E.

Teaching Psychomotor Skill

- Psychomotor skills are skills in which the processes involved are primarily
muscular or are described in glandular or in muscular terms. Examples include
typing skills and other motion derived skills.

Advantages in teaching Psychomotor Skills

Psychomotor skills have an important influence on concept

learning.

It is possible to analyse the task and make a description of a

response pattern optimally suited to carrying out the activity in question.

Knowledge of skill learning could help them to help themselves if

they have not already acquired the skills.

Disadvantages in teaching Psychomotor Skills

Unless the initial training is satisfactory, it is quite possible for a

learner to acquire unsatisfactory response patterns in the learning stage

and practise these responses in an overlearning stage so that the bad
habits becomes habitual and the performance is rendered unsatisfactory.

Purposes of teaching Psychomotor Skills

To develop in the client at least 70% awareness, acceptance and

implementation of healthy behaviors that will lead to promotion of health,

prevention of illness, and maintenance of health in the community and
other health care settings.

To develop the attitudes, skills, and competencies with at least 75%

compliance in adapting and using the teaching content and strategies to

address the needs and level of understanding of the clients.

Approaches to Teaching Skills

1. Inductive Approach a way of thinking from specific observations
to more general rules. The process of rationalization from a simple to a
specific situation to a complex or general one is inductive reasoning.
a. Begins with a particular statement moving on to a general
statement.

b. It is also known as discovery method because as the

learner is presented with related details, specific or particular
data, incidents or characteristics, he is able to discover or arrive
at a truth, fact, conclusion or generalization.
2. Deductive Approach
a. Begins with general statements to specific statements.
b. Solving a problem or difficulty is done by applying to it a
generalization that has already been performed.

Assessment of Psychomotor Skill learning

1. Written or oral tests, return-demonstrations, case study
2. Observation, Interview, self-reports and self-monitoring
3. Provide feedback and remediation - Dispense suggestions on how
to perform the skill and help learner understand what to do next.

F. Clinical Teaching
What is Clinical Teaching?
- Teaching Students in the Clinical Area- Educating Students in the
Clinical setting, away from the classroom setting.

Purposes of Clinical Laboratory

This will emphasize the importance of good specimen collection and
improve their interpretation skills.
It maximizes the use of the microbiology services in management of
infectious diseases.
It keeps knowledge of emerging microorganisms, new laboratory
techniques, antibiotics and emerging resistance up to date.
Expect theory and practice to come together in the clinical laboratory.-It is in
the clinical laboratory that many skills are mastered
Opportunity for observation

Models of Clinical Teaching

Traditional Model In the traditional model of clinical teaching, the
educator provides the instruction and an evaluation for a small group of
nursing students and is on site during the clinical experience. A benefit of
this model is the opportunity to assist students in using the concepts and
theories learned in class, through online instruction, in reading and
through other learning activities in learning care.
Preceptor Model In the preceptor model of clinical teaching, an expert
nurse in the clinical setting works in the student on a one-to-one basis in
the clinical setting. Preceptors are staff nurses and other nurses employed
by the clinical agency who, in addition to their on-going patient care
responsibilities, provide on-site clinical instructions for the assigned
students.
Partnership model these are varied types of partnerships in nursing
education. Some of these are the result of nursing program faculties and
administrators searching for ways to increase student enrolment and cope
with budgetary constraints, a nursing faculty shortage, and not enough
clinical sites, combined with health care agencies experiencing a nursing
shortage.

Preparation of Clinical Instruction

Selection of Clinical Sites
It must be done methodically
Consider learning experience such as variety of learners
experiences, enough room for learners to read patients charts and
available role models for learners.
Meeting with agency staff that will be involved with education
process
They may include staff dev. Educator, unit manager or head nurse
Expectations on both practice can be discussed
Actual implementation of learning experience can be worked out
Time to share clinical learning objectives

 Drawing up contract between the school and clinical agency

Data that will lead to contract includes:
Available clinical unit for certain days and weeks
Available conference space, parking and locker space
Max. student faculty ratio
Evidence of completion of health records
Evidence of malpractice and gen. liability insurance
Making specific assignments for learners in daily or weekly basis
Last step after arrangements were done
Educators and learners together may choose assignments
Even if learners are not involved in choosing assignments, they
must be held responsible for clinical preparation

Conducting a Clinical Laboratory Session

Preconference
1. Discuss possible nursing interventions with learners and educator
2. This is a good time to answer students questions and to try to alleviate
anxiety
3. Help organize time of the learners
4. Discuss the patients with the learners

The Practice Session

The Learners Begin to practice. At first the learners must be acquainted
with the place Scavenger Hunts can be used to familiarize the learners to
the facility.

