I.

The instructional methods are the approaches or processes used for instructor/learners communications,
instructional materials are the resources and tools used as vehicles to help communicate the information. Often the
terms instructional strategy and teaching technique serve to describe both the methods and the materials used in
teaching Instructional materials are tangible substances and real objects that provide the audio and/or visual
component necessary for learning. Many of them can be manipulated. They stimulate a learner’s senses and may
have the power to arouse emotions. Instructional materials help the teacher make sense of abstractions and simplify
complex messages. The purpose of instructional materials is to help the nurse teacher deliver a message creatively
and clearly. Examples of such methods include lecture, group discussion, one to one instruction, demonstration,
gaming, simulation, role play, role model, and self-instruction modules. As the use of technology evolves, these
teaching methods also are being offered as blended opportunities by integrating online and hybrid learning strategies
for more information on technology in education.

II.

The nurse educator functions in the vital role of teacher by facilitating, guiding, and supporting the learner in acquiring
new knowledge, attitudes and skills. The educator rarely adheres to that single method in a pure fashion, and instead
various methods are often uses in combination with one another. And these are the factors needs to be consider
when choosing teaching methods:

 Audience characteristics (size, diversity, learning style preferences)

 Educator’s expertise as a teacher
 Objectives of learning
 Potential for achieving learning outcomes
 Cost- effectiveness
 Setting for teaching
 Evolving technology

III.
The different teaching strategies and methodologies for teaching and learning are the following:
a) Lecture
b) Group discussion
c) One-to-one Instruction
d) Demonstration
 e) Return-demonstration
f) Gaming
g) Simulation
h) Role playing
i) Role model
j) self-instruction

IV.

1. Lecture

a) The educator verbally transmits information directly to a group of learners for the purpose
of instruction
- Describing patterns, highlighting main ideas, and presenting unique ways in viewing
information
- To provide foundational background information as a basis for follow-up group discussions.
b) 5 approaches to the effective transfer of knowledge during lecture are the following:
 Use opening and summary statements
 Present key terms
 Offer examples
 Use analogies
 Use visual backups

c) Domain: Cognitive
d) Advantage: cost effective targets large groups
Limitation: not individualize

e) Make sure that the visual aids are large enough and positioned well enough for all to see,
and keep them simple and easy to understand
f) Learner role: passive
 Educator role: presents information

2. Group discussion
a) Method of teaching whereby learners get together to actively exchange information,
feelings, and opinions with one another and with the educator
b) Types:
- Guided learning
- Collaborative learning
- Small-group learning
- Team-based learning
- Cooperative learning
- Case studies
- seminars
c) Domain: Affective
Cognitive
d) Advantage: stimulates sharing ideas and emotions
Limitation: shy or dominant member high levels of diversity
e) Group size, a major consideration in group teaching
Group discussion has proved particularly helpful to patients and families dealing with
chronic illness.
f) Learner role: active, if learner participates
Educator role: guides and focuses discussion

3. One-to-one Instruction
a) Involves face to face delivery of information specifically designed to meet the needs of an
individual learner
b) formal one to one instruction is planned activity
Informal one to one instruction is an unplanned interaction
5 stages describe how educator can focus their interactions to help a learner are the
following:
- Precontemplation
- Contemplation
- Preparation stage
- Action stage
- Maintenance stage

c) Domain: Cognitive affective psychomotor

d) Advantage: tailored to individual’s needs and goals
Limitation: labor intensive isolates learner
e) It is important to give learners time to process information and respond to your question.
Questioning will be ineffective as a technique when learners are not given enough time to
process information
The experience should actively involve the learner and be based on his or her unique
learning needs. Ideally, a one to one teaching session should be 15 to 20 minutes in
length, and the educator should offer information in small, bite-sized portions to allow time
for processing
f) Learner role: active
Educator role: presents information and facilitates individualized learning

4. Demonstration
a) Done to show the learner how to perform a certain skills
b) none
c) Domain: Psychomotor cognitive
d) Advantage: preview of exact skill/behavior
Limitation: small groups needed to facilitate visualization
e) When demonstrating a psychomotor skill, if possible, work with the exact equipment that
the learner will be expected to use. This consideration is particularly important for novice
learner
f) Learner role: passive
Educator role: models skills or behavior

5. Return-demonstration
a) The learner is carried out as an attempt to establish competence by performing a task with
cues from the educator as needed
b) none
c) Domain: Psychomotor
 d) Advantage: immediate individual guidance
Limitation: labor intensive to view individual performance
e) When the learner is giving a return demonstration, the teacher should remain silent except
for offering cues when necessary or briefly answering question
Casual conversation should be avoided because they merely serve to interrupt the
learner’s thought process and interfere with efforts to focus on mentally imprinting the
procedure while performing the actual task.
f) Learner role: active
Educator role: individualizes feedback to refine performance

