UNIVERSITY OF MINDANAO

College of Health Sciences Education

Bachelor of Science in Nursing

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed

Learning (SDL)

Course/Subject: NCM 102n- Health Education/ND 221-

Principles and Strategies of Teaching

Name of Teacher: SHERWIN P. SOLLANO, RND, LPT

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT

FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF
ITS INTENDED USE. THIS IS INTENDED ONLY FOR THE
USE OF THE STUDENTS WHO ARE OFFICIALLY
ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
 College of Health Sciences Education
3rdFloor, DPT Building
Matina Campus, Davao City

Big Picture in Focus: ULOb Manage principles of Good Teaching Practice in various
Healthcare setting.

Metalanguage

In this section, the most essential terms relevant to the study of the course and to demonstrate
ULOb will be operationally defined to establish a common frame of reference as to how the
texts work in your chosen field or career. You will encounter these terms as we go through the
content of this course. Please refer to these definitions in case you will encounter difficulty in
the in understanding concepts of Good Teaching applied in Nursing practice.

1. Ability- it determines their capacity to understand and assimilate information for their
own use and application.
2. Affective- something that evokes feelings, or emotional actions or actions driven by
feelings.
3. Aptitude- refers to the student’s innate talent or gift. A natural capacity to learn certain
skills.
4. Classroom- a place where teachers and learners have exchange of knowledge and
skills regarding the topic.
5. Cognitive- means relating to the mental process involved in knowing, learning,
and understanding things.
6. Intelligence- the ability to learn or understand or to deal with new or trying situations
7. Learning Environment- It consists of the physical, as well as the psychological
environment, that surrounds the learner and that influences his/her learning.
8. Principles- from the Latin word “princeps” meaning the beginning and end of all
things; a comprehensive and fundamental law, doctrine, or assumption
9. Psychomotor- includes physical movement, coordination, and use of the motor-skill
areas.
10. Teacher— a professional individual who possess expertise in imparting
knowledge, skills and values formation to learners.

Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the second and third weeks
of the course, you need to fully understand the following essential knowledge that will be laid
down in the succeeding pages. Please note that you are not limited to exclusively refer to
these resources. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. e-library, search.proquest.com
etc.

Principles of Teaching and Learning

THREE TYPES OF PRINCIPLES

 STARTING PRINCIPLES – involves the nature of the learner and his psychological
and physiological endowments which make education possible.
 GUIDING PRINCIPLES – refers to the procedure, methods of instruction or
agglomeration of techniques by which the learner and teacher may work together
towards to the accomplishments of the goals or objectives of education.

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 College of Health Sciences Education
3rdFloor, DPT Building
Matina Campus, Davao City

 ENDING PRINCIPLES – refers to educational goals, objectives, outcomes,

purposes or results of the whole educational scheme to which teaching and
learning are directed.

A TEACHER’S JOB: DUTIES AND RESPONSIBILITIES AND ROLES

ROLES:
 Facilitator
 Role Model
 Assessor
 Planner
 Information Provider
 Resource Developer

DUTIES AND RESPONSIBILITIES:

 Meet and instruct assigned classes designated time and place
 Maintain classroom environment conducive to learning within limits of source
 Prepare for classes assigned, show written evidence of preparation
 Assist students in setting and maintaining standards of classroom behavior
 Evaluate student progress on a regular basis
 Maintain accurate, complete, and correct records as required by law
 Assist in selecting books, equipment and other instructional materials
 Establish and maintain cooperative relations with others
 Perform other school duties as assigned

PRINCIPLES OF GOOD TEACHING BASED ON THE EDUCATIONAL PHILOSOPHY OF

JOHN DEWEY

 Teaching is good when it is based on the psychology of learning. This is based on the
concept that the child is made the center of the educative process.
 Teaching is good when it is well-planned.
 Teaching is good when the learner is made conscious of the goals or aims to be
accomplished. This concept calls for proper motivation.
 Leaning is good when it provides learning experiences or situations that will ensure
understanding
 Teaching is good when there is provision to meet the individual differences
 Teaching is good when it utilizes the past experiences of the learners (based on
Principle of Apperception)
 Teaching is good when the learner is stimulated to think and to reason (best teaching
method is that which liberates and encourage thinking)
 Teaching is good when it is governed by democratic principles (for teaching to be
effective, it must be governed by love and understanding)
 Teaching is good when the method used is supplemented by another methods and
instructional devices (based on principles that the best learning takes place when a
greater number of senses are stimulated and utilized in the process
 Evaluation is made an integral part of the teaching process (Evaluation measures the
effectiveness of teaching and learning and completes the function which is essential in
teaching)

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 College of Health Sciences Education
3rdFloor, DPT Building
Matina Campus, Davao City

 Teaching is good when drill or review is made integral part of teaching and learning
(Teacher must bear in mind that drill and review have different meanings and functions)

KEYS TOWARDS EFFECTIVE TEACHING PRACTICE

 Clarity of Lessons
 Variety in Instructions
 Orientation of Tasks by the Teachers
 Engagement throughout the learning process
 Rate of Achievement in terms of Competencies

LAWS OF LEARNING
- A behavioral learning theory based on connectionism that studied increasing a behavior with
use of rewards, punishment and practice (Edward Thorndike)

 LAW OF READINESS – refers to the preparatory set on the part of the organism to
learn. It paints out that one learns when he is physically and mentally ready for it.

