Health teaching nursing practice The nurse may find the following guidelines helpful: 1- the optimal time for each session depends largely on the learner: some people for example, learn best at the beginning of the day when for choosing the best time. 2- the pace of each teaching session also affects learning, Nurses should be sensitive to any signs that the pace is too fast or to slow.

3- An environment can detract from or assist learning; for example, noise or interruption usually interfere with concentration whereas a comfortable environment promotes learning. 4- Teaching helps can foster learning and help focus a learner’s attention. To ensure the transfer of learning, the nurse should use the type of equipment the learner will eventually use.

5- learning is more effective when learners discover the content for themselves. The nurse may also encourage self-directed independent learning by encouraging the client to explore sources of information. 6- provide the learner with a handout that captures the key points of your instruction.

Teaching strategies Teaching in clinical settings presents nurse educators with challenges that are different from those encountered in the classroom. In nursing education, the classroom and clinical environments are linked because, students must apply in clinical practice what they have learned in the classroom, online, and through other experiences. The book describes clinical teaching strategies that are effective and practical in a rapidly changing health care environment.

Teaching strategies - Explanation or description e.g. lecture type of learning (cognitive) (- One to one discussion (affective , cognitive (- Demonstration. (psychomotor (- Group discussion. (affective , cognitive - Practice . (psychomotor) - Computer assisted learning programs (all types of learning).

special teaching strategies There are a number of special teaching strategies that nurses can use: 1- contracting. 2- group teaching. 3- computer assisted instruction. 4- multimedia presentations. 5- discovery / problem solving. 6- behavior modification.

Evaluation of learning Evaluation is both an ongoing (formative) and a final (summative) 1- process in which the learner the nurse and often the support persons determine what has been learned. 2- learning is measured against the predetermined learning objectives select in the planning phase of the teaching process. 3- the best method for evaluating depends on the type of learning. 4- the objectives serve not only to direct the teaching plan but also to provide outcome criteria for evaluation.

Evaluation of teaching It is important for nurses to evaluate their own teaching: 1- evaluating should include a consideration of all factors the timing. 2- the environment for learning. 3- the teaching strategies . 4- the amount of information. 5- the teaching was helpful. 6- the nurse may find