcome
• I- IMPLEMENTATION
• Actual performance of the plan
STEPS IN NURSING PROCESS
• E- EVALUATION
• Involves collection of pertinent and reliable
data about the process and outcome of care
• D- DOCUMENTATION
• Establishes written record of assessment,
the care provided and the patient’s
response
EDUCATION AND THE NURSING PROCESS
DIFFERENTIATED
• Nursing process
- Focuses on the planning and implementation of care
based on the assessment and diagnosis of physical and
psychosocial needs of a client
• Education process
- Focuses on the planning and implementation of teaching
based on the assessment and prioritization of student
needs, readiness to learn and learning styles
- Emphasizes the need to manage and maximize health by
managing risk factors and encouraging health behavior
PRINCIPLES AND THEORIES IN TEACHING
AND LEARNING
A. LEARNING THEORIES RELATED TO HEALTH CARE

PRACTICE
1. BEHAVIORIST THEORIES
- Watson and Pavlov his contemporary, defined learning as a
more or less permanent change in behavior. They postulated the
behavior is a result of a series of conditioned reflexes and all
emotion and thought are a result of behavior learned through
conditioning.
AND LEARNING

PRACTICE
- Two others well know behaviorists are Thorndike and
Skinner. They are sometimes called reinforcement theorist
or radical behaviorist.
AND LEARNING

PRACTICE
- Watson and Guthrie emphasized the contiguity of the
stimulus and response, they are known as contiguity
theorist, they believed that stimulus and response are
bonds that strengthened simple because they occur
together.
AND LEARNING

PRACTICE
- Newer thinking in the direction of cognitive theory
emphasizes understanding and meaningful learning rather
than rote learning (Tauris and Qade, 2001)
AND LEARNING

PRACTICE
- Behaviorism - is learning theory that only focuses in
objectively observable behavior and discounts any
independent activities of the mind.
AND LEARNING

PRACTICE
- Behavior theorist define learning as nothing more than
the acquisitor of new behavior based on environment
AND LEARNING

PRACTICE
- Ivan Pavlov First showed how behavior can be
manipulated through classical condition where in
association is formed between a naturally occurring
stimulus-response and a neutral one
AND LEARNING

PRACTICE
2. COGNITIVE LEARNING THEORIES
- Cognitive science is the study of how our brains work in process of
perceiving, thinking, remembering and learning (Breur,1993)
- Information processing explains the way that information is handled
once it enters the senses and how it is organized and stored
(Driscoll, 2005)
AND LEARNING

PRACTICE
2. COGNITIVE LEARNING THEORIES
- Instead of focus on behavior, the focus is on mental processes that
are responsible for behavior and its meaning
AND LEARNING
Using Thinking to Learn

- Explains why the brain is the most incredible network of
information processing and interpretation in the body as we learn
things.
- The theory has been used to explain mental processes s they are
influenced by both intrinsic and extrinsic factors, which eventually
bring about learning in an individual.
AND LEARNING

PRACTICE
3. SOCIAL LEARNING THEORIES
- People learn through observing others behavior, attitudes and outcomes of those
behavior, " Most human behavior is learned observationally through modeling:
from observing others, one forms an idea of how new behaviors are performed,
and on later occasions this coded information serves as a guide for action"
(Bandura). Social learning theory explains human behavior in terms of continuous
reciprocal interaction between cognitive behavioral and environmental
influences.
BEHAVIORISM COGNITIVISM SOCIAL LEARNING
A change in behavior A change in Interaction
though/mind observation in social
contexts
Theorists: Theorists: Theorists:
• Thorndike • Koffka • Bandura
• Pavlov • Kohler • Lave
• Watson • Lewin • Wenger
• Guthrie • Piaget • Salomon
• Hull • Ausubel
• Tolman • Bruner
• Skinner • Gagne
AND LEARNING
B. LEARNING THEORIES RELATED TO HEALTH

1. DEVELOPMENTAL STAGES OF THE LEARNER ACROSS THE LIFESPAN
AND LEARNING

a) Prenatal Development
- Conception occurs and development begins. All of the major
structures of the body are forming and the health of the
mother is of primary concern. Understanding nutrition,
teratogens (or environmental factors that can lead to birth
defects), and labor and delivery are primary concerns.
AND LEARNING

b) Infancy and Toddlerhood
- The first year and a half to two years of life are ones of dramatic
growth and change. A newborn, with a keen sense of hearing but
very poor vision is transformed into a walking, talking toddler
within a relatively short period of time. Caregivers are also
transformed from someone who manages feeding and sleep
schedules to a constantly moving guide and safety inspector for a
mobile, energetic child.
AND LEARNING

c) Infancy and Toddlerhood
- Early childhood is also referred to as the preschool years consisting of
the years which follow toddlerhood and precede formal schooling. As a
three to five-year-old, the child is busy learning language, is gaining a
sense of self and greater independence, and is beginning to learn the
workings of the physical world. A toddler’s fierce determination to do
something may give way to a four-year-old’s sense of guilt for doing
something that brings the disapproval of others.
AND LEARNING

d) Middle Childhood
- The ages of six through eleven comprise middle childhood and much of
what children experience at this age is connected to their involvement in
the early grades of school. Now the world becomes one of learning and
testing new academic skills and by assessing one’s abilities and
accomplishments by making comparisons between self and others.
Schools compare students and make these comparisons public through
team sports, test scores, and other forms of recognition.
AND LEARNING

e) Adolescence
- Adolescence is a period of dramatic physical change marked by an overall
physical growth spurt and sexual maturation, known as puberty. It is also a
time of cognitive change as the adolescent begins to think of new
possibilities and to consider abstract concepts such as love, fear, and
freedom. Ironically, adolescents have a sense of invincibility that puts
them at greater risk of dying from accidents or contracting sexually
transmitted infections that can have lifelong consequences.
AND LEARNING

