Emmanuel D. Paragas Jr.

, RN, MAN Irish Arvin Garcia, RN, MHSS

TEACHING STRATEGIES
Traditional Strategies Activity-based Strategies Computer teaching Strategies Teaching Psychomotor Skills Distance Learning

TRADITIONAL STRATEGIES

LECTURING

Definition
An instructional method in which the teacher verbally transmits information directly to groups of learners for the purpose of education. It is highly structured.

LECTURING

PURPOSES:
Introduce learners to new topics Stimulate students interests Integrate and synthesize knowledge Clarify difficult concepts

LECTURING
DELIVERING THE LECTURE:
Controlling anxiety Spontaneity Voice quality Body language Speed of delivery Getting off on the right foot Clarifying during the lecture Facilitating retrieval from memory

LECTURING
Types:

Traditional Oral Essay teacher is an orator

Participatory brainstorming of learners Uncompleted handouts Outline with blank spaces Feedback mini lectures with small group discussions Mediated used of media films

LECTURING
Advantages:

Economical Limited to classroom space Great deal of info can be communicated in a given time It supplement text books Teacher = role model Develops listening skills

LECTURING

Disadvantages:

Passive learner High facts, low problem solving, analytical transfer Not conducive in meeting the individual learning needs of the students. Limited attention span of learners

DISCUSSION
Definition
An instructional method in which learners are together to exchange information, feelings, and opinions with each other and the teacher to achieve educational objectives

DISCUSSION
FACTORS TO CONSIDER:
SIZE
Discussion is more effective with small groups (DeYoung, 2003) Patient education: 2-20 members, average number:10 as most desirable size.
(Tang, Funnel, & Anderson, 2006)

CAREFUL ADHERENCE ON PRESET BEHAVIORAL OBJECTIVES

Nurse - Facilitator

DISCUSSION
ACCEPTABLE STRATEGIES:
The use of questioning Small group activity Role-play, debate Use of case studies Journaling Simulations Problem solving

DISCUSSION
ADVANTAGES:
Apply Principles, Concepts, and Theories Clarification of info/concepts Group problem solving Immediate feedback Attitude change

DISCUSSION
DISADVANTAGES:
Takes a lot of time Effective to small group only Expensive Monopoly = Frustration Uninformed+misinformed= ignorance sharing

DISCUSSION TECHNIQUES

CLEAR EXPECTATIONS SET RULES ARRANGE SPACE PLAN STARTER FACILITATE ENCOURAGE QUIET MEMBERS

NO MONOPOLIES DIRECT AMONG MEMBERS KEEP ON TRACK CLARIFY TOLERATE SILENCE SUMMARIZE

QUESTIONING
FUNCTIONS:
Active role of learners Assess BASELINE of Knowledge Asses Understanding & Retention Review Contents Motivation Guide

QUESTIONING
TYPES:
Factual simple recall answer, YES or No Probing explain an answer Multiple Choice test recall Open-ended construct an answer Discussion- stimulating help discussion progress Guide to Problem Solving guide to solve Rhetorical stimulate thinking

QUESTIONING

TECHNIQUES:
Prepare ahead of time Clear & Specific questions Tolerate some silence Listen to carefully to responses Beam, focus, build Feedback Handle wrong answers carefully

AUDIOVISUALS
FUNCTIONS:
Greatly enhance teaching Can address three modes of learning: cognitive, affective psychomotor Time fillers and entertainers

AUDIOVISUALS
HANDOUTS:
communicate facts, figures, concepts save a lot of time to give information learners can review and prepare help learners to take class notes

AUDIOVISUALS
CHALKBOARDS / WHITEBOARDS:
Allow spontaneity in classroom New ideas can be jotted down Ideas can be sketched/illustrated

AUDIOVISUALS
OVERHEAD TRANSPARENCIES:

Can be used like a chalk-/whiteboard

Can save class time Diagrams and drawings can be drawn or copied Eye contact can be maintained Easy to use ON AND OFF

AUDIOVISUALS
VIDEOTAPES / DVDs

Can still maintain eye contact

Motion enhances the realism of the situation Learners are exposed to the same teaching Help maintain consistency and quality of teaching

ACTIVITY-BASED STRATEGIES

COOPERATIVE LEARNING
Definition:
- It involves structuring small groups of learners who work together toward achieving shared learning goals.

 TYPES: FORMAL to complete a specific learning task consisting of concepts or skills. Ex: Development of a proposal for clinical research
INFORMAL to enhance understanding of a specific unit of information; to make connections to prior learning.
Ex: Teaching about childbirth experience to a group of parents-to-be

COOPERATIVE LEARNING

BASE to provide encouragement and to monitor progress throughout the learning experience.
Ex: New staff orientation or preceptorship programs

COOPERATIVE LEARNING
ADVANTAGES:
Collaborative work Enhance social and communication skills Variety of learning styles are attended to Critical thinking is promoted

DISADVANTAGES:
Time consuming Wont be able to cover all the content Some learners would much prefer working individually rather than in group

SIMULATIONS Definition:
An instructional method requiring creation of a hypothetical or artificial experience to engage the learner in an activity that reflects real-life conditions without the risk-taking consequences of an actual experience.

