Brith) ‘ Ly Pan Chapter 4 v HALLMARKS OF EFFECTIVE TEACHING IN NURSING *The greatest glory of being a teacher is not just Simply to be but rather the appreciation of the heroic acts he has shared to humankind." -Orison Sweet Marden earning Objectives At the end of this chapter, the student will be able to: + Discuss the various hallmarks of good teaching, + Explain the five major characteristics of an effective teacher; a Identify and elucidate the qualities of an effective nurse educator; * Enumerate essential teaching skills; and * Describe the roles and functions of a teacher or nurse educator, HALLMARKS OF GOOD TEACHING Good teaching Ia the basic consideration of effective learning. Today’s modern teacher of nursing must possess a system of Principles and critical thinking skills to guide her teaching practice. Application of teaching principles varies according to the teacher's Jevel of competence as they adjust to different levels of Maturity, background experience, the objectives and interest of the ers. Knowledge of nursing alone, and the skill of teaching will not necessarily help the nurse become a good teacher if she is ignorant of the principles and the processes of nursing education. It will not also 61‘Hallmarks of Effective Teaching in Nursing help the nurse refine her techniques of teaching if ahe docs noy understand human behavior A good teacher must adjust her teaching styles to individua) differences, help students integrate learning principles from the Glassroom to their related learning experiences (RLE) or clinical setting and properly evaluate learning outcomes to determine if her knowledge and skills are well understood by her students. “Teaching is neither a routine nor a ruie of thumb procedure but genuine intellectual adventure when property carried aut.” -Heidgerken ATE As with any teacher, clinical instructors and classroom teachers in nursing must possess certain qualities and responsibilities in order to properly perform their functions. Following are some characteristics that teachers of nursing need (De Young: 2004). 1. Professional Competence — Competence refers to the teacher's adherence to personal standard of excellence and self — development through continuous ‘education, skills enhancement and keeping one updated with current trends and issues. The ‘s mastery of the subject matterHollnarks of Effective Teachings in Nursing 2. Interpersonal Relationship with Students The teacher's ability to relate well with students and her nal interest in the learners. Her Sensitivity to their feelings and problems, respect for their rights, and fairness in evaluating students formance will make learning a pleasant experience for both teacher gad students. 3, Personal Characteristicn ‘The teacher's personal magnetism motivates students’ interest to (earn, her enthusiasm to teach the suibject matter, self-control and personal discipline of complying with the rules and standards of jeaching, The teacher is patient in dealing with problems and conflict in teaching, possesses flexibility in handling the subject, time schedules und students, She has a sense of humor to enliven the discussions, to capture students’ interest end a caring attitude that helps foster healthy relationship with learners. 4, Tenching Practices” The teacher's ability and skill in utilizing appropriate methods ind techniques in the classroom and clinical teaching that sustains Mudents' interest and desire to learn, §. Evaluation Practices The teacher have a clear communication of expectancies, timely fedback on student's progress: correcting tactfully students’ errors, Wess in grading tests and grades pertinent to the subject matter,To be an effective teacher or nurse educstor, On¢ MUSt pouness both personal and professional qualities that are casential in arousing earners’ interesta and active class or activity participation (Heidgerken: 1971 and Clark: 2008}. \Remonal'Qualities {9 )\) T0507 These are innate qualities that the teacher must possess. Her beliefs, values and traits make her a great teacher such that the nurse educator: = Shows respect for his or her students by coming to class on time and prepared. * Speaks politely and gently. «Avoids uscless repetitions and interspersion of irrelevant topics when lecturing. Gives her students freedom to choose their own topic of interest when selecting a term paper within the area of medical-surgical nursing, maternal and child nursing, armong others. 2, Psychologically secure in her own abilities, Confident with the accuracy of her knowledge and skills. «Does not minimize, exaggerate or deny her grasp of the subject matter or her experiences in the field. ioe « Does not resort to the use of identification, rationalization oF any other obvious defense mechanism to camouflage any weakness.Hallmarks of Effective Teaching in Nursing OT eee * Welcomes students’ questions, clarification, reflection, opinions, and input and anulyzes them | context aims and objectives of preserifed requirsnianas aa a ee vlerstandin, TetBized subject matter for students’ enay understanding. « Content of subject matter must be good and clear enough " students to see the difference in their learning behavior from the past and the: present. In this way, studerits con rationalize what was learned, using the inductive or deductive approach, ° The nurse educator should prepare prior to ¢lass session the necessary materials needed for students understanding such as diagrams, charts or powerpoint presentations. 