TEACHING STRATEGIES

Consider the following things before choosing health education methods:

1. How ready and able are people to change?
2. Your learning objectives.
3. How many people are involved?
4. Is the method appropriate to the local culture?
5. What resources are available?
6. What mixture of methods is needed?
7. Subject matter
8. Limitation of time
9. What methods fit the characteristics of the target group?

Note that:
 It is important thing to remember that effective health education is seldom
achieved through the use of one method alone.
 The best method of teaching combines the various methods.

TRADITIONAL TEACHING STRATEGIES

LECTURE
• Highly structured learning
• Teacher acts as the resource person and transmitter
• Oldest method of teaching
• Students depend largely on the instructor’s lecture
• Used to reinforce and supplement reference materials and textbooks.
• Derived from the Greek word “lectura” which means to read.
• Very important method to impart knowledge in the lower level of the
cognitive domain.
 Ora, simple quick, traditional way of presenting the subject matter

Forms of Lecture
1. Traditional lecture – the teacher is the only speaker.
2. Participatory lecture – begins with learner brainstorming and use of
pause in between.
3. Feedback lecture – mini lectures followed by small group discussion. It
gives opportunity to manipulate lecture content.
4. Mediated lecture – use of media such as films, slides along with traditional
methods.

Purposes of Lecture method

1. Efficient means to introduce learners to new topics
2. To stimulate student’s interest and how to apply facts to the lives, work or
occupation of the listeners or students.

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 3. Inspire people to apply or emulate the worthy personalities or information
that were conveyed in the lecture.
4. Helps students to integrate or synthesize a large body of knowledge from
several fields or sources
5. Inspire people to apply or emulate the worthy personalities or information
that were conveyed in the lecture.
6. Helps students to integrate or synthesize a large body of knowledge from
several fields or sources

Advantages of lecture method

1. Economical
2. Can enhance the textbook by enriching a topic and managing it come to
life with his wealth of personal experience and enthusiasm for the subject
3. Teacher serves as a role model for student – critical thinking and problem
solving
4. One way verbal communication – helps students develop their listening
abilities and when to take down notes

Disadvantages of lecture method

1. Places learners in a passive role of a sponge
2. Few teachers are good lecturer, cannot achieve class objectives.

10 Important points about lecturing

1. Fit the lecture material to the available time.
2. Express concepts in the simplest possible way
3. Begin by arousing the student’s interest and sharing the course/class
objectives
4. Follow prepared outline and deliver with spontaneity
5. Use different methods
6. Develop a varied and interesting teaching style
7. Give students enough time to digest the contents of the lecture and ask
questions
8. Conclude the lesson by connecting what was taken up today to what will
be covered during the next meeting.
9. be guided by your students during the lecture by tuning in to their
reactions or feedbacks and modifying your approach when needed.
10. Observe good interpersonal relationships with your student

Organizing the lecture

1. Introduction
• Provide an outline
• Specify ground rules
2. Body of the lecture
• Logical flow of information
• Avoid including too much material in the lecture
• Be sensitive to student’s feedback

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 • Maintain eye contact
3. Conclusion
• Provide students with the needed sense of achievement
• Instructional closure is reached when the class is completed and
teacher has shown the link between past knowledge and new knowledge
• Cognitive closure is reached when the student has reached closure and
makes the link between old and new knowledge
• Provides more relevant learning goal

Blair’s Principle: learning proceeds more rapidly and is retained much

longer when the material learned has meaning, organization and structure

3 approaches to help students toward closure

1. Review and summary
2. Application of what has been learned to similar situations
3. Extend what has been learned to new situations.
 Refers to the transfer of knowledge from one situation to another

Transfer of learning
• most significant criterion of learning
• Occurs when the learner recognizes the similarity between the
learning situation and the transfer situation: identical or similar
elements help students to generalize to new situations.
• Extent that students expect it to occur.
• Use of audiovisual assist learners in making learning easier.

DISCUSSION
 A method of teaching where teacher and students actively partake in
the learning process.

GROUP DISCUSSION
• The larger a group is, the less it can accomplish.
• Ideal number is 10-20 students
• Take their own turns and sometimes needs are not met.
• Participants have equal chance to express freely and exchange ideas
• The subject of discussion is taken up and shared equally by all the
members of the group.
• Collective thinking process to solve problem.

Strengths:
1. pools ideas and experiences from group
2. effective after presentation, film or experience that needs to be analyzed.
3. allows everyone to participate in an active process.

Limitations:
1. not practical with more than 20 people.

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 2. few people can dominate
3. others may not participate
4. time consuming

GROUP CONFERENCES
• Also known as post clinical nursing conferences
• Enable students to compare notes and experiences
• May help to identify alternative ways of problem solving.

