TLG Making

One of the major tasks of a nurse educator is to develop a plausible teaching-learning guide (TLG) for a
specific lesson. This will help him/her achieve her objectives in such a manner that is well-planned and
well-organized. Similarly, the teaching-learning guide will help the students organize the key principles
and outcomes of a particular lesson so they know what to expect after every lesson. The TLG includes,
but is not limited to the following: the name of the instructor; the intended recipient of information
(learners); the date, time and place of the lecture; topic/s to be discussed; learning objectives; outline of
the content; teaching method/s to be adopted; materials utilized; type of evaluation and the take-home
assignment of the students.

Before proceeding, the teacher has to be aware of the learning needs of the students. Hence,
conceptualization of the teaching-learning guide requires careful assessment and planning. An
important factor in influencing the assessment process is the relationship between the student and the
assessor. Simply put, there must be a well-established rapport between the two most important players
in the learning process. As Reilly and Oerman (1992) asserts, evaluation should be a growing experience
[Reference for this:
and key characteristics for this relationship should be mutual trust and respect.
Reilly, D.E. & Oerman, M.H. (1992). Clinical Teaching in Nursing Education. 2 nd ed.
National league of nurses. New York. PLEASE DELETE AFTER COPYING FOR THE
BIBLIOGRAPHY]
Actual Problem: Determining the right elements to consider

For instance, if the clinical instructor tells the practicing clinical instructor (PCI) to prepare an
enhancement ward class for the students with the latter to decide on the topic to be discussed, it will
create an initial problem on the part of the PCI regarding the exact topic to dwell upon, more so with the
teaching-learning guide he/she has to devise. In this case, assessment and planning can both be very
vital processes in accomplishing the first step. Firstly, he/she might consider reviewing on the knowledge
and skills that are most likely covered in the area the students are assigned in. Say they are having their
clinical rotation at the pediatric ward; thus, concepts on IMCI, growth and development, administering
oral medications, and IVF computation are useful concepts to tackle about.

Not only is the topic to be considered about, the mode of instruction is equally important as well. If one
were to create a teaching-learning guide for the health teachings he/she has to give to the patient, great
consideration is put emphasis on this. The teacher should be able to adjust to the learning capacity of
the client. If the client is more comfortable with Tagalog or Cebuano rather than English, then the
content should be prepared in such a way that this is met for a higher chance that the lesson is
understood.