5. Provides her students with relevant climical learning experience. * The teacher must relate concepts with practical situations for clearer view of the subject matter. ; + Facilitates the students’ use of knowledge acquired in class relative to. nursing care of patients in their related learning experiences. 5. Possesses mastery of the subject matter. * el st have adequate sources of information such es , books, internet sources esas Provide an indepth analysis of concepts or events A eee * The teacher has knowledge of past, prentnt a trends and issues of nursing such as wey nursing or maternal and child nursing, among thers. 67Hallinarks of Effective Teaching in Norning 7. The teacher can speak clearly, audibly and Muontiy, * The teacher has excellent written and o1 Seni oral communication * Able to speak English fluently and han ty knowledge. Tani Weeabilary * Use her voice appropriately and mod , understanding. jerately for auttibje 8. Professionally well-groomed, properly dressed and poised = Observes proper posture whether Standing or sitting, well. groomed and properly dressed, and wears clean, shiny shoes, * Observes proper hygiene, tidy and presentable and is comfortable in her manner of teaching, 3. She must have broad interests, = Besides mastery of the subject matter, the teacher should also be familiar with the fine arts and other fields of learning, to elicit his or her ability to connect or relate one subject matter to another. 10, Evaluates objectively student's performance. © The teacher has a structured and objective basis far student performance based on prescribed criteria and competencies desired for cach course or learning experiences. 4 LLULCSEP The nurse educator must possess the qualities and characteristics of an effective teacher. She must possess the teaching skills necessary to efficiently and effectively transfer knowledge and skills to her learners (Emerson: 2007). The following are the essen teaching skills: 63Hallmarks of Effective Teaching in Ni i. Lesson Planning and Preparation s A nurse educator must be able to formulate goals and objectives and learning jutcomes intended for the lesson and how best jo achieve these, such as the following: « The lesson plan has achievable and ; realistic objectives using SMART principles. . « Content, methods and structure / selected are appropriate for a particular group of students. ‘The lesson is planned, a continuation of the past-and relates to future lessons. « Materials, resources and aids are well-prepared and double checked before the class begins. « All planning decisions take into account the competence level of learmers and the course content. + The lesson is designed to arouse student interest and elicit active class participation and involvement. 2. Lesson Presentation Lesson presentation refers to the tility of the teacher to_engage students waccessfully in the learning experience. tocess or successfully ‘catch their attention’: * The teacher is confident, relaxed, self-assured, purposeful, and shows interest in the lesson. * The teacher's instructions and explanations are clear. * The teacher uses simple words in her jecture for better ‘understanding of the lesson. * A variety of learning activities are used to stimulate students’ int te. 3 ee Student are actively involved in the lesson and are gi opportunities to organize their own work. 69Hallmarks of Effective Teaching in Nursing « The teacher shows respect and encourages students to voice their opinions, ideas and feclings that will contribute much to students critical thinking skills and development. 3, Lesson Managemont Management and organization of learning activities during the class should sustain students’ attention, interest and involvement in the topic of discussion. « Class discussion is smooth and sets a positive mental process, * Student's progress during the lesson is carefully monitored. « Constructive and helpful feedback is given to students to encourage them to study harder in order to foster personal S. « Uses time management techniques. © The pace and flow of the lesson is well-adjusted and maintained at an appropriate level throughout the lesson. * Climate is purposeful, task- oriented, relaxed, and with established sense of order. 7 * Students are encouraged to ——\ep:fmesmtinog/AAA/peOb schoo! learn with emphasis on high positi: expectati as conveyed by the teacher, ae oe Teacher-student relationships are Hh eee largely based on mutual Feedback of the teacher a E confidence and scllesteen, te ae TE * Classroom set-up is conducive to teachin and learning such as Sa ee epee ventilation, teachers and aoe: are sibly connected, wi itimedia facilitis away from public ‘utility: ie a 70Hallmarks of Eiffctive Teaching in Nursing gs, Student Performance Evaluation — Evaluation covers both formative and summative responses. Srudent’s work and peeieiinncsn aati peice ino tract i oe and objective manner and returned to students « Encourage students’ feedback on assessments. « Keep records of students’ progress for future reference. 