Purposes
1. To apply the principles and concepts of previously introduced body of
knowledge and to transfer the knowledge to new situations.
2. To clarify information and concepts
3. To learn the process of group problem solving

Discussion techniques
1. Properly instruct students on what they should do, see, read so they can
participate in the discussion
2. Set the ground rules
3. Physical arrangement
4. Plan a discussion starter

4 Discussion leadership skills

1. Focusing
2. Refocusing is redirecting the group’s attention
3. Changing the focus
4. recapping

10 Discussion stoppers
1. Insufficient wait-time
2. Rapid reward
3. Programmed answer
4. Nonspecific feedback questions
5. Teacher’s ego-stroking
6. Low level questions
7. Intrusive questioning
• Questions that invade person’s privacy
8. Judgmental response to student answers
• Teacher incorporates her own values when appraising student's
answers
9. Cutting students off
10. Creating a powerful emotional atmosphere and then ignoring feelings and
responses

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BUZZ GROUP
 a large group is divided into small group of not more than 10-20 people.
 They have given a time to discuss the problem
 Then the whole group is reconvened and the reporters of the small groups
will report their findings and recommendation.

CONFERENCE
 refers to meeting for lectures of discussion where representatives of
various stakeholders participate.
 has a far broader spectrum of the seminar workshop symposium
 not limited to academic activities only, beyond academic where many
diverse participants participate

PANEL DISCUSSION
 is a meeting where experts (2 or more) are invited to make short
presentation or speak on different aspect of the same subject area or
theme.

SYMPOSIUM
 is typically a more formal or academic gathering, featuring multiple experts
delivering short presentation on a particular topic.
 Is an academic in nature where experts (academicians) present their
views on a particular theme.
Example: annual research symposium

SEMINAR
 is a lecture or presentation delivered to an audience on a particular topic
or a set of topics that are educational in nature.
 usually held for group of 10-50 individuals for about an hour through
usually not n practice.

WORKSHOP
 is a period of discussion and practical work on a particular subject in which
a group of people share their knowledge and experiences.
 Series of educational and work sessions where manual work is done.
 A small group of people meet together over a short period of time to
concentrate on a defined area of concern.
 Also means a group working together, on a creative project, discussing a
project

QUESTIONING
• Seeking
• Situation where the teacher is probing or inquiring from the student
as a feedback mechanism
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 Types of questions
1. Factual or descriptive questions
• Questions that can be answered from memory or by
description.
• Requires the student to recall previously learned facts or
information
• Factual questions – deals with who, what, when or where
• Descriptive questions – expressive, telling, informative or
enlightening statements where longer answers are required.

2. Clarifying questions
• Are illuminating, revealing, informative or enlightening questions
which can be done in 5 ways:
a. Asking clarifying questions
b. Requiring the student to justify
c. refocusing
d. Prompting the students like suggesting or giving a hint or reminder
e. e. Redirecting the question
3. Higher-order questions
• Stimulate the student to establish relationships, compare and
contrast, make inferences(logic, reasoning or judgment) rather
than defining them
• development of critical thinking skills
• Asked the “WHY”

Specific functions of higher 0rder questions

1. Seek or obtain an evaluation
• Deals with matters of judgment, value and choice
2. Seek comparison
3. Seek or search for inferences(ideas or suppositions based on facts)
• Involves deduction and induction

• DEDUCTION – is a conclusion drawn from a generalization or principle

and applied to a specific situation
• INDUCTION – requires the students to drive the generalization or theories
and concepts from a collection of examples or specific data.

AUDIO –VISUALS
• Include : handouts chalkboards or whiteboards, overhead transparencies
• Guided by the learning objectives
• Affected by the availability of the materials, equipment and assistance.
• Consider the learner’s characteristics, abilities, size of the class

INTERACTIVE lecture
• Mixture of lecture and audiovisuals

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 • Ex: combination of lecture discussion, film showing or videotape, writing a
teaching plan or an NCP

LESSON II
ACTIVITY BASED LEARNING

Cooperative learning

• are aware that they are not only responsible for their own learning but also
for the learning of others
• Involves structuring small groups of learners who work together toward
achieving shared learning goals

Types of Cooperative
learning
Formal groups Informal groups Base groups

Purpose To complete a To enhance To provide

specific learning understanding of a encouragement and
task consisting of specific unit of to monitor
concepts or skills information; to progress
make connection to throughout the
prior learning learning
experience.
For new staff
orientatiion
Length of One class to many No more than 1 Usually long term
existence weeks class and perhaps learning experience
for only a few
minutes during a
class.