3 WAYS TO MOTIVATE YOUR STUDENTS:

1. Encourage them
2. Get them involved
3. Offer incentives
a. Physiological
b. Safety Needs
c. Belongingness

 LAW OF EXERCISE – stresses the idea that repetition is basic to the development of
adequate responses, things most often repeated are easiest to remember.
- Students do not learn complex tasks in a single session. It has been
proven that students learn best and refrain information longer when they
have meaningful practice and repetition.
- The instructor must provide opportunities to the trainees to practice or
repeat the task then the trainees will learn more.

 LAW OF EFFECT – this law involves the emotional reaction of the learner.

- Learning is strengthened when it is accompanied by a pleasant or

satisfying feeling and that it is weakened when it is associated with an
unpleasant experience.
- The classroom experiences should be satisfactory. The teacher must
enjoy his teaching work
- Learning experiences and other activities must be meaningful and
understandable in terms of personal life of the learners
- School activities should be organized in increasing difficulty order so
that the students may progress without any failure

WHAT MAKES A GOOD CLINICAL TEACHER?

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 College of Health Sciences Education
3rdFloor, DPT Building
Matina Campus, Davao City

An effective Clinical Teacher should have the following traits:

 Good Leadership
 Effective Professional Linkages
 Strong Structural Support

The following are points to consider the input of patients and non-medical staff and outline
some general principles and strategies for clinical teaching:

A. Involving patients in teaching

Patients are core to clinical teaching, and most studies states that they are willing to
participate in teaching and perceive inherent benefits. For example, one study showed that
patients felt more cared for, more comfortable and less anxious or bored when students were
present. They felt that that they were given importance because of the discussion between
doctor and student and were pleased to help future generations. Often patients are relatively
passive in the teaching process, but learners may benefit if they sometimes take a more
active role.

General principles

 Encourage direct contact between learners and patients.

 Keep the number of students low: split the group if necessary.
 Look out for non-verbal cues that patients are reluctant to engage with teaching even
if
they say yes.
 Ask learners questions which encourage them to explore and appreciate the impact of
illness on the patient's life:
What was the patient's main concern?
How has the patient's family been affected?

B. Multidisciplinary involvement in Clinical Teaching

It is often useful to involve other disciplines (other medical specialties, health care
professionals or biomedical scientists) in clinical teaching and learning. When doing so,
you may wish to consider the following questions:

What is the purpose? Are you looking for students to learn?

specific skills;
about the colleague's roles;
about the patient's experience?

Learning/teaching opportunities
 Consider what opportunities for mutual learning/teaching occur naturally, for example:
 with nurses, pharmacists or midwives on the wards;
 during case conferences or multi-agency meetings;
 during joint assessments of a patient.
 The way in which you work with colleagues provides a model of inter-professional working.
 You may facilitate mutual learning, for example, by inviting them to give their perspective or
specialised knowledge at appropriate points on a ward round. In addition, learners could be

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 College of Health Sciences Education
3rdFloor, DPT Building
Matina Campus, Davao City

encouraged to follow a patient to referrals, seeing what others do and gaining insight into the
patient's
experience; shadow a non-medical colleague for a set period of time; talk to someone from
another discipline about his or her training and role.

Some principles of effective clinical teaching

 Give learners a genuine role in patient care, wherever possible. Responsibility is a
great motivator. Where this is not possible, engage them actively in meaningful tasks
and add value by reviewing their learning.
 Emphasize the learners' level of responsibility and autonomy, applying gradually
diminishing levels of support as they gain in confidence and competence.
 Help learners to see the “wood for the trees”. Whilst the details of individual cases are
important, learners also need to see the overall picture. Help them to look for patterns
and trends and to understand the overall aims of investigation and management.
 Focus on the development of clinical thinking rather than factual recall. So, for
example,

‘What in this patient would lead you to be concerned about heart disease?’ rather
than ‘Tell me the five most common causes of heart disease’.

Self-Help: You can also refer to the sources below to help you further
understand the lesson:

a. Cajigal, R & Mantuano, M., (2014). Assessment of Learning. ADRIANA Publishing

Co., INC. Division of Adriana Printing Co., Inc.
b. Vega et al., (2015). Social Dimensions of Education. 776 Aurora Blvd., cor. Boston
Street,
Cubao, Quezon City, Metro Manila: Lorimar Publishing Inc.
c. Bilbao et al., (2015). The Teaching Profession. 776 Aurora Blvd., cor. Boston
Street, Cubao, Quezon City, Metro Manila: Lorimar Publishing Inc.
d. Tan, C., (2017). The Nurse as Health Educator: Concepts, Principles and
Strategies in Teaching. 2nd Ed. 526-528 United Nations Avenue, Ermita, Manila:
APD Educational Publishing House

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