6. Evaluation of Teaching Performance — « The teacher evaluates his or her Gwn teaching practices for further professional improvement. * Various teaching strategies are used for different sets of lectures. + Continuously updates lessons, + Continuously improves her ways of teaching for more efficient and effective learning outcomes. « Manages stress efficiently and effectively. 7. Practices Appropriate Authority and Discipline + Ability to impone dincplpe iy and mnintain classroom onder . eet Fe ie ieerealce and expectations in regard to student _ ot en hee * ae avoided, and skillfully defused. “Teachers are leaders who must be very Sle ae own beliefs before they are able to lead ae Ea effective leader, educator and t rol moran ee e ooee tanify his or her values and gous 2 a leaders. thet influences on future teachers 77 jy mown n= Hollmarks of Effective Teaching in Nursing Ly ROLES AND FUNCTIONS OF THE TEACHER OR NURSE EDUCATOR iFL Besides the usual roles of a teacher, a nurse educator assume, further responsibilities, which includes three basic roles (Heidgerleen: 1971, De Young: 2004): 1, Instructional Roles ‘The instructional role of the teacher consisted the following “tasks: Peart a u r following: STC « choice of objectives substantive content ‘ teaching and learning activities for all types of ® Cducational setting ® correlating these with other courses in the curriculum, ‘This is done through the Example: Differentiate ‘needs and problems" of a client and cite specific exampies. Senne eae This is a classroom climate conducive to effective teaching and learning. Example: For each RLE group discuss and differentiate between client needs and problems. student understanding.Hallmarks of Effective Teaching in’Nursing $$$ aeaentiiiveTasching ta Ning Example: Presen: client with needa and probiene: °" Powerpoint depicting a should lead them is @cceptance of responsibility for their own arin; critical thinking in arity nursing. canta eter ash ge Example: Each RLE group presents their interpretation and cnalysis of a certain film and reconcile with the teacher's presentation of clients anct * Supplying needed information or telling students where these information may be obtained; * Explaining, clarifying and interpreting the subject matter; « Demonstrating and explaining a procedure, process or exhibiting materials; » Serving as a resource person for group projects or to individual students; * Supervising student's performance in the classroom, the laboratory in their related learning experiences (RLB] and other settings where students may acquire knowledge, skills and desired professional values; and + Evaluating all the planned teaching and learning activities and student outcomes related to the courses assigned. Faculty Roles, Besides classroom teaching, a nurse educator also assumes faculty roles such as the following: reyHallmarks of Effective Teaching in Nursing Chairman, secretary, or member of one or more ™ . Counselor of students in academic or non-academi. ee Reacarcher, as a principal investigator or memes s™ research team ax . Resource person to groups inside or outside the inatity, other schools and health agencies tion, ©. Representative to professional nursing organizations and other 2 agencies f. As public reintions agent, she . interprets the objectives and the policies of her institution and helps in the recruitment, or support groups. 3. Individual Roles © foe a A faculty member assumes personal roles such that he or she is a member of a: FLUc, Fami Church; Community; and Country as a citizen \_S4 MEMORY AID I, Remember the Following Concepts 1. Five Major Characteristics of an Effective Teacher &. Professional Competence ‘ 74Hallmaris of Effective Texching in Nursing 2 : Planning and Preparation Skills Lesson Presentation Lesson Management Se Climate Skills jtudent Performance Evaluation Evaluation of Teaching Perfarmance Practices Appropriate Authority aoe anes Hl. Critical Thinking Exercises 1. You are teaching nursing students in the classroom and in the clinical aren. How can you be effective to your students in the classroom and in the clinical area? What specific qualities do you need in order to create an elfective teaching and learning environment? 2. Differentiate between personal and professional qualities of a good nurse educator. 3. What are the essential teaching skills you need to possess in order to create a climate of change in a teaching and learning environment? Til. Practice Test Directions: Read cach question very well and encircle the letter of the BEST answer. |. ‘This refers to the teacher's personal standard of excellence. A. Professional competence H. Interpersonal relationship with students: C. Personal characteristics D. Teaching practices: 75r PRINCIPLES OF GOOD TEACHING PRACTICES Apart from the qualities a good teacher should possess, there are also ways the teacher Must practice to make a healthy and dynamic ttaching-learning relationships as follows: |, Encourage student-faculty interaction to ‘reate a closer relationship between nurse educators and learners. 