Teaching and Learning

in Nursing Schools
 Teaching
• All those interactions that takes place between
the learner and the teacher.

• Change in learner’s behavior

 Teacher
• To teach is to show, to tell or to point out
• To instruct is to build or to structure
• A teacher is a professional educator who must
design and plan for his teaching
 Teacher
• Structure classroom environment and build
series of experiences for students who have
wide range of:
abilities
interests
learning needs
 Purpose of Teaching
• acquire, retain and use knowledge
• understand, analyze, synthesize and evaluate
information
• achieve skills
• establish good professional habits
• develop positive attitudes
 Role of Teachers
• surrogate parents
• friend and confidant
• counselor
• adviser
• representative of adult culture
• transmitter of approved cultural values
• director of learning activities
Effective Teaching in Nursing
 Categories
1. Professional Competence
• knowledge,
• skills and
• Attitude
2.Interpersonal Relationship with Students
• taking personal interest of learners
 Categories
2.Interpersonal Relationship with Students
• sensitive to the feelings and problems of learners
• being fair
• permitting students to express different points of view
 Categories
2.Interpersonal Relationship with Students
• being accessible for conference
• creating an atmosphere in which learners are free to
ask questions
• conveying the sense of warmth
 Categories
3. Personal Characteristics
• personal magnetism
• enthusiasm
• cheerfulness
• self-control
• patience
• flexibility
• sense of humor
 Categories
3. Personal Characteristics
• good speaking voice
• self-confidence
• willingness to admit errors
• caring attitude
4. Teaching Practices
• mechanics of teaching
 Categories
4. Teaching Practices
• methods of instruction
• skills in teaching
teacher’s style
teacher’s personality
personal interest in the subject
use of varied teaching strategies
 Categories
5. Evaluation Practices
• clearly communicate expectations
• timely feedback on student’s progress
• correcting students tactfully
• fair in the evaluation process
• giving tests that are pertinent to the subject matter
 Categories
6. Availability to Students
• consultation with students
• supervision of students
• resource person (RLE)
 Principles of Good Practice &
Evaluation in Undergraduate
Education
• encourage student-faculty contact
• encourage cooperation among students
• encourage active learning
• give prompt feedback
 Principles of Good Practice &
Evaluation in Undergraduate
Education
• emphasize time on task/s
• communicate high expectations
• respect diverse talents and ways of learning
 Points to Consider
in Learning
1. Foster good learning atmosphere
• be serious without creating excessive tension
• be prepared: have a flexible teaching plan
• be positive towards the learners: guard against
sending unintentional messages
• be confident but comfortable in not knowing
everything
 Points to Consider
in Learning
2. Use of effective teaching techniques
• state what should be learned
• situate the topic in the bigger picture
• provide adequate context
 Points to Consider
in Learning
3. Involve learners in the learning process
• present problem
• respond to question
• summarize findings and discussions
• research and report on unanswered questions
 Points to Consider
in Learning
4. Use questions effectively
Basic Guidelines for Effective
Teaching-Learning Process
1. There is no right teaching style
2. Your teaching style is an extension of your
personality
3. Teaching may appear easier and natural for
some.
4. There are no born teachers who don’t need to
improve
Basic Guidelines for Effective
Teaching-Learning Process
5. Good teachers work at being good and are
constantly looking for ways to improve
6. New approach should not be tried because it is
new.
Effective Lectures
 Characteristics of a Large
Group Discussion
1. has a class introduction and summary
2. has a clearly organized plan of attack
3. is designed to be presented easily within the
allotted time
4. makes an effective use of a limited number of
visuals and examples
 Characteristics of a Large
Group Discussion
5. makes an optional hand-out
6. conveys interest and enthusiasm
7. presented in a smooth and non distracting
manner
 Designing a Lecture
1. What is the learning knowledge base and level
of knowledge needed on the topic?
• Identify the knowledge level of the students on the
topic
• Identify the level of understanding of your topic
needed by the students
• Limit the concepts to be presented to those needed by
the student
 Designing a Lecture
2. What instructional materials / strategies
should I use?
• Select an instructional strategy/strategies which will
work with students
• Explain the new concepts by building on and relating
to what the students know.
• Use instructional techniques and comfortable
presentation methods
 Designing a Lecture
2. What instructional materials / strategies
should I use?
• Maintain a consistent approach and design of visual
illustrations that clearly reveal your point
 Designing a Lecture
3. Will my explanations be clear?
• Do at least a partial run-through of the explanations
and visuals with a colleague.
4. How should I handle questions?
• Be sure to open yourselves to questions
• Decide if you will entertain question during on or at
the end of the discussion or presentation
 Designing a Lecture
5. What reference should I provide?
• Refer students to selected information sources that
will be useful to them
6. Should I provide hand-out? If so, what should
it look like?
• organization and relationships
 Designing a Lecture
6. Should I provide hand-out? If so, what should
it look like?
• If a hand-out is to be distributed to accompany the
presentation and design, it is in a way that it conveys
your message
 Delivering the Lecture
1. get organized
• Plan your notes carefully and provide yourself with
good answer/s.
• Mark your notes with details about lights, projectors
and exact points for visual changes.
• Practice with finished materials to help smooth the
delivery and reduce anxiety during the presentation.
 Delivering the Lecture
2. Avoid equipment delivery operation
distractions
• Familiarize yourself with the projector and lighting
controls before the presentation
• Check provisions for back-up in case of failure
 Delivering the Lecture
3. Control the audience attention
• Focus attention on the screen or on the speaker
• If the visual on the screen is not being referred to,
remove it
• With the use of transparency, turn off the projector or
cover the portion of the visual with a sheet of paper
when not used.
 Delivering the Lecture
4. Avoid distraction caused by:
• Cell phone messages you wont answer until after the
lecture
• Cluttered or ambiguous photographs
• Photographs with poor exposure or color
 Visual Aids
• help to direct the audience attention
• help the instructor to reach the audience
• to keep on time and on topic
• to assure audience comprehension
• good visual presentation support a lecture but
is not the essence of the lecture
 Tips in Using Visual Aids
1. don’t talk to your slides
2. let the slide speak for themselves
3. pause after highlighted points on the slide.
4. the presenter is the central force behind the
presentation.
 Effective Use of Questioning
1. Questioning can:
• arouse curiosity
• stimulate interest in the topic
• clarify concepts
• emphasize key points
• enhance problem-solving skills
• encourage students to think at a higher order of
cognitive levels
 Effective Use of Questioning
1. Questioning can:
• motivate students to search for new information
• ascertain student’s knowledge level to aid in
modifying instructions
 Effective Use of Questioning
2. The type of questions and the manner in
which the questions are asked have a direct
impact on the effectiveness of the questioning
• Knowledge – students are required to recall
information learned and repeat it to the teacher.
• Comprehension – students must explain topic, review
items and discuss issues.
 Effective Use of Questioning
• Application – must use an abstraction (principles,
theories, etc.)brought from the experiences.

