NURS 2011

Teaching Plan

Dr P. Siewdass
Objectives
• Discuss learning theories
• Discuss principles of learning
• Identify factors that affect teaching/Learning process
• Develop lesson plan for teaching selected topics on wellness in
promoting health to target groups
Why do we program plan?
• Program plans ensure we remain focused on the overall objectives of our
program.
• Considers available resources such as: space, equipment, staffing, materials.
• Determines in advance what supplies and equipment will need to be
available.
• Allows us to plan a variety of activities and minimizes repetition in planning.
• Gives us the confidence to know where we are going, or what we are doing
next.
• Allows us to plan for a variety of participant interests and abilities.
• Provides a record of what has occurred.

• When clearly and concisely developed, teaching plans provide roadmaps that
help instructors get where they want to go and remind them of their intended
route.
Health education
• Health education is an essential part of a health promotion .
• It provides participants with the knowledge and skills necessary to adopt or maintain
health-enhancing behaviors.
• In the past decade, there has been an abundance of research conducted on the
effectiveness of health education curricula.
• Through a synthesis of that research, common characteristics of effective health
education have been identified.
• Planning is a concept that can be described as both a psychology process and a
practical
• activity.
• In the former context, planning is a “process in which a person visualizes the future,
inventories means and ends, and constructs a framework to guide future action.”
Learning theories – behavior
• Learning has occurred when you can see changes in behavior
• The Cognitive Learning Theory believe that learning is an internal
process in which information is integrated or internalized into one’s
cognitive or intellectual structure.
• The theory explain mental processes- are influenced by both intrinsic
and extrinsic factors, which eventually bring about learning in an
individual.
Social Cognitive Theory- Albert Bandura

VARIABLES:
1. behavioral factors-
2. environmental factors (extrinsic)
3. personal factors (intrinsic)
• Variables are interrelated resulting, causing learning to occur
Social Cognitive Theory

• In the first, or cognitive phase of learning, the patient learns the

overall picture of what the task is and the sequences involved.

• In the second, or fixation learning phase, the learner begins to gain

skill in performing the task. Whether a physical task is learned as a
whole or part by part depends on its complexity (eg. taking a BP).

- In the last phase of learning, the automatic phase, the patient gains
increasing confidence and competence in performing the task.
Basic Concepts
• Manifest in everyone- adults, infants, children and adolescents.
• Observational Learning- observation is an effective method of gaining
knowledge and altering behavior.
• Reproduction - the application of knowledge with repeating of a skill in a
comfortable environment (Simulation)
• Self-efficacy- learner improves his newly learned knowledge or behavior
by putting it into practice.
• Emotional coping- good coping mechanisms can lead to effective learning
• Self-regulatory capability- ability to control behavior even within an
unfavorable environment.
Principles of learning
Learning occurs when:-
• The learning environment is supportive and productive
• The learning environment promotes independence, interdependence
and self-motivation
• Learners’ needs, backgrounds, perspectives and interests are
reflected in the learning program
• Learners are challenged and supported to develop deep levels of
thinking and application
• Assessment practices are an integral part of teaching and learning
• Learning connects strongly with communities and practice beyond
the classroom
Factors affecting Learning
• Learners expectations
• Faculty expectation
• Intellectual factor- mental status
• Learning factors
• Environmental factors - Physical factors
• Attitude
Teaching plan
• Is the first step to educating clients and their families
Factors for consideration :-
• Language Level
• Assessment for Education
• Relevant content
• Challenges - patient's situation, age, culture or language
Elements of a Teaching Plan
(1) The purpose
(2) Statement of the overall goal
(3) List of objectives
(4) An outline of the related content
(5) The instructional method used for teaching the related content
(6) Time allotted for the teaching of each objective
(7) Instructional resources needed
(8) The method used to evaluate learning
Teaching plan
• Planning and preparing for teaching

- Planning begins with thinking about how you would like your students
to approach their learning in your subject, and what you would like
them to understand, know or be able to do by the end of the session
Preparation: stage one
• Goal
• Aims and Objectives
 The very first thing to consider when you are planning a learning experience is what
exactly you intend your audience to learn.
 Teaching and learning activities, content creation and assessment all stem from these
initial ideas.
• Student Learning
 Consider the approach you would like audience to take, to their learning in your subject.
• Context
 assess audience prior knowledge on the topic
Preparation: stage one
• CONTENT
Prepare the content
Assess if the amount of content is realistic, within the time frame.
 Decide realistically on the key content of the subject which
participants need to understand
• ORGANISATION
Have a plan B
Preparation: stage one
• TEACHING APPROACH
by lecture, by discussion, by problem-solving, role play or
simulations, debates, Online discussion, links to important web
sites.

• ASSESSMENT/ EVALUATION
plan assessment items that will allow participants to show their
understanding of the subject, rather than how many facts they can
remember.
Preparation: stage two
• Teaching – Detail
Compile any lecture notes
Select audio-visual resources
Prepare handouts, reading lists, work sheets, etc
Check the classroom – facilities etc.
 Preparation: stage two
• Complete preparation before the day of the session
• Content – Detail
- What are the key problems, concepts, questions
- Consider the examples you will use. ( participants from different cultures and
backgrounds.
- Make sure your material is up-to-date (EB)
• Organisation – Detail
check the structure and sequence of the information
selecting material main points, examples/illustrations, participants activities,
references, etc.
Preparation: stage three
• Before the teaching session
Participants Learning -Ask yourself: How will participants benefit
from this session?
Materials - Check notes for completeness, anticipate when and how
audio-visual resources are used; which segments are necessary parts
of your input and participants activity, which ones could be deleted if
time runs out
Rehearsal- process - Allow adequate time for participants activities
and for debriefing, questions, clarifications, extra examples?
Opening sentence – should gain students' attention immediately
 Preparation: stage four

• Looking further ahead:

Self Evaluation- note after each session what you wanted to do but didn't do,
what went well and what went wrong, whether the resources you used worked
well, whether and how you involved participants during the session
Participants Evaluation-- get feedback from participants about the session
Colleague Evaluation- ask colleagues to look at your course materials, to sit
in on an occasional session and give you feedback.
Choosing Teaching Methods- There is no single teaching method that is the
best
Reference
• Bradshaw, M., Hultquist, B.L. (2016) Innovative Teaching Strategies in Nursing and Related
Health Professions 7th Edition. Jones & Bartlett Learning. Edition
• Billings, D. M., Halstead, J. A. ( 2015). Teaching in Nursing: A Guide for Faculty, 5th Edition.
Elsevier