9 Principles of Good Teaching Practice Promote cooperation among students to create an atmosphere conducive to collnborative learning, such as forming study groups, and doing @ variety of group projects. _ Promote active learning to enable students to actively criticize content they are learning by talking about the material, writing about it, outlining it, applying it, asking questions about it and reflecting on it. . Give prompt feedback to enable students to react and understand what aspects of learning they need to improve on and make needed adjustments in their learning styles. Emphasize the use of time im each task to ensure that students know how much time they should spend in learning a particular activity and encourage them to study and i aheentice seriously. Time management is the key towards efficient and effective study. Communicate high (tioms to challenge students. Learners are motivated to meet high expectations if they are given the support and encouragement they need. diverse talents and ways of learning by considering the fact that learners have different learning styles. Thus, the teacher has to devise various teaching strategies and activities to meet the students’ needs.Principles of Good Teaching Practice Lay TEACHING PRINCIPLES In teaching, principles may be [The child's _ original classified into three major groups, | nature is absolutely namely (Bastable: 2007}: antecedent and initial to all educational activities and results.” 1, Hereditary Endowments Principle These refer to the nature of the child, his psychological and physiological qualities such as reflexes, instincts, capabilities, impulses, temperaments, among others, - Avent Hereditary endowments are the preliminary concern in all educational endeavors. 2, Teaching Process Principles These refer to the techniques used with the student and the teacher working together toward the accomplishment of goals or objectives of education. These include the following: * The teacher and students; and * The means used to stimulate, direct, guide, and encourage individual to actively participate in class activities. Teaching involves the application of man i True principles of teaching, then, must sttlaia the ache — ‘They must show how the subject-matter is Organized and taught and how teaching results are achieved and evaluated. Improved method of teaching depend upon increased knowledge of principles to ee applied. Principles serve as guiding philosophy for the selectio; implementation of teaching and learning activities and echtrefer to edicational wi insiples The uepcine at intelligible principles aoe oF Sbiectives may be used an specific lear effectively," % Glance by those who scck to texty aed sy GUIDELINES IN THE CHOICE OF TEACHING AND LEARNING METHODS Considering the socioeconomic, ethnicity and cultural diversity among student groups and the similarly diverse mcthods available to teach them, the teacher faces the challenge of how to determine which methods are appropriate to facilitate students learning. Below are guidelines in the choice of the most appropriate teaching method (Clark: 2008) 1. Methods should be appropriate to the objectives and content of the course. ~ » Note that teaching techniques vary from course to course and among units within a course. « If the objective of the course is to transfer knowledge through discussion, it is most appropriate to conduct the lecture in a classroom setting. « If the objective of the course is to transfer and enhance students’ skills through experience and self-discovery, the teacher may choose to conduct the class in a laboratory or in a Related Learning Experience (RLE) setting. 82rine a tt Tec Pract _____— ifthe of the courac is Lo involve atudents.ane share : piGteat mene vets the teacher muy choose to conduct ward tinsses and discussions or other related learning experiences. What may be valid! for one course may not be valid for anot ‘A However, there ia no one bent method, Criteria in the choice of method(s) for a course is not so much the general category of method but the precise type of learning inherent in the situation and the learning outcomes desired. 2. Methods should be adapted to the capability of students. = Maturity and receptiveness of students must be considered in the choice of teaching method to be used. * The teacher must be flexible in planning and teaching her courses, « Conducting simple activities such as self- introduction or preparation of class roster will help create a feeling of student identity, thereby arousing their learning interest. * Teachers must continuously improve her teaching method to keep current with the needs of learners and society. 3. Methods should be in accordance with sound psychological principles. * Select appropriate teaching methods to adapt to individual differences and to make learning more interesting and motivating to students. * Use audio-visual aids to provide students with perceptual experiences which will help cancretize students’ learning and help them develop concepts. Select and use methods that help students ify and integrate their learning experiences. z eee 4. Methods should suit the teache: capitalize on her special ansets. 