Simulation

•Is an imitation, recreation or presentation of the structure or dynamics of a

real thing or situation
•Ex: role playing, return demonstration, simulation games and clinical
simulation

Educational uses of simulation and gaming

1. Personnel developed greater sensitivity towards the patients and
increased awareness about patient rights.
2. Decreases authoritarianism and social restrictiveness

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 3. Students participate more actively in discussion than those using
written materials in the community.
4. Increase the concreteness of the learning experience

Types of Simulation
a. Written simulation
• Paper and pencil presentation of actual problems or cases
• Feedback is given for each decision made
b. Role played simulation
• One person portrays the role of another
Purpose is to help participants and observers obtain insights into the
behaviors and feelings of people

c. Mediated simulation
• Uses audio or visual aids to present a problem, case or task
1) Videotaped simulation
2) Electronic reproduction- include audio reproductions of human
cardiac and respiratory sounds
3) Physical simulators – use lifelike models
d. Computer simulation
• uses computer to present cases,
• provide information requested by the students
• Give feedbacks regarding effects of decisions.

ROLE PLAY
- a type of drama in a simplified manner. It portrays expected behavior of
people
- is a spontaneous and/or unrehearsed acting out of real life situations. A
script is not necessary.
- It is a very direct way of learning. You are given a role or character and
have to think and speak immediately without detailed planning.

Mechanisms of role plays

1. Few minutes for instruction
2. 5-10 minutes for them to plan and think
3. 20-30 minutes for discussion
4. Last from 5-15 min role play
5. The participants are asked to discuss their feelings about their roles
they played
6. Observers are asked to join in the discussion
7. Criticism focuses more on the role and the problem presented rather
than the person playing the role.
8. Videotaping is highly recommended to aid in the analysis and
discussion

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DRAMA
- is a presentation in which the subject matter or topic is studied well either
written or in words, and then presented in educative and recreating
manner.
- Needs detailed planning and script development and practicing
- Audience identify with characters and settings
- In serial drama, for example, if the character and settings are familiar to
audience, they can identify with the situations and feelings of the
characters.
- Drama is very effective in behavior change communication

Role Models Portrayed:

1. Positive characters: model healthy values and behavior and they are
rewarded.
2. Negative characters: model unhealthy behavior and antisocial values and they
suffer as a result.
3. Transitional characters: representing the audience; are uncertain at first about
which behavior to adapt.

CASE STUDIES

• An analysis of an incident or situation in which characters and

relationships are described, factual or hypothetical events and problems
need to be resolved or solved.
• Provide an open-ended problem
• Expected to see pros and cons
• Advantages and disadvantages of the presenting alternatives or options
where there is more than one desirable outcome.
• Defend or justify the choice of actions

Steps in conducting Case Studies

1. Develop objectives
2. Select a situation, topic or scenario
3. Develop the characters-giving details of patient and his family
4. Develop the discussion questions
5. Lead the group discussion

LESSON II – ACTIVITY-BASED LEARNING

PROBLEM-BASED LEARNING
• An approach to learning that involves exposing the students to real-life
problems
• Working together in small groups, analyzing, deciding and solving
problems.

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 • Little background of the information about the case

SELF LEARNING MODULES

• Also called self-directed learning modules
• Self-paced learning
• Self learning packets
• Individualized learning activity packages
• Self-contained unit

Components of self-learning modules

1. Introduction and instruction
2. Bahavioral objectives
3. Pretest
4. Learning activities
5. Self evaluation
6. Post test

CRITICAL THINKING APPROACH

• Views learning as a shared responsibility between the teacher and the
learner
• Teacher act as mentor, facilitator
• According to Watson and Glaser: a composite of attitudes of inquiry,
knowledge of the nature of valid
• Inferences, skills in employing and applying these attitudes and
knowledge.
• Involves one’s frame of mind or attitude
• Guides the nurse in generating, implementing and evaluating approaches

Strategies that enhance Critical thinking

1. Discussion
2. Asking effective questions
• Socratic Method – a way of questioning where the teacher responds to all
questions or comments with more questions.
• Structured controversy- relies heavily on effective questioning, controversy
is introduced and elicit critical thinking.
• Similar to a debate
3. Text interaction
• Analyze, scrutinize and interact with the content of the reading materials
4. Concept mapping- involves drawing or diagrams which show mental
connections or associations

Step in making a concept map

1. Select the concept

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 2. Allow the students to brainstorm for a few minutes
3. Draw a concept map based on your brainstorming
4. Add secondary and tertiary levels of association
5. Determine the ways in which the various concepts are related to
each other
6. Prepare a simple parallel example
7. Present the example

