Teaching Learning Process of the book psychology .ppts

Behavioural science , psychology , BSn 4year program

1. Teaching- Learning Process Syeda Aatika Batool

2. Objectives At the end of this unit, learners will be able to; Identify the learning needs of the patient at the clinical site Develop teaching learning plan Perform health teaching at the clinical site

3. Client Education Client education has become one of the more important roles for nurses. With shorter hospital stays, increased demands on nurses time, and the need to give seriously ill clients technical information as soon as possible greater emphasis is given to the importance of quality client education. In 1992, the American Hospital Association passed A Patient’s Bill of Rights mandating client education as a right of all clients.

4. Client Education Standards JACHO Joint Commission on Accreditation of Healthcare ( 1987)- cites two standards r/t client education: Education and knowledge of self-care are given special consideration for patient and family in the nursing care plan. Patients who leave the hospital still requiring nursing care should receive instructions and individual counseling prior to discharge.

5. Teaching “Impart knowledge to or instruct (someone) as to how to do something .” Teaching is a system of activities intended to produce learning. The teaching process is intentionally designed to produce specific learning. The teaching–learning process involves dynamic interaction between teacher and learner. Each participant in the process communicates information, emotions, perceptions, and attitudes to the other

6. Purposes of Client Teaching Maintenance and promotion of health I llness prevention Restoration of health Coping with impaired functioning

7. Setting in which Nurses Teach! Teaching clients and their families Teaching in the community Teaching health personnel

8. Teaching Clients and Their Families Nurses may teach individual clients in one-to-one teaching episodes. For example, the nurse may teach about wound care while changing a client’s dressing or may teach about diet, exercise, and other lifestyle behaviors that minimize the risk of a heart attack for a client who has a cardiac problem. The nurse may also be involved in teaching family members or other support people who are caring for the client.

9. Teaching in the Community Nurses are often involved in community health education programs. Such teaching activities may be voluntary as part of the nurse’s involvement in an organization such as the Red Cross, or they may be compensated as part of the nurse’s work role, such as school nurses.

10. Community teaching activities may be aimed at large groups of people who have an interest in some aspect of health, such as nutrition classes, CPR or cardiac risk factor reduction classes, and bicycle or swimming safety programs. Community education programs can also be designed for small groups or individual learners , such as childbirth classes or family planning classes.

11. Teaching Health Personnel Nurses are also involved in the instruction of professional colleagues through continuing education, in-service programs, and staff development. For example, experienced nurses may function as preceptors for new graduate nurses or for newly employed nurses

12. Nurses with specialized knowledge and experience share that knowledge and experience with nurses who are new to that practice area. Nurses are also involved in teaching other health professionals. Nurses may participate in the education of medical students or allied health students

13. Learning The acquisition of knowledge or skills through study, experience, or being taught . Learning need: desire or a need to know something that is presently unknown to the learner.

14. Terminologies Compliance: desire to learn and to act on learning Adherence: degree to which client follows agreed-on recommendations by health care provider Andragogy : the method and practice of teaching adult learners; adult education. Pedagogy: discipline concerned with helping children learn Geragogy : term used to describe the process involved in helping older adults to learn

15. Domains of Learning Learning behaviors classified by Bloom (1956). Listed in an ordered hierarchy, simple to complex: 3 domains: Cognitive Affective Learning Psychomotor Learning

16. Cognitive Domain The cognitive domain, the “thinking” domain, includes five intellectual abilities and thinking processes. Acquiring knowledge Comprehension ( the ability to understand something ) Analysis Synthesis Evaluation

17. Affective Domain The affective domain, known as the “feeling” domain, deals with personal issues such as “attitudes, beliefs, behaviors, and emotions”.

18. Affective Learning 1. Receiving 2. Responding 3. Valuing 4. Organizing 5. Characterizing

19. Psychomotor Domain The psychomotor domain, the “skill” domain, includes fine and gross motor abilities such as giving an injection. It includes perception of a stimulus and guided response. It involves complex overt responses.

