TEACHING METHODS AND DOCUMENTATION Flashcards by Christine G

The way information is taught that brings the learner into contact with what is to be learned

Teaching method

How well did you know this?

Not at all

Perfectly

the objects or vehicles used to transmit information that supplement the act of teaching

Instructional materials

How well did you know this?

Not at all

Perfectly

Factors to be considered in selecting 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

How well did you know this?

Not at all

Perfectly

Is an oral presentation intended to present information or teach people about a particular subject

lecture

How well did you know this?

Not at all

Perfectly

Highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instructions

Useful in:
describing patterns
highlighting main ideas
presenting unique ways of viewing information
providing foundational background information as a basis for follow-up group discussions

lecture

How well did you know this?

Not at all

Perfectly

Approaches to the effective transfer of knowledge during a lecture:

Use opening and summary statements
Present key terms
Offer examples
Use analogies
Use visual backups

How well did you know this?

Not at all

Perfectly

Parts of a Lecture

Introduction
Body
Conclusion

How well did you know this?

Not at all

Perfectly

Variables of Speech Need to be considered:

Speaking skills
Body language

How well did you know this?

Not at all

Perfectly

Covey self-confidence
Demonstrate professionalism

Use posture and movement

How well did you know this?

Not at all

Perfectly

Avoid repetitive movement
Rely on head an hands to emphasize points and to keep the audience’s attention

Use gestures

How well did you know this?

Not at all

Perfectly

General guidelines in developing powerpoint slides:

do not put all content on slides, but include only the key concepts to supplement the presentation
Use the largest font possible
Do not exceed 25 words per slide
Choose colors that provide a high level of contrast between background and text
Use graphics to summarize important points (e.g. figures and tables)
Do not overdo the use of animation, which can be distracting to the audience

How well did you know this?

Not at all

Perfectly

Advantages of Lecture

Economical- An efficient, cost-effective
Allows uniformity of knowledge to be learned for all students in a class
Helps students develop their listening abilities
Lecturers can serve as a role model for
students

How well did you know this?

Not at all

Perfectly

Disadvantage of lecture

Passive learners
Little emphasis on problem solving, decision making, analytical thinking or transfer learning
Few teachers are good lecturers who can deliver topics according to student’s level of understanding
Limited in meeting student’s learning needs
It is not helpful for limited attention span learners

How well did you know this?

Not at all

Perfectly

students memorize and
fail to comprehend

Surface learning

How well did you know this?

Not at all

Perfectly

Topic is announced in advance
The class is ask to prepare to be a part of the discussion

Formal Discussion

How well did you know this?

Not at all

Perfectly

Takes place spontaneously at any point during the class

Informal Discussion

How well did you know this?

Not at all

Perfectly

Give learners an opportunity to apply principles, concepts and theories
Transfer the learning process to new and different situations
Clarifies information and concepts

Discussion

How well did you know this?

Not at all

Perfectly

Advantages of Discussion

Students can learn the process of group problem solving
Helps to develop and evaluate the learners beliefs and positions
Attitudes can be changed through discussion

How well did you know this?

Not at all

Perfectly

Disadvantages of Discussion

Takes a lot of time
Effective only in small groups
One person or few monopolize the discussion
Not very effective if participants are not prepared

How well did you know this?

Not at all

Perfectly

Method of teaching wherein learners get together to activately exchange information, feelings, and opinions with one another and with the educator

Learner-centered and subject-centered

Group discussion

How well did you know this?

Not at all

Perfectly

Advantages of Group Discussion

Lead to deeper understanding and longer retention of information, increased social support, greater transfer of learning from one situation to another, more positive interpersonal relationships, more favorable attitudes toward learning, and more active learner participation.

Consider group size

How well did you know this?

Not at all

Perfectly

An innovative and newly popular teaching method in nursing education which is meant to enrich the students’ learning experience through active learning strategies

Team-based learning

How well did you know this?

