Nursing Education for M.sc 2nd year Tituor

Nursing Education
Nursing Titutor

1. TEACHING Teaching is an intimate contact between the more mature personality and a less mature one. — H C Morrison Teaching is a face-to- face encounters between two or more persons, one of whom (teacher) intends to effect certain changes in the other participants (students). — Jackson Teaching is an activity with three phases, a curriculum planning phase, an instructing phase, and an evaluating phase. — J B Hough and James K Duncan

2. TEACHING AND LEARNING PROCESSES Teaching and learning are complex processes that involve the interaction between educators, students, content, and various instructional methods. Viewing teaching and learning as a process helps educators better understand how knowledge is transmitted, acquired, and internalized.

3. Overview of the teaching and learning process Preparation and Planning Engagement and Introduction Content Delivery Active Learning Feedback and Assessment Reflection and Discussion Application and Practice Synthesis and Integration Assessment and Evaluation Reflection and Adaptation Continual Improvement Transfer of Learning Lifelong Learning

4. NATURE AND CHARACTERISTICS OF TEACHING Teaching is a total communal process. Teaching is for the society and it is not possible to describe exact and permanent nature of teaching without society. Teaching provides information and communication. Teaching enlightens knowledge, awareness to the students cannot find out themselves. Teaching is a useful interactive process between the student and the teacher. It guides, supports and improves students. Teaching is a process of growth and knowledge. Teaching is a reason for the change in behavior of the student. Teaching is an art and it calls for the exercise of talent and creativity. Teaching is a science as it engages a collection of techniques, procedures and skills.

5. Teaching is both mindful and an unconscious process. Teaching is from memory level to thoughtful level. Teaching is a continuum of training and instruction. A good teacher put in creativity and motivation.

6. PRINCIPLES OF TEACHING

7. BARRIERS OF TEACHING The majority of faculty members want to be effective teachers and to graduate highly knowledgeable and capable professionals, but multiple and complex factors such as curricular, cultural, environmental, and financial hamper their efforts. Curricular Barriers Unclear Learning Needs Nursing education experts agree that major changes, rather than minor curricular adjustments, are urgently required to effectively educate nurses for practice in this century. Although implemented with good intentions, the scope of current curricular changes does not sufficiently meet future nurses learning needs. Goals and Objectives Effective clinical teaching including role of clinical instructors are too often expected to address. Clinical setting and limited time allotted but also the variability of students prior knowledge and experiences to be considered.

8. Curriculum Sequencing The traditional nursing student curriculum is structurally disorganized. Basic science faculty often teaches the discipline- based courses (anatomy, physiology, microbiology, etc.) with little coordination or reference to clinical relevance. They note that basic science and clinical faculty do not always know what the other faculty is teaching, which leaves students to determine for themselves the content relationships across domains and the relevance of various subjects to patient care.

9. Cultural Barriers Cultural barriers to effective teaching refer to the attitudes, traditions, and mores of nursing schools and stakeholders, including students, faculty, and medical school and hospital leaders. Students’ Attitudes Students attitudes and expectations were the single greatest barrier to the implementation of critical- thinking teaching strategies in that students prefer lectures over instructional strategies that require active learning. Some students expect faculty to deliver content through methods that make for easier memorization, which some students feel is critical for passing information-dense examinations.

10. Faculty Attitudes Faculty member’s attitudes toward teaching and toward faculty development for improving teaching skills are also barriers to effective teaching. Some faculty members pursue an academic career because they want to teach, whereas others see teaching more as a chore, an adverse challenge, or a diversion from patient care or research. Institutional Support Some faculty may not value teaching or the need to develop their teaching skills as much as they value research or patient care, but medical schools do not always clearly communicate teaching expectations and responsibilities or the standards that constitute effective teaching.

11. Environmental and Financial Barriers Environmental barriers are associated with the physical setting and milieu in which medical education occurs, including limitations such as time, space, and instructional, human, and technological resources. Financial barriers include the revenue and resource needs in medical education. Time and Resources The busy, complex setting of a teaching hospital is not an ideal environment in which to teach all the competencies future physicians need to master. Service needs soar as duty hours restrictions limit resident availability, as documentation requires more faculty time, and as clinical relative value unit targets increase.

12. LEARNING Learning is acquisition of knowledge, habits and attitudes. It involves new ways of doing things in order to overcome obstacles or to adjust to new situations. It enables the person to satisfy interests to attain goals. —Crow and Crow

13. Characteristics of learning Learning is a Universal Process. Learning is Purposive and Goal- oriented. Learning is a Process of Progress and Development. Learning is the Organization of Experiences. Learning Occurs Due to Activity and Environment. Learning is Change in Behavior. Learning is a Continuous Process.

