1. The Nethersole School of Nursing The Chinese University of Hong Kong 1 What has proven to be effective pedagogic techniques for myself 2008 Faculty Curriculum Retreat Ann Shiu 6 Sep 2008

2. 2 Structure Two main parts –Pedagogical concepts –Illustration

3. 3 Three concepts Motivation Experiential learning Self-efficacy

4. 4 Motivation Controlled / external –e.g., To obtain a good pass Autonomous / internal –e.g., This is a meaningful activity Both are adopted

5. 5 Experiential learning To develop applied knowledge VS didactic education Direct encounter with the phenomenon being studied Systematic arrangement of experiences to achieve learning outcomes Guidelines, self-evaluation, feedback: to improve practice and move theories forward

6. 6 Self-efficacy To develop confidence in a specific area Mastery experience Vicarious experience Verbal encouragement Managing stress

7. 7 Illustration A course – Health Promotion –Aim, learning outcomes, assessment –Techniques

8. 8 Course aim The aim of this course is to develop students’ understanding of the role of the nurse in health promotion in working with individuals, groups, families and communities. Emphasis will be on the application of the principles of health promotion to critique programmes relevant to local current and predicted health needs.

9. 9 Learning outcomes 1.Examine the role of the nurse in undertaking health promotion with individuals, groups, families and communities. 2.Analyse current theories and models of health education and health promotion and their values in the delivery of such programmes. 3.Examine the contribution of health education to health promotion. 4.Analyse the changing pattern of community health and identify priorities and opportunities for health promotion. 5.Assess the learning needs of individuals, families, groups and communities. 6.Apply principles of health promotion to the implementation of programmes. 7.Evaluate the process and outcome of health promotion programmes for both the nurses and clients.

10. 10 Course assessment Rationale: OBA Group work –Assess health needs of a group of clients –Plan a group education session –Conduct and video-tape the session –Present the video for peer-evaluation and teacher- evaluation Individual written assignment –A critique of the education session drawing on the experience input from self-, peer- and teacher-evaluation the literature on health education and health promotion

11. 11 Motivation Controlled / external –In the first session Pass the course by accomplishing the course assessment Autonomous / internal –Appeal to students’ desire to be a competent nurse One of the five competences required by Nursing Council A major feature of advanced nursing practice Explain OBA (content, activities, assessment) The course assessment is directly related to clinical practice –Develop their interest by means of experiential learning self-efficacy

12. 12 Experiential learning Engage in group work to accomplish the tasks of the course assignment (learning outcomes) –Beginning of the course –Lecture, tutorial activities, out of class activities Obtain feedback from peers and teachers –In every tutorial –In the group seminar when the taped session was presented –From the teacher’s FB sheet of the written assignment Reflect on the experience –In every tutorial –In the group seminar –In the individual written critique *Clear guidelines, self-evaluation and continuous FB: key features to the success of learning through experience

13. 13 Self-efficacy Mastery experience –An OBA to the T/L process a guided practice of a series of tasks integrating the experience and the literature –Guidelines and FB learning activities as authentic / pleasurable as possible Vicarious experience –Working in a group –Group seminar presentation –Peers’ videos uploaded on WebCT

14. 14 Verbal encouragement –FB is constructive –FB is continuous Managing stress –The course assessment is built up right from the beginning –No end of term examination/assessment stress

15. 15 The success of the course My tribute to my colleagues –who are willing to walk an extra mile to develop deep learning of future nurses.