Not at all

Perfectly

Offers educators a structured, student-centered learning environment
Includes: preclass preparation, individual and group readiness assurance tests, application experiences

Team-based learning

How well did you know this?

Not at all

Perfectly

Key principles of Team-based learning

-Forming heterogenous teams (5 –10 students who work together as a team throughout the semester)
-Stressing student accountability
-Providing meaningful team assignments focusing on solving real-world problems
-Providing feedback to students

How well did you know this?

Not at all

Perfectly

True or False: Team learning grades are assigned based on group performance, quiz grades, and peer evaluation

True

Used in highly structured group work focusing on problem solving that leads to deep learning and critical thinking Involves structuring small groups of learners who work together toward achieving shared learning goals

Cooeprative Learning

Key Components of Cooperative Learning: (Millis, 2010)

-Extensive structuring of the learning tasks by the teacher -Strongly interactive student-student execution of tasks -Immediate debriefing or other assessments to provide the teacher and students with prompt feedback about the success of the intended learning -Instructional modification by the teacher based on feedback

Offers learners an opportunity to become thoroughly acquainted with a patient situation before discussing patient and family needs and identifying health-related problems

Case Study

Lead to the development of analytical and problem-solving skills, exploration of complex issues, and application of new knowledge and skills in the clinical arena

Case Study

-Increase learner motivation and engagement and help to develop reading, writing, and listening skills as learner work on teams to make decisions based on their problem-solving skills -There can be panel presentation followed by group session

Case study

-Designed in order for the learner to read assignment and consider questions before discussion -Active participation through sharing of ideas and thoughts

Seminar

True or False: The educator should not inform the purpose of the procedure, the sequential steps involved, the equipment needed and the actions expected of them

False

True or False: Demonstration by the educator is done to show the learner how to perform a certain skill.

True

True or False: Demonstration can be a PASSIVE activity for learners, whose role is to observe the educator presenting an exact performance of a required skill

True

True or False: Demonstartion can be enhance by slowing down the pace of performance, exaggerates some of the steps, or breaks lengthy procedures into a series of shorter steps.

True

True or False: Demonstartion can be enhance by slowing down the pace of performance, exaggerates some of the steps, or breaks lengthy procedures into a series of shorter steps.

True

is an incremental approach to sequencing discrete steps of a procedure

Scaffolding

it is carried out by the learner as an attempt to establish competence by performing a task with cues from the educator as needed. It should be planned to occur as close as possible to when the demonstration was given; Learners may need reaasurance to reduce anxiety prior to start of performance; Allow the learner to manipulate the equipment before using it

Return Demonstration

Advantages of Demonstration and Return Demonstration

-Especially effective for learning in the psychomotor domain engages -The learners actively engage through simulation (visual, auditory and tactile) -Confidence, competence and skill retention results from repetition of movement and constant reinforcement -Overlearning to achieve the goal is an opportunity

Limitations of Demonstration and Return Demonstration

-Plenty of time to be set aside for teaching and learning -Small size of audience in order to ensure opportunity for practice and close supervision -Purchasing and replacing equipment can be expensive -Need for extra space and equipment in practicing -1:1 teacher to learner competency evaluation

Is a trial-and-error of teaching method which an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without taking the risks consequences of an actual situation

Simulation

Is a technique, not a technology, to replace or amplify experiences with guided experiences that replicate substantial aspects of the real world in a fully interactive manner

Simulation

Types of Simulation

Written Simulation, clinical simulation, model simulation, computer simulation

Use of case studies about real or fictitious scenarios

Written simulation

-Can be set up to replicate complex care situations, (e.g. mock cardiac arrest) -Allows a novice to practice skills in a nonthreatening situation with immediate feedback

Clinical simulation

-An effective and economical method to teach certain noninvasive skills to ask a peer, educator or trained individual to act as patient. -Use of High-fidelity whole-body patient simulators

Model simulations

People trained to act as patients

Standardized patient

Used in learning laboratories to mimic situations wherein information and feedback are given to learners in helping them develop decision-making skills

