St. Scholastic's College of Tacloban, Inc.

Maharlica Highway, Brgy. Campetic, Palo, Leyte

COOPERATIVE LEARNING,
SIMULATIONS, CASE STUDIES,
PROBLEM BASED LEARNING
Presentation by Group 2

Health Education 01
 1. Be able to name at least three Visual Teaching

LEARNING Strategies Approach as a tool in health learning and

teaching.
OBJECTIVES
At the end of this lesson, the reporters are
expected to explained and discussed the 2. Assess the ability of the participants to recognize
following learning objectives:
the different Visual Teaching Strategies.

St. Scholastic's College of Tacloban, Inc.

Maharlica Highway, Brgy. Campetic, Palo, Leyte 02
ACTIVITY-BASED
TEACHING DIFFERENT TYPES OF
STRATEGIES ACTIVITY-BASED TEACHING
STRATEGIES:
(Edward, 2001) Cooperative Learning
Writing to Learn
➔"Activity-based learning is a learning Concept-mapping
technique where learners are busy in the Debate
educating process." Activities related to actual Simulations
life practice help out students to exchange
Problem-based Learning
information into their individual information
Self-learning Modules
which they can relate in diverse conditions.

St. Scholastic's College of Tacloban, Inc.

Maharlica Highway, Brgy. Campetic, Palo, Leyte 04

COOPERATIVE LEARNING
Types of Cooperative Learning Groups
FORMAL GROUPS
“Formal cooperative learning groups ensure
that students are actively involved in the
intellectual work of organizing material,
explaining it, summarizing it, and integrating
it into existing conceptual structures. They
are the heart of using cooperative learning.” (
Johnson, Johnson and Holubec, 1998)
Are usually most effective or useful in the
academic or classroom setting than in-service
or patient education departments. Usually,
what is given is a group grade.
INFORMAL GROUPS
are ad-hoc groups that may last from a few
minutes to a whole class period. The teacher
uses them during direct teaching (lectures,
demonstrations) to focus student attention
on the material to be learned, set a mood
conducive to learning, help set expectations
about material, what the lesson will cover,
ensure that students are cognitively
processing the material being taught, and
provide closure to an instructional session.
Can be used in any setting, even in the
community. After discussing the topic, the
learners’ group can be broken into smaller
groups so that they can discuss what was just
learned.
03
BASE COOPERATIVE LEARNING GROUPS
Base cooperative learning group is a type of
learning group where individuals work
together to achieve a common goal or
objective. This type of learning group is
typically used in educational settings.
Primary purpose is for members to give each
other the support, help, encouragement,
and assistance each needs to progress
academically. Base groups provide students
with long-term, committed relationships." (
Johnson, Johnson, & Holubec, 1998, p.1:8).
Could be most applicable to preceptorship
programs or new staff orientation
St. Scholastic's College of Tacloban, Inc.
Maharlica Highway, Brgy. Campetic, Palo, Leyte
 Examples of Simulation:

The use of virtual models in Nursing Arts Laboratories

Role-playing, practice of skills (return demonstration), simulation games and
clinical simulation.
Game: any event or activity conducted in accordance with rules that involves

SIMULATION varying degrees of chance or luck and one or more players who compete (with self,
the game, one another, or a computer) through the use of knowledge or skill in an
attempt to reach a specified goal (gain an intrinsic or extrinsic reward).
(Cooper, 1979; Rockler, 1978; Thiagaran & Unlike simulation, many games bear little or no resemblance or similarity to actual
Stolovich, 1978) life situations.

➔ Is an imitation, recreation or representation

EDUCATIONAL USES OF SIMULATION AND GAMING IN NURSING EDUCATION
of the structure or dynamics (change-
producing forces: the forces that tend to
1. In using the simulation game “Mental Hospital”, Laszlo & McKenzie (1979) found
produce activity and change in any situation or
out that the participating hospital personnel who experienced being “mental
sphere of existence) of a real thing or situation
patients” developed greater sensitivity toward the patients and increased
with which the learner actively participates
awareness about patients’ rights.
and interacts with persons or things in the
environment, applies previously learned
2. Godejohn, et. al., (1975) found out that two simulation games can change attitudes
knowledge to solve a problem or situation and
toward mental illness.
receives feedback about his or her responses
without fear or adverse effects related to real-
3. In community nursing, Shaffer & Pfeiffer (1980) found out that students
life consequences or results.
expressed preference for using videotaped simulations of critical incidents and
participated more actively in discussions than those using written materials only.

4. Simulation and gaming techniques that increase concreteness of the learning

experience should prove most productive for nursing students

St. Scholastic's College of Tacloban, Inc.

Maharlica Highway, Brgy. Campetic, Palo, Leyte 04
 A. Written Simulation
TYPES OF SIMULATION
➔ paper and pencil presentation of actual problems and cases where the student decides as if doing an actual A
performance in the situation.

B. Role-play Simulation

➔ Is a simulation technique where one person portrays the role of another whose primary purpose is to help
participants and observers obtain insights into the behaviors and feelings of people who are different from
themselves by spontaneously acting out roles involving problems in human relations.
Mechanism of Role-plays

Role-plays usually last from 5-15 minutes. B

Upon termination of the play, the participants are asked to discuss their feelings about the roles they played and
the feelings that the roles generated.
Then the observers are asked to join in the discussion and to analyze what occurred, what feelings were generated
and the insights that were gained.
Criticism should focus more on the role that was played and the problem that was presented rather than on the
person playing the role.
Videotaping is highly recommended for precise recall of the incident to aid the analysis and discussion

St. Scholastic's College of Tacloban, Inc.