TYPES OF SIMULATIONS
SIMULATION EXERCISE
learners can manipulate to better understand the corresponding real situation.
- A controlled representation of a piece if reality that

SIMULATION GAME
- A game that represents real-life situations in which

learners compete according to a set of rules in order to win or achieve an objective

 ROLE-PLAYING

TYPES OF SIMULATIONS

out roles in an interaction involving problems or challenges in human relations.

- A form of drama in which learners spontaneously act

CASE STUDY
- An analysis of an incident or situation in which

characters and relationships are described, factual or hypothetical events transpire, and problems need to be resolved or solved.

PROBLEM-BASED LEARNING (PBL)

Is an approach to learning that involves confronting students with real-life problems that provide a stimulus for critical thinking and self-taught content. Is based on the premise that students, working together in small groups facilitated by an educator, will analyze a case, identify their own needs of information, and then solve authentic problems like those that occur in everyday life.

COMPUTER TEACHING STRATEGIES

A. Computer-Assisted Instruction B. Computer-Managed Instruction C. Internet D. Virtual Reality

Uses of Computers in Teaching

Communicate information Teach critical thinking and problem solving Provide simulations of reality Educate from a distance

Applying Learning Principles using Computers

Mastery Individual pacing (maximize time utilization) Prompt feedback Transfer of learning (cognitive residue)

Advantages of Computer Instruction

Interactivity Increased student motivation Increased access to information Instructional consistency Reduction of repetitive tasks

Advantages of Computer Instruction

Individualized instruction Time efficiency Cost effectiveness

Disadvantages of Computer Instruction

Teacher adjustments Issue of socialization or personal communication Time investment

Computer-Assisted Instruction (CAI)

Using computer applications, software or programs to deliver instructional content Patient education Nursing student and staff education

Modes of CAI
Drill and Practice Tutorials Computerized Testing Games

Modes of CAI (Continuation)

Simulations Multimedia Presentations Student Response Systems

Computer-Managed Instruction
Using computers to manage, prepare, organize and evaluate educational experiences e.g. Blackboard or e-LEAP, online courses Authoring systems

Internet in Nursing
Greater collaboration Synchronous discussions (e.g. post clinical conferences, support groups) Source of information

Virtual Reality
Computer-based, simulated, threedimensional environment in which the participant interacts with a virtual world Complex and dangerous skills can be practiced in a safe environment Very expensive

DISTANCE LEARNING (Distributed Learning)

Any method used to connect teachers and learners who are geographically separated Courses delivered by satellite, television broadcasting or telephone lines Involves two-way audio or two-way audio and video technology Online courses

Advantages of Distance Learning

Convenient Greater access to information and courses Cost-efficient

Disadvantages of Distance Learning

No face-to-face contact Limitations of technology Learning technology vs. learning content

Forms of Distance Learning

Interactive TV Via Internet
Synchronous vs. Asynchronous Webcasting Podcasting Online courses

TEACHING PSYCHOMOTOR SKILLS

Nursing psychomotor skills

Skills that are action-oriented, that require neuromuscular coordination, and that promote patient healing or comfort

Phases of Skill Learning (Gentile, 1972)

Stage One: Getting the Idea of the Movement

Identify the need/problem; set the goal Selective attention to regulatory stimuli Closed vs. Open Skills Create a motor plan

Phases of Skill Learning (Gentile, 1972)

Stage Two: Fixation or Diversification

Fixation being able to do the same skill the same way any time Diversification ability to modify the skill as necessary to be applicable in changing environments

TEACHING PSYCHOMOTOR SKILLS

ATTENTION
Bottleneck theory of attention (Allport, 1980) Limited availability of resources (Magill, 1988) Arousal factor

TEACHING PSYCHOMOTOR SKILLS

FEEDBACK
Intrinsic Extrinsic or augmented Knowledge of results Knowledge of performance

TEACHING PSYCHOMOTOR SKILLS

PRACTICE
Enables the learner to perform the skill with mastery, greater control and less wasted time and motion Necessary for fixation/diversification The teachers role is to arrange for or supervise practice Depends on the complexity of skill, learners motivation and knowledge of related skills

TEACHING PSYCHOMOTOR SKILLS

PRACTICE
Massed Practice Repeated practice sessions with very short or no rest periods between trials Distributed Practice Planned rest periods that are equal to or greater than the time given to trials Mental Practice Whole vs. Part Learning

APPROACHES TO TEACHING SKILLS

Independent Learning vs. Teacher Instruction Demonstrations Simulations