5.

Developmental Stage individual’s intellectual abilities but will require

• Each task associated with human special or innovative approaches to instruction
development produces a peak time for to sustain or bolster readiness to learn
readiness to learn, known as a “teachable Six learning style principles
moment” 1. Both the style by which the teacher prefers to
• They see learning as relevant when they can teach and the style by which the students
apply new knowledge to help them solve prefers to learn can be identified. ▪ Identification
immediate problem. of different styles offers specific clues as to the
way a person learns.
C. Experiential readiness 2. Teachers need to guard against over
1. Level of aspiration teaching by their own preferred learning styles. ▪
• The extent to which someone is driven to Nurse educators need to realize that just
achieve is related to the type of short- and long- because they gravitate to learning a certain
term goals established, not by the educator, but way, it does not mean that everyone else can or
by the learner. wants to learn this way.
2. Past coping mechanisms 3. Teachers are most helpful when they assist
• The coping mechanisms someone has been students in identifying and learning through their
using must be explored to understand how the own style preferences.
learner has dealt with previous problems. 4. Students should have the opportunity to learn
3. Cultural Background through their preferred style. ▪ The nurse
• Knowledge on the part of the educator about educator can provide the means by which
other cultures and being sensitive to behavioral each learner can experience successful
differences between cultures are important to learning.
avoid teaching in opposition to cultural beliefs. 5. Students should be encouraged to diversify
4. Locus of control their style preferences. ▪ Today, learners are
• Internal locus control ― they are ready to learn constantly faced with learning situations where
• External locus control ― they are externally one approach to learning will not suffice if they
motivated --- then someone other than are to reach their fullest potential
themselves must encourage a feeling of 6. Teachers can develop specific learning
wanting to know something. activities that reinforce each modality or style. ▪
5. Orientation Nurse educators must become aware of various
The tendency to adhere to a parochial or methods and materials available to address and
cosmopolitan point of view is known as augment the different learning styles
orientation

D. Knowledge readiness
• Present knowledge base
How much someone already knows about a
particular subject or how proficient that person
is at performing a task is important factor to
determine before designing and implementing
instruction.
• Cognitive ability
The extent to which information can be
processed is indicative of the level at which the
learner is capable of learning.

Learning styles
• A variety of preferred styles of learning exist,
and assessing how someone learns best will help
the educator to select teaching approaches
accordingly.
Learning disabilities
• Other than those deficits and low-level reading
skills are not necessarily indicative of an
TEACHING PSYCHOMOTOR SKILLS PROGRESSING THROUGH LEVELS OF SKILL
Psychomotor skills ACQUISITION: NOVICE TO EXPERT
• Psychomotor skill development is crucial -Allow students to progress at their own
to good patient care as nurses. pace.
• Psychomotor skills are used to provide - Students should master individual skills
patient care and to ensure the safety of before placing them in context of a
the members of the team. scenario or simulation.
- Students should be allowed ample
psychomotor domain time to practice a skill before being
Dave’s taxonomy of the tested.
psychomotor domain includes utilizing
motor skills and the ability to coordinate PROGRESSING THROUGH LEVELS OF SKILL
them. This psychomotor domain includes ACQUISITION: NOVICE TO EXPERT
physical movement, coordination, and Demonstrate the skill to the students.
use of the motor-skill areas. Development Students practice using a skills check
of these skills requires practice and is sheet. Students memorize the steps of the
measured in terms of speed, strength, skill until they can verbalize the sequence
endurance, coordination, precision, without error.
distance, procedures, or techniques in
execution. Students perform the skill:
Stating each step as they perform it.
psychomotor skills Levels While answering questions about their
naturalization-create, design, develop, performance.
invent, manage naturally In the context of a scenario or actual
articulation-adapt, constructs, combine, patient situation.
creates, customize, modifies, formulate
precision-calibrate, demonstrate, master, Improving Development During Skills
perfectionism Session
manipulation-act, build, execute Improving development during skills
imitation- copy, follow, mimic, repeat, sessions involves placing the need for skill
replicate, reproduce, trace in context with a real-life scenario or
simulation and limiting the objectives to
Approaches to teaching skills three learning points.
1. WHOLE-PART-WHOLE TECHNIQUE
Requires that the skill be demonstrated 3 Maximizing Skill Session Time
times as follows: Maximizing skill session time in
-WHOLE: The instructor demonstrates the psychomotor teaching involves
entire skill, beginning to end while briefly optimizing every minute of the session to
naming each action or step. ensure efficient learning and mastery of
-PART: The instructor demonstrates the skill physical skills.
again, step-by-step, explaining each part
in detail. distributing written scenario to be
-WHOLE: The instructor demonstrates the practiced
entire skill, beginning to end, without Distributing written scenarios for practice is
interruption and usually without an effective approach to teaching
commentary. psychomotor skills, particularly in fields like
healthcare, emergency response, or
technical trades.
 1. To provide individualized care in a
There are different systematic, holistic approach
approaches/techniques to teaching skills 2. To develop high technical competent
including: skills
• Whole-Part-Whole Technique 3. To practice various procedure
• Peyton’s Four Step Approach and 4. To collect and analyze the data
Modifications 5. To develop communication skills and
• Teaching Methods maintain interpersonal relationship
Demonstration 6. To maintain high standard of nursing
Return Demonstration practice to become independent
Self Directed Learning enough to practice nursing
Simulation 7. To develop, cognitive, affective and
• Written Simulation psychomotor skills
• Low-fidelity Clinical Simulations 8. To learn various diagnostic procedures
• High-fidelity Whole-body patient 9. To learn various skill in giving health
simulator education technique to the client
• Standardized Patient 10. To develop proficiency and efficiency
• Virtual Simulation in carrying out various procedure