• Analysis – must breakdown materials into its

component parts and then use a systematic process to
reach a logical conclusion
 Effective Use of Questioning
• Synthesis – must predict, hypothesize, and use the
available information to arrive at a conclusion or
generalization.

• Evaluation – must use specific criteria to assess

situation or justify previous responses
 Techniques of Effective
Questioning
1. establish an appropriate environment
• Only certain questions should be passed in front of
the learners
2. create a climate conducive to learning
• A happy facial expression and verbal
acknowledgement of a correct response encourages
other students to participate.
 Techniques of Effective
Questioning
2. create a climate conducive to learning
• Pose questions in a non-threatening manner
• A harsh tone can be devastating for both the student
and his peers
 Techniques of Effective
Questioning
3. prepare the students for questioning sessions
and discussions
• Explain to the students the format, expectations and
how this knowledge will help them.
 Techniques of Effective
Questioning
4. use both pre-planned and emerging questions
• Pre-planned questions are questions incorporated into
the educational plan
• Emergent questions are questions derived from the
discussion itself
 Techniques of Effective
Questioning
5. use an appropriate variety and mix of
questions
• Ask questions in sequence (hierarchical)
6. Avoid trick questions and those that require
only a yes or no response as much as possible.
Yes or no questions encourage students to
respond w/o fully understanding
 Techniques of Effective
Questioning
7. Phrase the question carefully, concisely and
clearly. Improper phrasing and the use of
multiple questions may result to unintentional
cueing
 Techniques of Effective
Questioning
8. Address questions to the group against the
individual
• Pose the question to the entire group and wait before
identifying the student too respond
• Select students at random to answer the question
 Techniques of Effective
Questioning
9. Select volunteers and non-volunteers to
answer questions
10. Adapt questions to the needs of the students
11. Use sufficient time to wait.
• 3 – 5 seconds in most questions
• 10 seconds for a higher order questions
 Techniques of Effective
Questioning
12. Respond to answers given by students
• Listen carefully to the answers given by the students.
• Don’t interrupt students while they are responding to
questions
 Techniques of Effective
Questioning
12. Respond to answers given by students
• Acknowledge correct answers and provide positive
reinforcement
• Handle incomplete answers by reinforcing what is
correct and then ask probing questions.
The Art of Feedback
 Constructive Feedback
1. provided in terms of previously-outlined goals
2. descriptive rather than judgmental or
evaluative
3. specific rather than general
4. presented as a method of improvement rather
than as a punitive step.
 Giving Feedback Informally,
Daily and Publicly
1. Give feedback constructively as issues arise
2. Demonstrate a correct procedure rather than
letting the students stumble along without
guidance
3. Give feedback during a procedure but in a
timely fashion and in a tension-decreasing
environment
 Give Feedback Formally,
Periodically and Privately
1. Schedule the feedback session at a less
stressful time.
2. Begin by asking for the learners’ perspective
on strengths.
3. Be descriptive, focusing on behavior and
performance.
4. Be specific as possible and use non-
judgmental language.
 Give Feedback Formally,
Periodically and Privately
5. Don’t overload the learner with feedback.
6. Be supportive in giving feedback.
7. Be aware of the possible solutions to problems
before hand.
 Give Feedback Formally,
Periodically and Privately
8. Rely on personal observations rather than on
other student’s complaints.
9. Help learners turn negative feedback into
constructive challenges.
10. Verify students understanding as regards to
the feedback.
End of Session 1