Combining Strategy
Use demonstration with explanation, asking and answering questions, and
coaching techniques.
Questioning can be used to assist learners in developing problem-solving
and decision-making skills

 Coaching techniques can be used to help learners to set goals for

themselves, to guide learners through psychomotor skills, to help them
refine their thinking process. (In a study, student learning was significantly
relate to preceptor

s behaviour)

Effective Teaching Strategies:

Observation assignments
Nursing rounds
Shift report
Technology use
Learning Contracts
Journal Writing

Post Conference
Ideal time for pointing out application of theory to practice
Analysing Patient treatment response
Group problem solving
Evaluating Nursing Care
Let the learners take the lead of direction of conference

G. Assessment and evaluation

Assessment is designed to help the teacher find out how much and how
well the students are learning. It is concerned with the different
approaches that measure educational effectiveness basically to provide
feedback without any intent to give a grade.
Evaluation is the act of considering or examining something, like the
teaching and learning process in healthcare education, in order to judge
the value, quality or importance of a thing or an endeavour. The data that
are gathered and summarized deal with how effective are the teachers
teaching and the basis is usually through grades that are given to
students.

Purpose of assessment and evaluation

There are many forms and purposes for assessment and evaluation, and
each can provide clues in the mystery of answering "how can we improve."
The key is to carefully plan and design the different forms of evaluation or
assessment so that we may obtain the maximum amount of information. This
information may generate new knowledge or verify knowledge that we already
know. Evaluation implies a standard and can yield an implication of worth.
The outcome of our combined forms of assessment or evaluation may be the
basis for immediate and/or future decisions or policies. This is true regardless
of the context face-to-face or technology-based courses and programs.
However, with the use of technology, there are some additional factors that
must be considered. We will look at these factors as we also examine the
different forms of evaluation and assessment relevant to distance education.

Advantages of assessment and evaluation

Reduces or eliminates faculty time demands in instrument development
and grading.
Provide for external validity.
Provide reference group measures.

Disadvantages of assessment and evaluation

Measures relatively superficial knowledge or learning.
Unlikely to match the specific goals and objectives of a program/institution
More summative than formative (may be difficult to isolate what changes
are needed).
Norm data may be user norms rather than true national sample.
May be difficult to receive results in a timely manner.

Learning assessment of clients

Educators must decide which general areas and which specific behaviours should
be observed and evaluated
1. Use of the nursing process
2. Use of health promoting strategies

3. Psychomotor skills
4. Organization of skills
5. Ability to provide rationale for nursing care
6. Ability to individualize care planning intervention
7. Therapeutic communication
8. Ability to work with a professional team
9. Professional behaviours
10. Written documentation of care

Methods of evaluation
1. Multiple-choice questions
Multiple-choice questions are most commonly used in nursing
licensure and certification examinations because they are often
easy to score manually and by computer. Some people claim that
these types of exams cannot test the higher levels of learning and
critical thinking skills.
a. Test for comprehension
b. Test for application
c. Test for Evaluation
2. True or false questions
True-false questions test the lowest levels of learning which are
acknowledge and comprehension and have limited use for nursing
exams but can be used to test patient learning or ancillary staff
learning.
3. Matching questions
Matching questions are the lowest level of knowing which test
knowledge, specifically recall of the relationships between two
things such as dates and events, structures and functions, terms
and their definitions.
4. Essay type questions
Essay type questions test the highest levels of knowing which are
analysis, synthesis and evaluation but are used sparingly because

they are time-consuming to answer as far as students are

concerned and time-consuming to score.

Qualities of Good Measurement

1. Direct measures of student learning are those designed to explicitly measure
what a student knows or is able to do. They use actual student work products for
evaluation. Commonly used direct measures include evaluation of:
Capstone projects or exams
Culminating experiences (for example, an internship summary or senior thesis)
Juried review of student projects or performances
Exit exams (standardized or proprietary exams or locally developed exams) Preand post-tests
Retention and graduation data
Demographics of the student population
Focus group

H. Interaction Process Analysis/Process Recording

Process recording is a system used for teaching nursing students
to understand and analyse verbal and nonverbal interaction. The
conversation between nurse and patient is written on special forms
or in a special format. The student nurse is instructed to record
observations, perceptions, thoughts, and feelings, as well as
conversations. The student also is asked to analyse his or her
communication, determining and naming both therapeutic and
nontherapeutic techniques used within an interaction. The process
recording is then studied by the nursing instructor to discover
patterns of difficulty in communicating with the patient and to help
the student nurse identify them.
A. They are primarily useful as a teaching learning tool. The process
recording helps the Student to recall the interview in an objective manner,
and to see the interview in a different Light. By providing an approximate text
of the interview, the process recording allows the Field Instructor to

follow the interview, see the steps taken by the student, and then either affirm
the process or suggest alternative approaches for
future reference. Field Instructor may see problems or issues that a student
may not pick up on, and thereby may alert the student to different directions
for the future.
B. Process recordings do give the pertinent information that assures
appropriate follow-up in case the student is not available in a time of crisis.
C. An important learning experience for students is learning about themselves,
particularly in their relationships with other people. Through process recording,
the student learns how he/she relates to other people. Space is reserved in
the process recording format for the student to identify his/her feelings
relating to interactions with clients (see col. 3 on sample).Through the use of
the process recording, the Field Instructor can assist the student
in understanding his/her feelings and behaviour in interactions with clients.

Advantages in process recording

identify clients feelings during the interview
assess clients feelings
present summary comments