3 personality and * There are individual ci are among students. ifferences among teachers just as there 83Principles of Good Teaching Practice * Teachers have different personality traits, some are serious, and some have # nense of humat Some are expresnive, and others are analytical, * Teachers expreen common yaluca such ag (deals, integrity, Kindliness, love of learning, and respect for students. * There is no one beat personality for mucceanful teaching. * Teachers are unique and different from one anather. They should not aspire for the impossible * Each teacher should develop her own atyle of teaching, adapting it to herself and circumstances, However, this style of teaching must consider individual differences and learning styles of the learners. * The teacher should choose a method in which she can teach best. 5. Methods should be used creatively, = Every teacher should create her own teaching method and us¢ various available techniques that suits her personelity, style, and course objectives. * The teaching method used by a teacher should represent a composite style or quality of teaching, a characteristic behavior which would reflect the teacher's values and educational philosophy. \_ 34 APPROACHES TO TEACHING SKILLS As with theories and — intellectual jgcussions, there are several methods of saching students skills or practical lessons (De ‘oung, 2004), 1, Independent Learning « The teacher initiates an active self- regulated learning process among herPies of Got eching Pats ___ the necessary tudents. This provides the student with all S foatructional materials and equipment lor practicing and jearning the skill by himself or * This includes the use of skills Inboratory which the teacher should be prepared for, * A syllabus is developed es cee instructions on how learners should proceed with the lesson, « Background reading materials are identified and made available. » Hardware and software must be selected and prepared for use. + Supplies must be requested for and be made available beforehand. 2. Demonstration * [tis method by which the teacher makes a direct display of the skills to be taught. * Shows the student what they have to do, why they have to do it, and how to do it. 3, Simulations or Exercises + [tis meant to duplicate the real situation that requires the use of skills laboratory to give students a realistic feel of the situation without subjecting them to risks that might be involved. * Students can practice skills using equipment in a virtual Inboratory or situations derived from related learning experiences. * Students get a feel of how to use the equipment in a real situation involving the needed skill.of Good Practice Table 1: Elements of Effective Skill Demonstrations Elements of Effective Skill T. Assemble all equipment ahead of time. 2. Make sure all equipment are in working order. '3..Do a “dry run® of the procedure and time of the demonstration. 4. Arrange the environment to be as realistic as possible, 5. Perform the procedure in an orderly sequence. 6. When appropriate, give the rationale for your actions. 7. Refer to the handouts or textbooks to show fine points that may not be visible to the audience. &. Be sure to adhere to all relevant principles of good nursing care. For example, aseptic technique, bedy mechanics, and patient privacy should be followed so learners sec how to incorporate them. G. Consider performing the skill a second time or having & learner perform a demonstration without any explanation, to show the flow sa MEMORY AID 1. Remember the Following Concepts 1. Seven Principles of Good Teaching Practices A. Encourage student-faculty contact, B. Promote cooperation among students. C. Facilitate active learning. D. Give prompt feedback. E, Emphasize task time. F. Communicate high expectations. G. Respect diverse talents and ways of learning. 2. Types of Teaching Principles. a. Hereditary Endowments Principle - Refer to the nature of the child, his or her psychological and physiological qualities su 86Principles of Good Teaching Practice as reflexes, instincts, capacities, impulses, and temperaments, among others. b, Teaching Process Principles - Refer to techniques used through: which student and teacher may work together toward the accomplishment of goals or objectives of education. , . . Outcome Process Principles - Refer to the educational aims, goals, objectives, outcomes, purposes, oF results of the educational scheme to which teaching and jearning are directed. a. Guidelines in the Choice of Teaching and Learning Methods 4 Methods should be appropriate to the objectives and the content of the course. . Methods should be adapted to the capability of the student. Simulations are exercises. . Methods should be used creatively. Methods should suit the teacher's personality and capitalize on his or her special assets. feo IL. Critical Thinking Exercises I. As nurse educator, explain the seven (7) principles of good teaching and cite specific examples of each. 2. How do teaching principles affect the teaching and leaming process? 3. In what way will the teaching methods guide the teacher for effective teaching learning outcome? 