f) Late Adulthood
- This period of the life span has increased in the last100 years, particularly in
industrialized countries. Late adulthood is sometimes subdivided into two or three
categories such as the “young old” and “old old” or the “young old”, “old old”, and
“oldest old”. A better way to appreciate the diversity of people in late adulthood is to go
beyond chronological age and examine whether a person is experiencing optimal aging
(like the gentleman pictured above who is in very good health for his age and continues
to have an active, stimulating life), normal aging (in which the changes are similar to
most of those of the same age), or impaired aging (referring to someone who has more
physical challenge and disease than others of the same age).
AND LEARNING

g) Death and Dying
- There is a certain discomfort in thinking about death but there is also a
certain confidence and acceptance that can come from studying death
and dying. We will be examining the physical, psychological and social
aspects of death, exploring grief or bereavement, and addressing ways in
which helping professionals work in death and dying. And we will discuss
cultural variations in mourning, burial, and grief.
AND LEARNING

2. DEVELOPMENTAL STAGES OF THE LEARNERACROSS THE LIFESPAN
Develop mentalists break the life span into nine stages as follows:
AND LEARNING

Prenatal Development -
Conception occurs and development begins. All of the major
structures of the body are forming and the health of the mother
is of primary concern. Understanding nutrition, teratogens (or
environmental factors that can lead to birth defects), and labor
and delivery are primary concerns.
AND LEARNING

Infancy and Toddlerhood -
The first year and a half to two years of life are ones of dramatic
growth and change. A newborn, with a keen sense of hearing but very
poor vision is transformed into a walking, talking toddler within a
relatively short period of time. Caregivers are also transformed from
someone who manages feeding and sleep schedules to a constantly
moving guide and safety inspector for a mobile, energetic child.
AND LEARNING

Early Childhood-
Early childhood is also referred to as the preschool years consisting of the
years which follow toddlerhood and precede formal schooling. As a three
to five-year-old, the child is busy learning language, is gaining a sense of
self and greater independence, and is beginning to learn the workings of
the physical world. A toddler’s fierce determination to do something may
give way to a four-year-old’s sense of guilt for doing something that brings
the disapproval of others.
AND LEARNING

Middle Childhood -
The ages of six through eleven comprise middle childhood and much of
what children experience at this age is connected to their involvement in
the early grades of school. Now the world becomes one of learning and
testing new academic skills and by assessing one’s abilities and
accomplishments by making comparisons between self and others.
Schools compare students and make these comparisons public through
team sports, test scores, and other forms of recognition.
AND LEARNING

Adolescence -
Adolescence is a period of dramatic physical change marked by an overall
physical growth spurt and sexual maturation, known as puberty. It is also a
time of cognitive change as the adolescent begins to think of new
possibilities and to consider abstract concepts such as love, fear, and
freedom. Ironically, adolescents have a sense of invincibility that puts
them at greater risk of dying from accidents or contracting sexually
transmitted infections that can have lifelong consequences.
AND LEARNING

Late Adulthood -
This period of the life span has increased in the last100 years, particularly in
industrialized countries. Late adulthood is sometimes subdivided into two or three
categories such as the “young old” and “old old” or the “young old”, “old old”, and
“oldest old”. A better way to appreciate the diversity of people in late adulthood is to
go beyond chronological age and examine whether a person is experiencing optimal
aging (like the gentleman pictured above who is in very good health for his age and
continues to have an active, stimulating life), normal aging (in which the changes are
similar to most of those of the same age), or impaired aging (referring to someone
who has more physical challenge and disease than others of the same age).
AND LEARNING

Death and Dying -
There is a certain discomfort in thinking about death but there is also a certain
confidence and acceptance that can come from studying death and dying. We
will be examining the physical, psychological and social aspects of death,
exploring grief or bereavement, and addressing ways in which helping
professionals work in death and dying. And we will discuss cultural variations
in mourning, burial, and grief.
AND LEARNING

Death and Dying -
There is a certain discomfort in thinking about death but there is also a certain
confidence and acceptance that can come from studying death and dying. We
will be examining the physical, psychological and social aspects of death,
exploring grief or bereavement, and addressing ways in which helping
professionals work in death and dying. And we will discuss cultural variations
in mourning, burial, and grief.

CONCEPTS OF TEACHING AND LEARNING Lesson 2

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CONCEPTS OF TEACHING AND LEARNING Lesson 2

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CONCEPTS OF

•Acquisition of knowledge of all kinds

•The process of providing learning

• A system of activities intended to

•A systematic, sequential, logical,

• Process which provides the nurse

•A carefully organized written

•measurement of the teaching-

• 1.Provides a tool to enable the nurse to render

• 5.Evaluates the effectiveness of nursing care in

•Dynamic and cyclic

A. LEARNING THEORIES RELATED TO HEALTH CARE

A. LEARNING THEORIES RELATED TO HEALTH CARE

A. LEARNING THEORIES RELATED TO HEALTH CARE

A. LEARNING THEORIES RELATED TO HEALTH CARE

A. LEARNING THEORIES RELATED TO HEALTH CARE

A. LEARNING THEORIES RELATED TO HEALTH CARE

A. LEARNING THEORIES RELATED TO HEALTH CARE

A. LEARNING THEORIES RELATED TO HEALTH CARE

A. LEARNING THEORIES RELATED TO HEALTH CARE

Using Thinking to Learn

A. LEARNING THEORIES RELATED TO HEALTH CARE

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

B. LEARNING THEORIES RELATED TO HEALTH

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