6. Gaming
a) Method of instruction requiring the learner to participate in a competitive activity with
preset rules. The goal is for learners to win a game by applying knowledge and rehearsing
skills previously learned
b) Games can be designed for a single individual, such as puzzles, or for a group of players,
such as bingo or jeopardy, word searches, crossword puzzle, treasure hunts, cards and
board games
c) Cognitive affective
d) Advantage: captures leaner enthusiasm
Limitation: environment too competitive for some learners
e) It is particularly important to remember that games, whether purchased or self-developed,
must serve the purpose of helping the learner accomplish the predetermined behavioral
objectives.
f) Learner role: active, if learner participates
Educator role: overseas pacing references debriefs

7. Simulation
a) A trial and error method of teaching whereby an artificial experience is created that
engages the learner in an activity that reflects real-life conditions but without the risk-
taking consequences of an actual situation.
b) - A written simulation, use a case study to which the learner responds
- Clinical simulation, can be set up to replicate complex care situations such as a mock cardiac
arrest
- Model simulation, are frequently used in simulation to teach both patients and nurses
- Computer simulation, are used in learning laboratories to mimic situations whereby information
and feedback are given to learners helping them develop decision making skills
c) Cognitive psychomotor
d) Advantage: practice reality in safe setting
Limitation: labor intensive equipment costs
e) When planning a simulation, it is most effective if the learning experience is made to
resemble real life as much as possible but in a nonthreatening way. The activity should
challenge the decision making ability of the learner. This can be done by the imposition of
time constraints, provision of realistic levels of tensions, and used of actual equipment or
other important features of the environment in which the specific skill will be performed
f) Learner role: active
Educator role: designs environment facilitates process debriefs

8. Role playing
a) Method of instruction by which learners actively participate in an unrehearsed
dramatization. Participants are asked to play an assigned character as they think the
character would act realistically. This technique is intended to arouse feelings and elicit
emotional responses in the learners. It is used primarily to achieve behavioral objectives
in the affective domain.
b) none
c) Affective
d) Advantage: develops understanding of others
Limitation: exaggeration or underdevelopment of role
e) Active participation by learners is particularly important during the post activity discussion
or debriefing session. Because this method is most effective for learning in the effective
domain, all participants need to discuss how they felt and share what they observed to
gain insight into their understanding of interpersonal relationships and their reaction to role
expectation or conflicts.

f) Learner role: active

Educator role: designs format debriefs
9. Role model
a) The use of self as a role model is often over-looked as an instructional method. Learning
from role-modeling is called identification and emanates from socialization theories that
explain how people acquire new behaviors and social roles. It is also a teaching method
that also can help new health professionals develop critical thinking competencies and
interpersonal skills, as well as assist them to assume the responsibilities and values of the
profession with which they identify
b) None
c) Affective cognitive
d) Advantage: helps with socialization to role
Limitation: requires rapport
e) Role modeling does influence attitudes and is significant factor in achieving behavior
change in the effective domain. “actions speak louder than words” is a popular saying
relevant to use of self a role model
f) Learner role: passive
Educator role; models skill or behavior

10. self-instruction
a) Method used by educator to provide or design instructional activities that guide the learner
in independently achieving the objectives of learning
b) Self-instruction model needs to contain the following elements:
- An introduction and statement purpose
- A list of prerequisite skills
- A list behavioral objectives
- A pretest
- An identification of resources and learning activities
- Periodic self-assessment
- A post-test
c) Cognitive psychomotor
d) Advantage: self-paced cost effective consistent
Limitation: procrastination requires literacy
 e) a self-instruction module is carefully designed to achieve present objectives by bringing
learners from diverse knowledge and skill backgrounds to similar level of achievement
prior to undertaking the next step in a series of learning activities
f) Learner role: active
Educator role: designs package gives individual feedback

11. Computer assisted instruction

a) Is an individualized method of self-study using computer ton deliver an educational
activity. Allows learners to proceed at their own pace with immediate and continuous
feedback on their progress as they respond to software program.
b) None
c) Cognitive affective
d) Advantage: enormous possibilities for teaching fundamental as well as advanced skills
Limitation: laboratory intensive if self-composed
e) This instructional method are time efficient and effective instructional method that reduce
student-teacher ratios

12. Distance learning

a) Telecommunications approach to instruction using video technology to transmit live or
taped messages directly from the instructor to the viewer.
b) None
c) Cognitive psychomotor
d) Advantage: when the goal is to get information to wide variety of people located at great
distances from one another
Limitation: older one-way delivery formats, teacher and learner are physically removed
from each other
e) This method is useful for staff development and for patient education in a multicenter
network