4, Develop or formulate your own approaches in teaching students the needed skills in nursing and explain why such approach is necessary.TEACHING STRATEGIES and strategies which a teacher i various methods Ae mitre eed (Clark: 2008), may adopt to address various learning ne “The teacher ts the best audiovisual aids to students who influences her personal and professional development” _ St. Thomas Aquinas TRADITIONAL TEACHING STRATEGIES 1, Lecturing Lecture is the most traditional method associated with teaching in which the teacher simply conveys the knowledge |_ to the students in a one-way channel of communication. Lecturing can be an efficient means of introducing learners to new topics. It is used to integrate and synthesize a large body of knowledge from several fields or sources and used to clarify difficult concepts. Advantages of the Lecture Method * Having a specific period of time, it allows uniformity of ieee to be learned for all students in a class = * [tis economical and cost effective i is entrust tae ie Gale ivé since only one is ted + Ithelps develop students’ listening abilities 92«Few teachers are good lecturers who can deliver topics according to students’ level of understanding, ¢ By nature, the lecture method Iends itself to the teaching of facts with litle emphasis placed an problem-solving, decision making, annlytical thinking, and transfer of « Not conducive to meeting students’ individual learning needs aince it is limited only to a single approach of delivering, the twpic. « Allows limited attention span on the part ‘of the learner. a. Discussion Discussion retains same of the features of lecturing when the teacher still imparts the lessons to the ‘students through interaction- This time she gives them the ‘opportunity to share their insights or understanding of the topic. It may be formal or informal, It allows greater student teacher interaction and or student to student interaction. Discussion presupposes that the Jearners have already been introduced to a body of information en which they can base their discussion. Its purpose is fo give learners an opportunity ta apply principles, concepts, and theories, a4 well as clarify information and concepts. In a discussion approach, @ topic is announced in advance and the class is asked to take part in the discussion by reading & certain material or watching a videotape among other activities. Advantages of the Discussion Method: « Helps students learn the process of group problem-solving . Supports students ways to develop and evaluate their beliefs and positions « Can foster attitude change through understanding and allow students frecdom to assert their opinions or views hence, application of new knowledge takes place. 93Tenching Strategies * Many students like and prefer this to other methods, Disad the advantages of * Students use more time to think and interact * Effective only in small groups due to time constraints ae * May not be an efficient way of communicating information because sharing takes time to ye settle specific topics for discussion * Useful only if the participants come prepared with the needed background information 3. Question and Answer Techniques The teacher initiates the learning process by asking students about their insights and ideas regarding the subject matter. In this method, the teacher asks students what they | understand of the subject matter to I “| determine what they have already iu vis leamed and what they need to learn. " Questioning is integral to Jig . teaching that is often taken for w granted. Its use places learners in an active role, It can be used to assess students’ competencies and baseline knowledge to find out what & group already knows about the subject in order to review its content, Questioning can increase motivation of leamers as it brings about cagerness to learn answers to questions asked. It can be used to guide learners’ thought process and direct them to a certain area of interest.Teaching Strategicn There are 7 types of questions, as follown: * Factunl questions, It demands simple recall or retrieval of formation. Eeample: “What is fetal monitoring?” Probing questions. These are used when « teacher wants a learner to further explain an answer, or dig deeper into the subject matter. Aes Reasons why fetal monitoring is done during I = Multiple choice questions. These can be oral or written. They usually test recall and can be used to begin a discussion. Example: “What are the most to least indicator of fetal distress requiring close monitoring?” « Open-ended questions, These encompass all questions that require learners to construct an answer. Exampie: When should fetal monitoring be used? * Discussion-stimulating questions, These are questions which help the discussion move along for a clearer or better view of the subject matter. Example: What would be the effect of fetal monitoring to both the mother and the fetus? « Questions that guide problem-solving. The teacher needs to phrase and sequence questions carefully in order to guide learners in problem-solving thinking process. Example: What other options do we have fo assess status aside from fetal monitoring? * Rhetorical questions. It is sometimes appropriate to ask questions for which one expect no answers at the dnt Such questions can be used to stimulate thinking in class and may guide learners asking their own while Gaia eutarics What is used as a rhetorical a5FR enctng srmtegien cy will fetal monitoring promote safe labor and/or predict complications af