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Running head: ACTIVITY 2: TEACHING AIDET

Activity 2: Teaching AIDET


Melinda L. Swander
University of Central Florida

ACTIVITY 2: TEACHING AIDET

Activity 2: Teaching AIDET

I.

Topic: Using Studers AIDET (Acknowledge, introduce, duration, explanation, and


thank you) model to improve patient communication (Studer Group, 2014).

II.

Audience: A group of 16 staff members (combination of registered nurses, unit


secretaries, and certified nursing assistants) from a renal unit at an acute care facility.
(Total of 4 sessions to accommodated a total of 60 staff members)

III.

Teaching Plan: To educate the staff on the importance of using the AIDET model to
improve patient communication on our unit.

IV.

Goal: The staff will demonstrate a patient interaction using the AIDET model.

V.

Objectives: Following a twenty minute education session on the AIDET model, the staff
will be able to

VI.

A.

Verbalize 3 benefits for using the AIDET model when communicating with a
patient. (Knowledge)

B.

Identify all five components of the AIDET model: Acknowledge, introduce,


duration, explanation, and thank you. (Comprehension)

C.

Demonstrate the use of AIDET by role playing with another assigned staff
member. (Application)

Learning Activities/Rationale:
A. Group Discussion: Begin the education session with a brief 5 minute group
discussion on bad communication observed within the organization. Encourage
group interaction and active participation.
Rationale: Group discussion allows participants to be active learners and addresses
both the affective and cognitive domain (Bastable, 2014). Using this method will
demonstrate the need for a more structured way of communicating for all staff.
Divergent thinkers, which are of the largest learning style, learn best through group
discussion and active participation (Robinson, Scollan-Koliopoulos, Kamienski, &
Burke (2012). Addressing the why when educating is essential to engagement of
staff.
B. Lecture Method: Utilization of a Power Point presentation outlining the content of
the AIDET model, as well as distribution of a handout highlighting the five steps of
the AIDET process.

ACTIVITY 2: TEACHING AIDET

Rationale: The lecture method is within the cognitive learning domain and is a
prerequisite for the student to participate in other learning activities (Bastable, 2014).
The lecture method will appeal to the auditory learners. Assimilator thinkers learn
best by the lecture method (Bastable, 2014).
C. Demonstration: Concluding the lecture, a video presentation of communication
conducted without the AIDET principals, followed by the same communication using
the AIDET model will be viewed.
Rationale: Demonstration is within the psychomotor and cognitive learning domains
(Bastable, 2014). Visual learners process new information best when its
demonstrated (Rochester Institute of Technology, n.d.). The convergent thinker tends
to learn best through the demonstration method (Bastable, 2014). Providing the
learner with the expectations will make them more successful when attempting the
return demonstration.
D. Return Demonstration: Following the Power Point presentation with the video clip
demonstrating the correct use of the AIDET model, participants will be paired into
groups of two in which one staff member will be the patient and the other will be the
employee. An established scenario will be presented to the employee and they will
be asked to use the AIDET model during their interaction with the patient. Then the
pair will reverse their roles and repeat the return demonstration.
Rationale: Using the return demonstration, allows participants to apply the
information and increases competence and confidence in using the AIDET model
(Bastable, 2014). This learning method is within the psychomotor domain and
appeals to the converger learning style (Bastable, 2014). Using return demonstration
appeals to the kinetic learning style. Using this method will also allow the instructor
to give feedback to the learners performance.

ACTIVITY 2: TEACHING AIDET

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References

Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing
practice (4th ed.). Burlington, MA: Jones & Bartlett .
Robinson, J., Scollan-Koliopoulos, M., Kamienski, M., & Burke, K. (2012). Generational
differences and learning style preferences in nurses from a large metropolitan medical
center. Journal for Nurses in Staff Development, 28(4), 166-171.
Rochester Institute of Technology (n.d.). Teaching and learning styles. Retrieved September 6,
2014, from http://www.rit.edu/academicaffairs/tls/course-design/instructionaldesign/teaching-learning-styles
Studer Group (2014). Key words at key times: AIDET. Retrieved October 19, 2014, from
https://az414866.vo.msecnd.net/cmsroot/studergroup/media/studergroup/pages/what-wedo/learning-lab/aligned-behavior/must-haves/aidet/enhanced-verbal-and-nonverbal-skillsusing-aidet.pdf