20. Psychomotor Learning Perception Set Guided Response Mechanism Complex Overt Response Adaptation Origination

21. Basic Learning Principles Learning depends upon three conditions: The readiness to learn The ability to learn The learning environment

22. Readiness to Learn 1 . Attentional set ( refers to the bias to attend to restricted perceptual aspects of the environment. Organisms learn to attend to the sensory features and responses that are relevant to performing a task and ignore the features and responses that are irrelevant . ) 2. Motivation 3. Psychosocial adaptation to illness 4. Active participation

23. Ability to Learn 1. Developmental capability 2. Age group 3. Physical capability

24. Learning Environment Environmental factors must be controlled for learning to take place including: Privacy Temperature Noise Lighting Ventilation Furniture

25. What do you know about bloom’s taxonomy? Write down the principles of learning.

26. Learning Theories Three main theoretical constructs are Behaviorism Cognitivism Humanism

27. BEHAVIORISM Thorndike originally advanced behaviorism. In the behaviorist school of thought, an act is called a response when it can be traced to the effects of a stimulus. Behaviorists closely observe responses and then manipulate the environment to bring about the intended change. Thus, to modify a person’s attitude and response, a behaviorist would either alter the stimulus condition in the environment or change what happens after a response occurs

28. Skinner’s and Pavlov’s work focused on conditioning behavioral responses to a stimulus that causes the response or behavior. To increase the probability of a response, Skinner introduced the importance of positive reinforcement (e.g., a pleasant experience such as praise and encouragement) in fostering repetition of an action.

29. Bandura , however, claims that most learning comes from observational learning and instruction rather than trial-and-error behavior. Bandura’s research focuses on imitation , the process by which individuals copy or reproduce what they have observed, and modeling , the process by which a person learns by observing the behavior of others.

30. Nurses using the behaviorist theory identify what is to be taught, and they immediately identify and reward correct responses. However, the theory is not easily applied to complex learning situations and limits the learner’s role in the teaching process.

31. In summary, nurses applying behavioristic theory will: Provide sufficient practice time including both immediate and repeat testing and return demonstration. Provide opportunities for learners to solve problems by trial and error. Select teaching strategies that avoid distracting information and that evoke the desired response. Praise the learner for correct behavior and provide positive feedback at intervals throughout the learning experience. Provide role models of desired behavior.

32. COGNITIVISM Cognitivism depicts learning as a complex cognitive activity. In other words, learning is largely a mental or intellectual or thinking process. The learner structures and processes information. Perceptions are selectively chosen by the individual, and personal characteristics have an impact on how a cue is perceived.

33. Nurses applying cognitive theory will: Provide a social, emotional, and physical environment conducive to learning. Encourage a positive teacher–learner relationship. Select multisensory teaching strategies because perception is influenced by the senses. Recognize that personal characteristics have an impact on how cues are perceived and develop appropriate teaching approaches to target different learning styles.

34. Assess a person’s developmental and individual readiness to learn and adapt teaching strategies to the learner’s developmental level. Select behavioral objectives and teaching strategies that encompass the cognitive, affective, and psychomotor domains of learning.

35. HUMANISM Humanistic learning theory focuses on both the cognitive and affective qualities of the learner. Prominent members of this school of thought include Abraham Maslow and Carl Rogers. According to humanistic theory, learning is believed to be self-motivated, self-initiated, and self evaluated. Each individual is viewed as a unique composite of biologic, psychological, social, cultural, and spiritual factors. Learning focuses on self-development and achieving full potential; it is best when it is relevant to the learner.

36. Nurses applying humanistic theory will: Convey empathy in the nurse–client relationship. Encourage the learner to establish goals and promote self-directed learning. Encourage active learning by serving as a facilitator, mentor, or resource for the learner. Use active learning strategies to assist the client’s adoption of new behavior. Expose the learner to new relevant information and ask appropriate questions to encourage the learner to seek answers.

37. Factors Affecting Learning Age and developmental stage Motivation Readiness Active involvement Relevance Feedback Nonjudgmental support Simple to complex learning Repetition

38. Timing Environment Emotions Physiological events Cultural aspects Psychomotor ability Muscle strength Motor coordination Energy Sensory acuity

39. THE INTERNET AND HEALTH INFORMATION The Internet has become a part of the lives of many Americans, allowing them to communicate and obtain information quickly. Internet technology has dramatically changed the activities of business, including health care. The term e-health is a broad term often used interchangeably with the term telehealth to refer to the provision of electronic health information, products, and services using information. E-health includes many aspects such as online appointment access, electronic prescriptions, billing review, e-mail access between the client and health care provider, and online health information.

40. Basic Teaching Principles Timing Organizing teaching material Speaking the client’s language Maintaining learner attention and participation Building on existing knowledge Reinforcing Matching teaching methods with learner’s needs

41. Teaching and the Nursing Process Assess Learner’s needs, readiness to learn, environment, resources Diagnose Knowledge deficit r/t _________ Plan Priorities, learning objectives, timing, method of teaching Implement Various ways to implement: lecture, demo, one-on-one, groups Document Evaluate Return demonstration, direct observation, question client

42. Write down any three nursing diagnosis for client with learning disability.