labar? It ix important to note that the teacher should give some time for the learner to respond to a certain question. Us answers should not be rejected but rather processed by the teacher until the learners have realized the acceptable answer, 4. Use of Audiovisual Aids Using audiovisuals is a traditional method that can reinforce teaching and learning. Tt is used as supplement to a lecture, as a prelude to discussion, or a part of questioning strategy (Clark: 2008), When used appropriately, audiovisuals ean greatly enhance teaching and add to students’ interest and facilitates understanding | of the subject matter in the classroom. When not used appropriately, audiovisuals simply become time fillers and entertainers which make learning insufficient or difficult Types of traditional audiovisuals include: * Handouts or printed materials used to help communicate facts, figures and concepts. i * Chalkboards or whiteboards are universally used in education and allow spontaneity in classroom discussion ; * Overhead transparency is a sheet of acetate placed on overhead projector that enlarges and projects the image onto ascrecn * Powerpoint slides are used to show words, concepts for discussion, pictures or project diagrams and charts * Videotapes are used to find meaning in case biographic, clinical procedures, or situations which the vs i‘Teaching Strategies stutients need to Teflect en to determine their relevance and implications \ sh ACTIVITY-BASED TEACHING STRATEGIES: 1, Cooperative Learning In cooperative Irarning, students from one class @re arranged into small groups to facilitate learning process. It is based on the premise that learners help each other work and think together and are responsible for not only their own learning but also for the learning of other group members (Bradshaw and Lowenstein: 2007). Cooperative learning involyes structuring small groups of learners who work together toward shared learning goals. This may be done through brainstorming activities, demonstrations and return demonstrations and group projects (Emerson: 2007). The following strategies are = examples of cooperative learning. These m reading strategies are considered to be Jy very effective particularly in learning \ concepts in nursing. Jigsaw Think-Pain-Share Numibered-Heads Together Talking Chips Murder Script eee ee Advantages of Cooperative Learning * Group members learn to function as part of a team. * ‘Teaches or enhances social skills. a 7Fr ‘Teaching Strategies « Inculcates the spirit of team-building, Disadvantages of Cooperative Learning * Students who are fast learners may lag behind. * Learning gap may exist between the fast and slow learners. 2. Writing to Learn This actively influences students’ dispositions toward thinking and takes active participation in learning. Writing serves as a stimulus of critical thinking by immersing students in the subject matter for cognitive utilization of knowledge and effective internalization of values and beliefs. These activities include journal writing, journal papers, creative writing assignment, research articles, paper critique, etc (Keating 2006). “There is in nursing a power to create in a patient so strong a desire to live that may become the one factor which decides the issue in the patient's struggle with disease. The creative power of good nursing is vividly manifested to one who looks for it.” -Mary Beard 3, Concept-mapping Concept mapping lends visual assistance to students whet asked to demonstrate their thinking in a graphic manner to show jnterconnectedness of concepts or ideas. This helps students sce the? ‘own thinking and reasoning of a topic to depict relationship amore factors, causes and effects. Students become more adept at | and examining a map for connections and using information (O° Young: 2003)..———___ * Gant sted. An anatyals of an incident or situation tn which eae itd relationships are described, factual or cal resolved or sone traniepired and problemw that reed to be S. Problem-based Learning PrSblcn based ledmning ie an apariaeli to-losralng that thvives sine ting students with real life problema which they are meant t tauehy their own. It provides stimulus for critical thinking and self Mgt content, It is bused an the Premise that studerita working together in small groups, will analyze a case, identify their own needy for information and solve problems (Clark: 2008), fable 2. Differences Between Problem- based Learning and Simulation ee «students ‘using PBL have litte] * Students using simulation hare background knowledge of subject | most of the background icnowledgr matter they need to apply to the case * Cases are usually brief and problemsff «Cases are often long and detuiled fare ill structured and problems are fnicly well defined 7. Self-learning Modules Selflearning modules are completely doing away with traditional instruction. The student is provided with the materials needed for the learning process without the intervention of the teacher. They are also called self-directed learning modules, sell: paced learning modules, self-learning packets, and individual learning. activity packages, Selflearning modules are done in a unit of mursing of instruction with a relatively low student-to-teacher