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41 Nursing: A Concept-Based Approach to Learning Teaching and Learning
VOLUME TWO | SECOND EDITION 41 MODULE Teaching and Learning
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The Concept of Teaching and Learning
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The Concept of Teaching and Learning
System of activities designed to produce learning Learning Change in human disposition or capability that persists Represented by change in behavior Dynamic interaction between teacher and learner
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Attributes of Learning
Occurs inside the learner Discovery of personal meaning/relevance of ideas Consequence of experience Collaborative and cooperative process Evolutionary process that builds on past learning and experiences Intellectual and emotional process 4
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Nurses as Teachers One of many roles of professional nurse
Teach clients, families; may teach colleagues Teaching is affected by: Federal and state regulations Developmental level, cultural, and socioeconomic background Primary language, previous knowledge, experience Information and resources 5
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Nurses as Learners Nurse education prepares practitioner with beginning skills Continue learning to keep current American Nurses Association (ANA) standards State board of nursing (BON) continuing education requirements 6
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The Art of Teaching Teaching
Activities intentionally designed to produce specific learning Goal-directed Create conducive learning environment Requires knowledge of the subject matter, understanding of the learning process, judgment, and intuition Learning theories successful teaching 7
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Characteristics of Effective Teaching
Holds the learner's interest Involves learner in process Creates partnership Fosters positive self-concept Sets realistic goals Directed at helping learner meet objectives Supports learner with feedback Accurate and current 8
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Characteristics of Effective Teaching, continued
Appropriate for learner's age, condition, abilities Optimistic, positive Nonthreatening Uses variety of methods Provides multisensory opportunities Evaluates learning Gathers information from reliable sources Is cost effective 9
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The Art of Teaching Trust and respect Teacher has knowledge and skill
Learner has ability to attain goals Teaching process continues until: Achievement of mutually agreed-on goals Mutual changing of goals Mutual decision that goals cannot be met 10
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Learning Theories, continued
Cognitive theory Bloom's three domains Cognitive domain thinking domain Six abilities or thinking processes Knowing Analyzing Comprehending Synthesizing Applying Evaluating 11
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Learning Theories, continued
Cognitive theory Bloom's three domains Affective domain feeling domain Feelings, emotions, interests, attitudes Psychomotor domain skill domain Motor skills 12
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Learning Theories, continued
Cognitive theory Applying Use each domain in teaching plan Provide environment conducive to learning Encourage positive teacher–learner relationship Use multisensory teaching strategies 13
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Learning Theories, continued
Cognitive theory Applying Use each domain in teaching plan Develop approaches for different learning styles Assess readiness and adapt strategies Remember personal characteristics impact perceptions 14
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Factors Affecting Learning
Factors facilitating learning Motivation Readiness to learn Active involvement Relevance Feedback 15
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Factors Affecting Learning, continued
Factors facilitating learning Nonjudgmental support Simple to complex Repetition Timing Environment 16
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Factors Affecting Learning, continued
Factors inhibiting learning Emotions Fear, anger, depression, anxiety Physiologic events Illness, pain, sensory deficits Cultural aspects Language, beliefs, values differ Psychomotor ability Muscle strength and coordination, energy 17
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The Internet and Health Information
E-health Application of Internet, related technologies Improve access, efficiency, effectiveness Online health information Faster growing than any other usage Affects decision making Older adults Use Internet much less 18
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Exemplar 41.1 Client/Consumer Education
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Overview Client education health literacy
Mandated by American Hospital Association (AHA), A Patient's Bill of Rights Areas of education Promotion of Health Prevention of illness/injury Restoration of health Adapting to altered health/function 20
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Teaching Individual Clients
Increase level of wellness Growth, development Health screening, immunizations Self-care skills, lifestyle adaptations Ensure safe transitions between care levels Discharge plans Include learning needs, teaching 21
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Teaching in the Community
Voluntary involvement or part of nurse's role American Red Cross, Planned Parenthood Large groups interested in some aspect of health Nutrition classes, CPR, bicycle safety programs Small groups or individuals Childbirth, family planning 22
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Developing a Teaching Plan
Assess learning needs from history, physical, client's support system Common needs for common health problems Consider client characteristics Readiness to learn Motivation to learn Reading and comprehension level 23
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Client Health History Age and developmental level