Computer simulation

-A method which learners participate actively in unrehearsed dramatization -It arouse feelings and elicit emotional responses in the learners -Used primarily to achieve behavioral objectives in the affective domain -Places learners in real-life situation to help them develop understanding of other people and why they behave the way they do

Role Play

Advantages of role play

-Explore feelings and attitudes -Bridging the gap between understanding and feeling is possible -Role distance between and among patients and professionals

Disadvantages of role play

-Limited to small groups -Tendency by some participants to overly exaggerate their assigned roles -A role part loses its realism and credibility if played too dramatically -Discomfort felt by some participants in their roles or inability to develop them sufficiently

It is called identification and emanates from learning and developmental theories (Social Learning theory & Psychosocial stages of Development)

Role Model

Advantages of role model

influences attitudes to achieve behavior change primarily in the affective domain; Potentially may instill socially desired behaviors

Limitations of role model

requires rapport; Potential for negative role models to instill unacceptable behaviors

A method of instruction requiring the learner to participate in a competitive activity with preset rules

Gaming

True or False: The goal of gaming is learners to win a game through application of knowledge and rehearsing skills previously learned

true

those who have grown up with computer games and other technology affecting their preferred learning styles, social interaction patterns, and technology generally used

Gamer generation or Net generation

True or False: Gaming improves cognitive and enhances also skills

True

A teaching method used by educator to provide or design instructional activities that guide learner in independently achieving the objectives of learning. It includes workbooks, study guides, workstations, videotapes, internet modules and computer programs

Self-instruction

A. An introduction with statement of purpose and directions for how to use the module B. A list of prerequisite skills C. A list of behavioral objectives D. A pretest E. Resources and learning activities F. Learning activities G. An estimated total length of time to complete the module H. Different presentations for the material based on the objectives and the resources available I. Self-assessments J. A posttest

Elements of self-instruction module

Advantages of Self-instruction

-Allows for self-pacing -Active Learning -Provides opportunity to review and reflect on information -Offers built-in frequent feedback, learners who tend indicates mastery of material -Indicates mastery of material achieved in a particular time frame

Limitations of Self-instruction

-Limited with learners who have low literacy -Not appropriate for learners with visual and hearing impairments -Requires high level of motivation -Not good for learners who tend to procrastinate -May induce boredom

Involves face-to-face delivery of information, designed to meet the needs of an individual learner.

One-to-one instruction

an unplanned interaction

Informal (1-1 instruction)

-Begins with an assessment of the learner and mutual setting (contract) of objectives to be accomplished -It should involve the learner -Each session should be 15 – 20 minutes length -Includes an instructions that are specific and timely -Involves moving learners from repeating the information that was shared to applying what they have just learned -Can use questioning technique to encourage participation -------Problems with questioning: Questions can be so unclear It can contain too many facts to process effectively

One-to-one instruction

Stages of Change

-Precontemplation stage -Contemplation stage -Preparation Stage -Action Stage -Maintenance stage

provide information in a nonthreatening manner so that the learner becomes aware of the negative aspects or consequences of his or her behavior

Precontemplation stage

support decision making for change by identifying benefits, considering barriers to the change, and making suggestions for dealing with the obstacles

Contemplation stage

support a move to action by contracting with the learner in establishing small, realistic and measurable goals; providing information on effective ways to achieve desired change, and giving positive reinforcement

Preparation stage

encourage constant practice of the new behavior to instill commitment to change by pointing out the benefits of each step achieved, providing rewards and incentives, and assisting the learner to monitor his or her behavior through the implementation of such strategies as keeping a food diary

Action stage

continue encouragement and support to consolidate the new behavior and prevent relapses

Maintenance stage

Techniques to Enhance the Effectiveness of Verbal Presentations

Present information enthusiastically Include humor Exhibit risk-taking behavior Deliver material dramatically Choose problem-solving activities Serve as a role model Use anecdotes and examples Use technology

