TEACHING

LEARNING PROCESS
Presented by:- ms vincybarrow
Post basic BSc 2nd year
College of nursing
DCH Dhamtari
 INTRODUCTION
• Combined processes where an educator assesses learning needs, establishes specific learning objectives,
develops teaching and learning strategies, implements plan of work and evaluates the outcomes of the
instruction. The old ways of learning & teaching is found
to be too rigid & too out-dated . But, now Teaching learning process consists of four basic elements
1. Assessment.
2. Planning
3. Implementation.
4. evaluation
It is a method for monitoring and judging the overall quality of learning or teaching based on objective, data
and scientific
 DEFINITION

• It is combined process whereas teacher

assesses understanding needs, establishes
particular learning objectives, formulas
teaching and outcomes of the instruction.
-BT basavanthappa
 PRINCIPLE OF
EFFECTIVE
TEACHING LEARNING
PROCESS
PRINCIPLES OF
LEARNING
 ASPECTS OF THE TEACHING
LEARNING PROCESS
• DISCUSSION INTERACTION ADAPTATION BETWEEN THE REFLECTION:
the teacher the learner world by on the IT & learner & some aspect of the teacher &
action learners the world by the performance consists defined by both the teacher &
learner.
• TEACHING:
1. The parts come together to form a whole learning system.
2. The parts are dependent on each other.
• System is a purposeful, complex and composed.
3. The parts are interacting , interdependent intersecting parts.
ELEMENTS OF TEACHING AND
LEARNING PROCESS
A) teacher E) Method I) mastery

B) learner F) material J) feedback

C) milieu G) media K) practice
D) matter H) motivation L) Belonging &
configuration
A) TEACHER:
• The teacher is considered as the element that has the main role in the teaching-
learning process
• • The teacher is the one that facilitates the whole process of leaning.
B) LEARNER: The learners are considered as the key participant in the teaching
and learning process. They are considered as the primary subject or the main
reason why the process is implemented. The knowledge that acquired by the
learners will decide whether the teaching and learning objectives are achieved.
C) MILIEU:
• The Learning Environment, Since learning is triggered off by stimuli in the
environment, it assumes primary importance in teaching and learning.
• Every stimulus in the classroom should contribute to learning
• Material stimuli include objects in the room as well as common routine activities.
D) MATTER:
• The Content of Learning. This refers to what is to be learned as
specified in the instructional objective.
• The teacher should make sure that the minimum standard or level of
proficiency is attained by the class before moving onto the next lesson or
unit.
E) METHOD:
• The teaching-learning Strategy, This consist of purposeful, planned
activities and tasks that are undertaken by the teacher and the students
in the classroom to bring about the intended instructional objectives.
• The learners must also show efficiency in handling the activity, going
through it without hassle.
F)MATERIAL:
• The resources of learning, materials are resources available to the
teacher and learners which serve as stimuli in the teaching learning
situation.
• Thus may be either a “ human person” or a “physical object”.
G)MEDIA:
• Communication in teaching and learning. This pertains to the
communication system in the teaching learning situation.
H) MOTIVATION:
• Arousing and sustaining interest in Learner motivation is the cardinal
principle in learning.
• A learner will learn only those things he wants to learn.
I) MASTERY:
• The Be-all and end-all of learning.
• This means internalization of learning resulting in automatic or habitual
change behavior through meaningful repetition and Application.
J) FEEDBACK:
• A student learns more rapidly and more thoroughly because he is forced to
concentrate on material before him & because he gets immediate feedback
on his progress.
K) PRACTICE:
• “Practice makes a man perfect” the proverbs implies the importance of
repetition in bringing certain habits up to the point where they come
naturally to him. The factor of practice is particularly true of skill learning.
L) BELONGING AND CONFIGURATION:
• Repetition, practice or drill whatever we may call it, will not result in
learning. Only after restructuring, the learner can integrate and
organize the experience in certain required relation.
 SIGNIFICANCE OF TEACHING
LEARNING PROCESS IN NURSING
• As a nurse, one of our principal responsibility is to educate our patients. •
• Our teaching reaches across a broad areas: medication (old and new
medicine),procedures, wound care, sign and symptoms to be aware of health habits,
how to continue caring for themselves once they are at home. The teaching can
occur as spontaneous answer to a question from a patient or nurse, formal
education and resource material.
• Patients are held in home for increasingly shorter stays and are going home sicker,
precipitating a greater need for structured information than ever before. The
information we provide them during their hospital stay will hopefully help them in
gaining full recovery and decrease the risk of readmission.
COMPARISON BETWEEN EDUCATION
PROCESS AND NURSING
• Differences comparison between Process Elements:- Nursing education process
Education Process and nursing process
• Assessment Appraise physical and Ascertain (determine) learning needs psychological
needs. readiness (willing) to learn and learning styles.Planning Develop care plan based
Develop teaching plan based on mutually goal setting mutually predetermined
behavioral to meet individual needs. outcomes to meet individual needs.
• Implementation Carryout nursing care Perform the act of teaching using interventions
using specific instructional methods and. standard procedures. Tool
• Evaluation Determine physical and Determine behavioral changes psychological
outcomes. (outcomes) in knowledge, attitude and practical skills.
CONCLUSION:
• Everyone has understanding, resources, and interests on which to
build... Teachers have a critical role in assisting learners to engage
their understanding, building on learners' understandings, correcting
misconceptions, and observing and engaging with learners during the
processes of learning.
SUMMARY
 BIBLIOGRAPHY
• Bhaskara Raj D. Elakkuvana Bhaskar Nima .textbook of nursing education2nd
edition.Emmess publications P.p. 632-635
• BT Basavanthappa; nursing education; 2nd education; publish byjaypee brothers
medical publisher.P.p. 481-486
• Communication and Educational Technology in Nursing Paperback - 28 April 2016 P.p.
1089-1092
• Shankar Narayan B Sindhu B. learning and teaching nursing. 2nd edition P.p.1113-1117
• Sharma k suresh sharma reena. communication and education technology 2nd
edition.Elsevier publication.P.p. 904-906