Maharlica Highway, Brgy. Campetic, Palo, Leyte 05
TYPES OF SIMULATION
C. Mediated Simulations

➔ This uses audio and/ or visual media present a problem, case, task, or an aspect of an interpersonal encounter.
1. Videotaped simulation- of clinical situations, interviews, or illustrating interpersonal relationship
2. Electronic reproduction- include audio reproduction of human cardigan and respiratory sounds
C
3. Physical simulators- includes the use of these dimensional lifelike models or parts of the human body to teach or
evaluate specific clinical skills like enema administration, urinary catheterization, cardiopulmonary resuscitation, and
colostomy care.

D. Computer Simulations

➔ Uses a computer to present cases, provide information, requested by students, incorporate decisions made, and give D
feedbacks regarding effects of the decisions.

St. Scholastic's College of Tacloban, Inc.

Maharlica Highway, Brgy. Campetic, Palo, Leyte 06
 St. Scholastic's College of Tacloban, Inc.
Maharlica Highway, Brgy. Campetic, Palo, Leyte

CASE STUDIES CASE STUDIES RELATED TO LEARNING STYLES ARE OFTEN

CONDUCTED TO:
DeYoung 2003
1. Identify Learning Preferences.

-is an analysis of an incident or situation in 2. Understand Learning Strategies

which characters and relationships are 3. Enhance Teaching Methods
described, factual or hypothetical events
4. Support Individualized Learning
transpire, and problems need to be resolved or
solved. 5. Promote Self-awareness and Metacognition
➔ Case studies provide learners with "open-
ended" problems where the student is expected
NURSING CASE STUDIES SERVE SEVERAL PURPOSES, INCLUDING:
to see the pros and cons,
advantages/disadvantages of presenting 1. Understanding Patient Conditions
alternatives, or options where there is more
than one desired outcome. 2. Clinical Decision-Making
➔ The student’s ability to see and appreciate 3. Identifying Best Practices
more than one point of view is one of the
primary objectives of case studies. 4. Enhancing Communication and Collaboration

5. Education and Training

07
STEPS IN CONSTRUCTING
CASE STUDIES 1. Develop the objectives based on what you expect the students to achieve. 1

2. Select a situation, topic or scenario that will meet your objectives and learning content you have chosen.
2
Draw cases from real-life situation.

3. Develop the characters by giving enough details about his/her family and health care providers so that the
3
interpersonal aspects of case will be integral part of it.

4. Develop the discussion questions which should promote application of principles and generation of possible
4
interventions and outcomes.

5. Lead the group discussion and keep the atmosphere of class relaxed. Whether this is group or individual case
5
presentation. Explain to the class that except for the factual questions, there is no one right answer to a case.

St. Scholastic's College of Tacloban, Inc.

Maharlica Highway, Brgy. Campetic, Palo, Leyte 06
PROBLEM-BASED STEPS TO A PROBLEM-BASED LEARNING APPROACH

LEARNING
STEP 1: EXPLORE THE ISSUE.
➔ is a student-centered approach in which
students learn about a subject by working in
groups to solve an open-ended problem.
STEP 2: STATE WHAT IS KNOWN.
➔ It is like a case study method but differs in
that the students using PBL have very little
background knowledge or information about
the case and only obtains much of the learning STEP 3: DEFINE THE ISSUES.
content as they go along solving the problem.
➔ promote the development of critical thinking
skills, problem-solving abilities, and STEP 4: RESEARCH THE KNOWLEDGE.
communication skills
➔ In project-based learning teachers and
students both can track their activities STEP 5: INVESTIGATE SOLUTIONS.
involved in the project given to the student to
solve real world problems. In traditional
teaching methods focused on the teacher as
the only source of information in the
STEP 6: PRESENT AND SUPPORT THE CHOSEN SOLUTION.
classroom.
➔ Teachers acts as expert resources who
assist the students on a “need basis” STEP 7: REVIEW YOUR PERFORMANCE.

St. Scholastic's College of Tacloban, Inc.

Maharlica Highway, Brgy. Campetic, Palo, Leyte 08
G U E S S T H E
G U E S S T H E

____ _____
DEFINITION: An analysis of an incident or situation in which characters and
relationships are described, factual or hypothetical, events transpired and problems
that need to be resolved or solved
Case study
G U E S S T H E

___________
DEFINITION: Are practical exercises for the students representing controlled
manipulation of reality. These are exercises which learners engage in, to
know the real world without the risks of harm or injury and make learning
enjoyable
Simulations
 G U E S S T H E

___________
________
DEFINITION: It is based on the premise that Brainstorming learners help each other work
together and are responsible for not only their own learning but also for the learning of
other group members
Cooperative Learning
G U E S S T H E

_______ _____
________
DEFINITION: an approach to learning that involves confronting students with
real life problems which they are meant to solve on their own.
Problem-Based
Learning
 St. Scholastic's College of Tacloban, Inc.
Maharlica Highway, Brgy. Campetic, Palo, Leyte

THANK YOU!
THAT IN ALL THINGS,
GOD MAY BE GLORIFIED!

Presentation by Group 2

Health Education 00