In evaluating students’ competency after ➢ Classroom Teaching

teaching them psychomotor skills, these ✓ Large Group
techniques can be utilized: ✓ No focus on patient
• Observation Technique ✓ Knowledge & Theoretical framework
Advantages of Observation Technique ✓ Teacher/Students ratio is large
Observation tools used for the technique
✓ Passive Students
• Performance based Assessment
✓ Less Interactive
• Product Assessment
• Portfolio Assessment
➢ Clinical Teaching
CLINICAL TEACHING ✓ Small Group
Clinical Teaching - Is an individualized or ✓ Focus on patient
group teaching to the nursing student in ✓ Application of knowledge
the clinical area by the nurse educators, ✓ Clinical reasoning
staff and clinical nurse manager. ✓ Teacher/students ratio is small
- A type of group conference in which a ✓ Active Students
patient or patients are observed, studied, ✓ More interactive
discussed, demonstrated, and directed
towards the improvement and further
❖ Model of Clinical Teaching:
improvement of nursing care provided by
o Traditional Model
nursing student
o Preceptor Model
-Involves planning, organizing, teaching,
o Associated/Partnership Model
supervising and evaluating students direct
▪ Traditional Model -The educator
experiences in patient care - It provides
provides the instruction and evaluation for
students with an opportunity to make
a small group of nursing students and
application of theoretical knowledge to
onsite during clinical experience.
provide improved patient-centered
Advantages
nursing care.
• Purpose of Clinical Teaching
• The benefit of this model is the • clinical agencies and the community to
opportunity to respond to meet the health care needs of
assist students in using the concepts and the community.
theories • Clinical agency and nursing program
learned in class through readings and that involves sharing an advanced
other practice nurse(APN) and academic
learning activities in patient care. faculty member – the APN teaches
Disadvantages students in the clinical setting and faculty
• Large number of students for whom members serve as course indicators. •
faculty Faculty member teaches 2 groups of
members may be responsible students, as in the traditional model.
• Not being accessible to students when ❖ Factors Influencing
needed because of demands of other ✓ Group interaction skills
students in the group ✓ Clinical supervision skill
▪ Preceptor Model - The expert nurse in the ✓ Clinical competence and
clinical setting works with the students on professionalism
a one-to-one basis in the clinical setting. ✓ Knowledge and analytical ability.
• Preceptors are staff nurses and other
✓ Organization and clarity of presentation
nurses employed by clinical agencies
✓ Enthusiasm and stimulation of interest
who, in addition
to their ongoing patient care ❖ PREPARATION FOR CLINICAL
responsibilities, provide on-site clinical INSTRUCTION:
instruction for the assigned students. To ensure a positive learning experience
• The preceptor guides and supports the for learners, whether they are
learner undergraduate students, graduate
and serves as a role model (Commonly students etc., educators must do a lot of
used for planning before clinical instruction begins.
graduating nursing students but it can also a. Selection of clinical sites must be done
be methodically.
used with beginning nursing students.) b. Must consider the learning experience
Advantages that is available in the chosen clinical site.
• Students can transition into c. It is sometimes the educator’s role to
independent practice gather data that will lead to a written
• Develop self-efficacy contract
• Improve critical thinking and decision d. The availability of the clinical unit for
making skills. certain weeks or days.
• Developed the clinical competencies e. Evidence of completion of health
• Learn new clinical skills under the records for students and faculty.
guidance of the preceptor f. Evidence of malpractice and general
Disadvantages liability insurance for students and faculty.
• Lack of integration of theory, research g. Once arrangements have been made
and practice for clinical units,the educator should set
• Lack of flexibility in reassigning students up a meeting with the agency staff that
to other preceptors if needed. will be involved with the education
process. At that meeting, the
Partnership Model expectations of both parties can be
• Nursing education collaborate with: discussed and actual implementation of
the learning experience can be worked Step 2: Describe the activities to be
out. evaluated Step 3: Select methods
h. Lastly, making specific assignments for Step 4: Collect credible data
learners on a weekly or daily basis (if the Step 5: Analyze data
learners are not working with receptors). Step 6: Learn from evaluation 6