Can provide developmental status information Can indicate teaching content and approaches Clients' understanding of health problem Can indicate deficient knowledge 24
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Client Health History, continued
Health beliefs and practices Cultural factors Economic factors Ability to obtain medication and supplies Learning styles Varies with individual Support systems 25
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Physical Examination Provides useful clues Mental status Energy level
Nutritional status Physical capacity to learn, perform self-care activities 26
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Readiness to Learn Ready asks questions, shows interest
Not ready avoid subject, situation Physical readiness Emotional readiness Cognitive readiness 27
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Motivation Relates to whether client wants to learn
Indicated by nonverbal behavior 28
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Health Literacy Able to read/understand/act on information
Limited literacy more common in certain groups Low health literacy poor outcomes Challenge to teach client Low or no reading, writing skills Behaviors may indicate literacy problem Readability of written material 29
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Developing Written Teaching Aids
Language at/below fifth-grade level Active, not passive voice Easy common words, short sentences Use second person Large type size, avoid all capital letters Priority information first and repeated Bold for emphasis Simple pictures, lots of white space 30
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Teaching Clients with Low Literacy Levels
Use multiple teaching methods Emphasize key points in simple terms Limit amount of information per session Associate new information with known information
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Teaching Clients with Low Literacy Levels, continued
Reinforce through repetition Involve client in teaching Obtain feedback Avoid handouts with many pages, lectures
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Learning Need as the Diagnostic Label
NANDA International terminology Deficient knowledge Readiness for enhanced knowledge Noncompliance 33
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Deficient Knowledge as the Etiology
Risk for (Specify) related to deficient knowledge Most approved by NANDA International imply teaching–learning need 34
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Planning Develop teaching plan in series of steps
Determining teaching priorities Setting learning outcomes Client behavior or performance Observable, measureable 35
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Planning, continued Setting learning outcomes Choosing content
Verbs for writing learning outcomes Compares, describes, explains, identifies, lists Accepts, attends, initiates, chooses, joins Assembles, changes, demonstrates, moves Choosing content Determined by learning outcomes 36
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Planning, continued Selecting teaching strategies Suited to individual
Suited to material to be learned May include: Explanation, one-to-one discussion, demonstration Discovery, practice, group discussion, role play Modeling, printed, computer or AV material 37
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Planning, continued Organizing learning experiences Teaching guides
Start with something learner concerned about Discover what learner knows Address early any area causing anxiety Teach simple to complex Schedule time for review 38
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Planning, continued Showing flexibility Plan may need to be revised
Use teaching techniques that enhance learning, reduce barriers to learning 39
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Planning, continued Knowledge alone not enough
Willingness and perceived need to change Barriers to change 40
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Planning, continued Guidelines for teaching Rapport essential
Use client's previous learning Optimal time depends on learner Clear, concise communication Pace Environment Teaching aids 41
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Planning, continued Guidelines for teaching Multisensory
Stimulate motivation, self-direction Realistic, specific achievable outcomes Feedback Repetition reinforces learning Organizers connect material, generate logical relationships Changes within context of client's lifestyle, resources 42
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Special Teaching Strategies
Anticipatory guidance Client contracting Group teaching Technology-assisted instruction Discovery/problem solving Behavior modification Transcultural teaching Additional barriers 43
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Evaluation Evaluating learning Ongoing and final process
Evaluation tools Direct observation of behavior Written measurements Oral questioning Self-reports, self-monitoring 44
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Evaluation, continued Evaluating learning Psychomotor skills
Modify/repeat teaching plan Behavior change not always immediate 45
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Evaluation, continued Evaluating the learning experience Timing
Strategies Amount of information Helpful or overwhelming Boring or motivating Feedback questionnaires Retention 46
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Evaluation, continued Documenting
Essential legal record teaching occurred Document responses to teaching activities Multiple-copy client teaching forms Parts of teaching to document Diagnosed learning needs Learning outcomes Topics taught Need for additional learning opportunities Resources provided 47
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Evaluation, continued Documenting
Parts of teaching to document for future reference Information, skills included Teaching strategies used Time framework, content of each class Teaching outcomes, methods of evaluation 48
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