General Principles for Teaching Across Methodologies

Give positive reinforcement Project an attitude of acceptance and sensitivity Be organized and give direction Elicit and give feedback Use questions Use teach-back or tell-back strategy Know the audience Use repetition and pacing (refers to the speed at which information is presented) Summarize important points

Types of Instructional Materials

Written materials, commercially prepared materials, self-composed materials, demonstration materials

handouts, leaflets, books, pamphlets, brochures and instructional sheets

Written materials

handouts, leaflets, books, pamphlets, brochures and instructional sheets

Written materials

variety of brochures, posters, pamphlets and client-focused instructional sheets

commercially prepared materials

nurse’s own written instructional materials

Self-composed materials

visual, hands-on media; models and real equipment

Demonstration variables

are three-dimensional objects that allow the learner to immediately apply knowledge and psychomotor skills by observing, examining, manipulating, handling, assembling, and disassembling them while the teacher provides feedback

Models

exact copy constructed to scale that resembles the feature and substance of the original object

replica

same properties and performs like the real object; associated with the words act like

analogue

associated with the words stands for; used in teaching situations

Symbol

whiteboards, storyboards, flip charts and bulletin boards (SMART board)

Displays

hybrids of print and visual media, posters, use written word along with graphic illustrations

posters

use of technology Multimedia learning: Blended learning:

Audiovisual material

includes overhead projectors, PPT slides, SMART board systems and other computer outputs that are projected onto a screen

Projected Learning resources

Systematic process that judges the worth or value of something- teaching and learning

Evaluation

It does not only communicates what is taught to the client but also communicates the client’s level of understanding and further reinforcement of information may be necessary

Documentation

Characteristics of documentation in client teaching

Covers all aspects of patient care Critical for communication among team members Provides a legal record Supports quality assurance efforts Promotes continuity of care Facilitates reinforcement

Good documentation reflects

Initial assessment and reassessment of pertinent data Nursing diagnoses and client learning needs Interventions provided Client’s response and outcomes of care Discharge plan of care Ability of the client and family to manage needs after discharge

Components of Documentation System

Admission assessment, problem list, care plan or critical pathway, flow sheets, progress notes, and discharge summary

The nurse educator: -Makes a complete patient profile and history -Assesses the client’s functional ability to aid in the formulation of nursing diagnoses -Identifies ways of individualizing teaching, such as the client’s readiness, language, and physical capability -Designs assessment forms to high-risk patient, in order to pinpoint potential problems that identify specific learning needs

Admission assessment

-The patient’s chart has a list of actual and potential health problems identified individually or collaboratively. It also includes medical and nursing diagnoses -The nurse has to enter the data next to each problem as it is identified and when the problem is resolved. Standardized care plans may be generated based on nursing diagnoses

Problem list

An individualized care plan for each patient assessment of medical and nursing diagnoses, patient goals, interventions and desired outcomes

Care plan or critical pathway

-It contain observations and lists of patient’s name and data in a clear, concise, check-off format to encourage fast and immediate documentation. Findings, or patient responses outside of normal limits must be recorded in the nurse’s notes -The method of charting assumes that all abnormal findings or variances are charted (charting by exception) -In recording patient teaching, with the use of flow sheets, data a=entered should be documentation of patient’s understanding of what was taught rather than the subject matter being taught

Flow sheets

-Narrative notes show the patient’s progress perceived by all HC professionals involved in the patient care. -Evaluation of the patient’s responses to nursing interventions should be evident -Patient teaching can be effectively documented in the progress notes section of the medical record -Documentation includes a clear statement of needs or problems, significant data and the plan of care. -Documenting the outcomes of care is important -Narrative notes encourage charting in patient’s own words to illustrate outcomes of patient education and evidence of individualized care

Progress notes

Summaries or reports written at the time of discharge or transfer of the client to another HC facility serve as needed source of information for other HCPs about the patient’s needs for reinforcement of health teaching and continued learning.

Discharge summary

TEACHING METHODS AND DOCUMENTATION Flashcards

(98 cards)