14. Steps in the learning process

15. Nature of Learning Learning is a Process and not a Product. Learning is Purposive or Goal Directed. Learning Generally Involves Some Degree of Permanence. Learning is Universal and Continuous. Learning Prepares for Adjustment. Learning is Comprehensive. Learning is Change in Response or Behavior may be Favorable or Unfavorable. Learning is Organizing Experience. Learning Perspectives and Approaches.

16. Principles of Learning Learning is a process of actively constructing knowledge. Students construct knowledge and make it meaningful in terms of their prior knowledge and experiences Learning is enhanced when it takes place in a social and collaborative environment. Students need to continue to view learning as an integrated whole. Learners must see themselves as capable and successful. Learners have different ways of knowing and representing knowledge. Reflection is an integral part of learning.

17. Barriers of Learning Misunderstood Words These are words heard or read that the mind does not fully understand. When words are misunderstood, mind goes blank. Then the learner feels that of dumb. Experiencing misunderstood words can make a people irritable and prone to complaining. Learn at too Steep of a Pace If learning is done in step by step, it is easy. If steps are skipped, then there is a complaint that a certain step is too difficult. Lack of Visuals and Hands- on Learning Eyes may hurt: Probably from strain from continuous reading and trying to visualize the subject. To overcome this problem it is better to eye physician and check for any visual problems and rectify it. Heavy, weighted down feeling: probably from accumulation of vague, incomplete images kept in mind.

18. Societal barriers Severe poverty Late enrollment Gangs/violence in neighborhoods Natural disasters and epidemic/pandemic like COVID

19. LEARNING THEORIES Theories in education did not begin in earnest until the early 20th century, but curiosity about how humans learn dates back to the ancient Greek philosophers Socrates, Plato and Aristotle. They explored whether knowledge and truth could be found within oneself (rationalism) or through external observation (empiricism). By the 19th century, psychologists began to answer this question with scientific studies.

20. Behaviorism Theory Behaviorists were strongly influenced by the work of the Russian Psychologist Ivan Pavlov. Pavlov’s experiment with the salivating dog is a famous one. Pavlov predicted the dogs would salivate in response to the food placed in front of them, but he noticed that his dogs would begin to salivate whenever they heard the footsteps of his assistant who was bringing them the food. Pavlov (1902) started from the idea that there are some things that a dog does not need to learn. For example, dogs do not learn to salivate whenever they see food. This reflex is “hard- wired” into the dog.

21. Classical conditioning

22. Conditioned response

23. Unconditioned stimulus: The unconditioned stimulus is automatically triggers a response. E.g., Food is an unconditioned stimulus for salivation. Unconditioned response: The unconditioned response is intentional reaction that occurs when person is triggered by the unconditioned stimulus, e.g., salivation is unconditioned response for food as unconditioned stimulus. Conditioned stimulus: The conditioned stimulus is the neutral signal that after being paired with the unconditional stimulus triggers the conditioned response. A bell or a tuning fork when presented as stimulus along with food, and get conditioned for salivation, it is conditioned stimulus. Conditioned response: The conditioned response is learned response to the neutral signal, e.g., salivation after ringing the bell or tuning fork is a conditioned response.

24. Educational Implications of Classical Conditioning Classical conditioning helps a teacher to associate positive events with learning. It helps in avoiding undesired behaviour also and helps learners in recognizing the situations to discriminate and generalize properly.

25. Cognitive Theory Jean Piaget, a Swiss psychologist was particularly concerned with the way thinking develops in children from birth till they become young adults. To understand the nature of this development, Piaget carefully observed the behavior of his own three kids. He used to present problems to them, observe responses slightly after the situations and again observe their responses. Piaget called this method of exploring development clinical interview. Piaget believed that humans also adapt to their physical and social environments in which they live. The process of adaptation begins since birth.

26. Piaget saw this adaptation in terms of two basic processes: Assimilation and Accommodation.

27. Elements in Development of Cognitive Process According to Piaget there are four basic elements in development: Maturation. Experience. Social transmission (learning through language, schooling or teaching by parents) Equilibrium.

28. Stages of cognitive development

29. Social Learning Theory Social Learning Theory, Bandura describes how people can learn something new by observing the behavior of other people and applying rational mental behavior. Observational learning is the first step in the social learning process. The famous Bobo doll experiment supported the social learning theory of observational learning. The results of the observational learning experiment showed that kids mimicked the behavior of the adults they observed. Follow- up results also showed that the children were more likely to learn the behavior where they saw the adults were rewarded for aggressive or non- aggressive actions than those that were punished for their aggression.

30. People desire approval in life, and therefore they function in ways to receive approval. During the experiment, it was noted that the children preferred repeating actions. of the models who gained approval by being rewarded. They are also more likely to continue the behavior that results in positive consequences than negative consequences. When kids imitate a model, it may be one type of behavior they reproduce. Kids may also identify with multiple models in their environment. Models could be parents, teachers, siblings, friends, peers, cartoon characters, or celebrities.