ratio, in which # single topic or a small section of a broad topic is studied for a give period of time. 100tain erie Components of a self-learning module connint of: introduction ane instructions: behavioral objectives test learning activities selPevaluations, and onde Computer teaching strategies are used to communicate information to students and nurses in a time-saving way and to teach critical thinking and problem- solving process. These provide simulations of reality, etlucate from a distance hae 2 d time efficient and effective. However, they may deprive students and teachers to interact and discuss topics face-to-face (Bradshaw and Lowenstein: 2007). a. Computer Assisted Instructions Computer- based instruction (CBI) refers to virtually any kind of computer used in educational settings including Heat following drill and practice tutorials, simulations instructional management supplementary exercises programming database developmenttachi Strmegies * writing Uning word processors: ° other applicationn These terms refer eithy r to © material introduce oi fore: stand-alone : activities or to computer activities which Fe! and taught by teachers, Computer-assint i is @ narrower term most often refers o ed instruction (CAN is and * drill-and-practice * tutorial * simulation activities offered cither by themselves or as Supplements to traditional, teacher directed instruction ‘b. Internet The internet is a worldwide and publicly accessible series of interconnected computer networks that transmit data by packet switching using the standard Internet Protocol (IP). It is a “network af networks” that consists of millions of smaller domestic, academic, business and government networks which together carry vanous information and services, such as electronic mail, online chat, file transfer, and the interlinked web pages and other resources of the World Wide Web (www (Wikipedia) c. Virtual Reality Virtual reality is a technology which allows the wser to interact with a computer-simulated environment, real or imagined. Most current virtual reality environments are primarily visual experiences: displayed cither on a computer screen or through special of stereoscopic displays. Some simulations include additional -sensory information such as sound through speakers or headphones. Simulated environment can be similar to the real world, for example, simulations for pilot or combat training, or it can differ significantly from reality as in virtual reality (VR) games. In practice, it is currently very difficult to create a high-fidelity virtual reali’ experience, due largely to technical limitations on processing poW'" 102hing Strategies = image resolution and communication bandwidth. However, those limitations ure expected to eventually be overcome as processor, imaging and data communication technologies become more powerful and cost-effective over time, Virtual reality is often used to describe a wide variety of applications, commonly associated with its immersive, highly visual, 3D environments. The development of software, graphics hardware acceleration, head mounted displays, database gloves and miniaturization have helped popularize the notion (Wikipedia). encompasses correspondence courses and courses delivered by satellite, television and broadcasting, or telephone lines. It involves a two-way audio and video technology (Bradshaw and Lowenstein: 2007), Advantages in Distance Learning * People from the rural areas or those who are homebound can. have greater access to information and even educational degrees » A larger variety of courses are accessible * Ability to learn on one’s own time frame, the self-directed nature of the learning experience and the oppertunity to learn more about technology Disadvantages in Distance Learning * There is lack of face-to-face contact or non-interactive Process with the teacher. * Technology problems which may be similar to systems shutting down and being inaccessible- Some arn lenn | oe _ may not learn well with tenn structured ediientionay - Others may struggle to use the technology while tearning the Sentent at the same time CLINICAL TEACHING To improve and maintai standard af clinical iistengtlon Ee teacher in nursing should academic excellence and clinical | €xpertise, as well as concern and commitment to the nursing profession. The future of nursing stuclents rests on the qualifications and competence of the nursing instructers (Emerson: 2007). In developing a plan for clinical teaching, the learner’s needs must be considered prior to the formulation of course objectives ani before the specific classroom content is developed. Knowing the needs of students give direction for the teacher to develop a plan for teaching. However, after the formulation of the program, course, and unit objectives, the instructor must again evaluate student z needs, hence, the educator should do the following (De Young: 2003}; 1. Assess learning needs of students by pre-testing for incoming knowledge, 2. Develop learning experiences based on desired results, 3. Implement teaching strategies to meet learning needs, and 4. Post-test students for outcome knowledge. In planning for clinical teaching, the teacher should take the following steps into consideration: 5 104