ASSESSMENT AND EVALUATION Difference between evaluation methods

Learning Assessment and steps: For the students to understand
provides a means of ensuring deeper the importance of the evaluation
accountability for high-quality education. methods and steps.
That pertains to obtaining information on Qualities of good measurement: For the
student learning, evaluating student to know that development of any
competencies, and assessing clinical test requires careful consideration of the
performance to ensure the learning of the qualities of good measurement
students. instrument to ensure its effectives.
Importance of good measurement:
Types of assessment Knowing the importance of good
FORMATIVE ASSESSMENT measurement the students can
To be able to know the extend understand the role of good
knowledge of the learner at the end of measurement to the effectiveness of the
each chapter or unit. curriculum and academic content.
SUMMATIVE ASSESSMENT Which can clarify the strength and
To be able to evaluate the overall weaknesses of the curriculum.
performance of a learner at the end of
the semester. Characteristics of Good Measurement
RELIBILITY – refers to the repeatability of
Evaluation measurement.
-Evaluation is crucial part of Health VALIDITY - Validity is the extent to which a
Education practice. It allows students to test measures what it claims to measure. It
assess whether the specified objectives is vital for a test to be valid in order for the
have been achieved or met. results to be accurately applied and
interpreted.
Methods of Evaluation PRACTICIBILITY – refers to the quality of
PROCESS EVALUATION being usable in context to the objective
-To gather feedback from those people to be achieved.
who received health education. USABILITY (practicality) ease in
IMPACT EVALUATION administration, scoring, interpretation and
-To assess the immediate effect or application, low cost, proper mechanical
change produced by an intervention. make – up.
OUTCOME EVALUATION MEASUREABILITY – It can measure the
-The long-term changes that may have objective to be achieved.
occurred as a result of health education
interventions. Interaction Process Analysis Systematically
observing and analyzing the
Steps in the evaluation of health communication and interaction patterns
education activities during health education sessions and
Step 1: Involve people to participate in environ mental settings where
the activities
interaction took place. Interaction small group must have a leader and how
Process may be divided into two parts: to incorporate different learning and
a. Verbal interaction working styles into a group in harmony.
Interaction Analysis is developed as 4. Entire classroom interaction This type of
coding categories of interaction analysis interaction ensures every student interacts
to know the quantity of verbal interaction with every other student in the class.
between teacher and students in the
classroom. It is the divided into two types Process Recording
with its sub -categories; Recording and analyzing communication
1) Indirect Teacher Talk interactions in various contexts.
a. Accept of feelings
b. Praise or Encouragement Advantages
c. Accepts or uses ideas of students d. • It helps in differentiating thoughts and
Asking question feelings
2) Direct talk • It helps to clarify the purpose of interview
a. Lecture/lecturing or intervention
b). Giving directions • It helps to explore the interplay of values
c). Criticizing or justifying authority operating between the student and the
teacher system through an analysis of the
b. Non -verbal interaction filtering process used in session.
The kinds of nonverbal communication Disadvantages
used by teachers in the classroom • It is more time consuming
included gesture, body movement and • Technical problem frequent and
posture, eye con tact and facial become source of frustration
expression. These nonverbal were applied • The process is laborious because it
to explain some unclear verbal required actual observation and
communication. The positive effects subsequent participation by the clinical
included motivating the students in instructor during student interviews
studying, increasing the students’ Steps of Process Recording:
vocabulary mastery, making students to 1. PREPARATION
be more active in speaking, and giving Health professionals should ensure they
enthusiasm in studying. have the necessary tools to record the
Non -verbal interaction examples: interaction effectively.
1) Gesture, Movement, Facial expression 2. CONSENT
2) Eye contact Health professional should obtain the
3) Touch patient's informed consent to record the
session.
Principles of Classroom Interaction: 3. OBJECTIVE SETTING
1. Student-teacher interaction Health professionals may set specific
The type of interaction that happens in objectives for the session based on the
this class is like the type they will have with patient's treatment plan or current
their future bosses or superiors. concerns.
2. Student-Student interaction This 4. ACTIVE LISTENING
enables students to know what it means During the session the nurse practices
to work in pairs. active listening paying full attention to
3. Small group interaction They learn to what the patient is saying and expressing.
depend on the other members of the 5. VERBATIM DIALOGUE
group to do their own parts and that a
Records the conversation, including the
patient's exact words.
6. NON-VERBAL CUES
These cues are the ones that give the
health professional valuable insights
through which he can better know what
the patient is feeling and how much he is
engaged
7. EMOTIONS AND REACTIONS
Health professional records the reactions
and responses considering their
emotional state, to the patient's verbal
and non-verbal communications, and
emotions
8. REFLECTION
Healthcare specialists review the
recorded material and contemplate the
dynamics of the interaction.
9. SUPERVISION AND FEEDBACK
Offers opportunities for professional
development and promotes ethical and
effective clinical practice
10. INTERVENTION AND TREATMENT
PLANNING
Insights that are gained through the
process of recording on a patient can go
a very long way in the planning of a
treatment plan.