31. Bandura’s theory was based on three main ideas. People learned through observing role models. He identified the three types of models in his experiment: a live model physically demonstrating an action, a live model using language to display a behavior verbally, and a symbolic model showing behaviors in online media, movies, television programs, and books. Internal psychology influences the learning process. Intrinsic reinforcements satisfy the psychological needs like a sense of accomplishment, satisfaction, a form of success, or pride. Learning a behavior does not automatically mean the person will execute it. Changing or applying a new behavior must be of value to the person to want to apply what they have learned.

32. Humanistic Learning Theory The humanistic theory of teaching and learning is an educational theory that believes in teaching the “whole” child. A humanist approach will have a strong focus on students’ emotional wellbeing and eternally view children as innately good “at the core.” Maslow’s theory is based on the notion that experience is the primary phenomenon in the study of human learning and behavior. He placed emphasis on choice, creativity, values, selfrealization, all distinctively human qualities, and believed that meaningfulness and subjectivity were more important than objectivity. For Maslow, development of human potential, dignity and worth are ultimate concerns.

33. Maslow rejected behaviorist views and Freud’s theories on the basis of their reductionistic approaches. He felt Freud’s view of human nature was negative, and he valued goodness, nobility and reason. Also, Freud concentrated on the mentally ill, and Maslow was interested in healthy human psychology.

34. LATEST APPROACHES TO LEARNING Experiential Learning Experiential learning is pupil centering education in which students are in control of their learning. Experiential learning is a learning method where students “learn through doing” and then reflect on their experience. It includes field trips and hands on laboratory exercises and internships, as well as the field, clinical training and research such as role playing, performances and simulations.

35. Definition “The deliberate, active involvement of students in the opportunities to acquire knowledge by doing and reflecting on those experiences that allow students to apply their theoretical skills to real- world situations in a myriad of contexts in and out of classes.” — John Dewey (1938) and David Kolb (1984)

36. Elements of Learning through Experience Gives learners the chance to acquire mirror images as well as critical analysis, and synthesizing. It gives learners the opportunity to get an idea, make the right choice, and take responsibility for the results. Gives learners the opportunity to be engaged academically, creatively as well as socially or physically. It gives learners the opportunity to gain knowledge by observing their failures and achievements.

37. Stages of experiential learning

38. Reflective Learning “Reflective learning is understood as a process that leads to reflection on all sources of knowledge that may contribute to understanding a situation, including personal sources and experience. Although reflective education focused activities contribute significantly to optimizing the impact of teaching.” — Mckenna, Yalvac, and Light, 2009

39. Gibbs’ Reflective Cycle Gibbs’ Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or did not go well. It covers 6 stages :

40. Gibbs’ reflective cycle

41. Teacher Role in Reflective Learning The balance between the didactic processes of teaching (information giving and instruction) and facilitation of student learning through reflection. The fostering of reflection in situations where there is limited experience and which are overlaid by anxiety. This anxiety may stem from a number of sources which include the nature of the work and the student assessment process.

42. Scenario- based Learning In scenario - based learning , students are typically posed a realistic story or set of circumstances/ triggers, usually based on an ill-structured or complex situation (or context) they are required to address/solve. In the process, students must actively learn and integrate knowledge, skills and attitudes, and analytical and critical thinking skills to make decisions or solve issues at various points.

43. Steps for creating scenarios Determine your learning objective Identify your audience Clarify the challenge or pain point Choose the scenario structure Write the story Discover all possible scenario solutions

44. Role of Teacher Teacher works solely as a mediator who scaffolds information as necessary. Teacher acts as a facilitator rather than the instructor leaving the students in charge of their learning experiences. Role of Student Challenges the student’s without overwhelming their mental capacity. Include as much interactivity as possible.

45. Simulation- based Learning Definition “Simulation- based learning is a technique (not a technology) to replace and amplify real experiences with guided ones, often ‘immersive’ in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion. ‘Immersive’ here implies that participants are immersed in a task or setting as if it was the real world”. — Glad S

46. Features of simulation: The ability to provide feedback. Repetitive practice. Curriculum integration. The ability to range the difficulty levels. Role of a teacher: Personalized learning. Require remarkable communication abilities. Require training multiple times whenever they feel the need.

47. Blended Learning Definitions ‘Blended learning involves the combination of two fields of concern: education and educational technology’. — Chew, Jones and Turner ‘The effective combination of different modes of delivery, models of teaching and styles of learning’. — Procter ‘Blended learning systems combine face-to- face instruction with computer- mediated instruction.’ — Graham

48. Role of Teachers in Blended Learning The role of a teacher is to coach and guide students. The encouragement as well as compassion and instruction are the most important tasks of a teacher. The teacher will help the student become active learners, who learn. The teacher assists the student to develop self-confidence. With more students working independently, there is more time for teachers to offer face-to- face help and more individualized instruction to more students, thus improving the quality of differentiation.