LESSON III
COMPUTER TEACHING

Computer teaching strategies

1. WWW ( World wide web)
• network of information servers
• Displays information
• Could not exist without the Inter net’s computer network
4. Internet
• Huge global network of computers
• Allow transfer of information from one computer to another
• Created to exchange information
• Could exist even without the WWW
5. Web browser
• A special software program that locates and displays web pages
4. Web page
• A special type of document used by the servers of WWW.
5. Search engines and search directories
Computer programs that allow the user to each the web for particular subject
areas

Use of Technology in education and patient care

1. Role reversal
• From sole provider/ultimate source to facilitator of learning by :
a. Assisting
b. Helping
c. guiding
2. Virtual reality
• E – nursing used as mode of instruction
• Students are given more opportunities for hands on and application of
skills and concepts.
3. Learner is given more freedom to explore the learning environment,
design the learning objectives and content and avail time to practice.
4. Learner can be taught how to avail more information related to care
5. Patient nurse interactive dialogue
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Technology in Nursing education and communications

1. Distance education
• Teacher and learner are separated
• Not undergoing the traditional classroom education.
• Online courses with the internet
• More flexible approach to learning
• Techniques used in distance learning:
a. Online courses
b. Correspondence courses
c. Independent study
d. videoconferencing
2. E –learning
• Abbreviation for electronic learning
• Access via WWW
• Can be personalized or customize to meet individual needs
• Interactive and reality based.
3. Internet
• Huge global computer network
• Transfer of information from one computer to another
• Enables them to communicate via email, real time chat, electronic
discussion groups or use net newsgroups

Strategies that use computer assisted instruction in Nursing

1. Tutorial mode
• Simplest form
• Provides information to the student in the form of factual statements which
are interspersed with predetermined questions and answers from the
computer.
2. Drill –and- practice
• Presents a series of questions or problems from previously learned
material – students answer from recall.
• Based on the principle of mastery
• Repetitious practice/rehearsals
3. Simulation
4. Games
• Simulation or nonsimulation
• Designed to: assess strategies give results or effects of decision made
introduce variables

LESSON IV
TEACHING PSYCOMOTOR SKILLS AND CLINICAL TEACHING
• Demonstration and return demonstration
• Self directed study
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 • Role playing, peer teaching
• Supervision is necessary in teaching students

SKILLS
 Primary focus of nursing was on “practical skills” r the art of nursing” that
emphasized hand-on “doing” for patients
 Research has shown the effectiveness of DEMO as a teaching strategy
for learning skills that are entirely new to the learner

DEMONSTRATION
 Explaining and demonstration
 AKA Direct instructional model, Active teaching model, Mastery teaching
model, Explicit instruction, Demonstration performance model.
 Designed to promote learning of procedural knowledge needed to perform
simple and complex skills and for declarative knowledge that is well
structured and can be taught in a step-by-step fashion.

5 Steps in Conducting a DEMO:

1. Providing objectives and establishing set
2. Demonstration and explaining the materials to be learned.
3. Providing guided practice
4. Checking for student understanding and providing feedback
5. Providing extended practice and transfer

Other strategies:
1. Mental practice ( mental imagery)
2. Games
3. Multimedia ( animation, videos, sound clips, images, navigation, DVD,
film, CD
4. simulation

The demonstration Lesson

 the most effective way t teach an occupational skill is to
demonstrate it….one of the tw9 most essential teaching skills is the
ability to demonstrate; the other is the ability to explain. Both are
vital to the success of either an operation lesson or an information
lesson
 Teacher preparation:
1. Rehearse your presentation in advance of the lesson
2. Anticipate any difficult steps, possible interruptions
3. Obtain all materials, tools, equipment, visual and teaching aids
in advance and check their useful condition.
4. Have all materials within reach and conveniently arranged.
5. Time the demonstration NOT to exceed 15 minutes

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 6. Remove all extraneous materials; check lighting, visibility,
student groupings and proximity to electric gas and water
outlets.
7. Plan to use a skill or method to advantage; work from simple to
complex, one step at a time
 Presentation:
1. Make sure all students can see and hear the lesson.
2. Be enthusiastic, professional, effective but non dramatic
3. Relax, use any mishaps or mumor to your advantage
4. Observe all safety rules and procedures
5. Keep eye contact with the class; ask and encourage class
questions
6. Explain why and how; use the techniques of show and tell
7. Use a medial summary to strengthen your explanations

Precautions:
1. Avoid interrupting; keep demonstration smooth and continuous.
2. Never demonstrate on a student’s material
3. Work towards one aim
4. Allow time for possible student participation

Carrying out a demonstration:

1. Give a good performance. Remember that the trainees learn by
your good example.
2. Explain each step or process as you proceed. Follow your
lesson plan.
3. Make sure the trainees see the demonstration from the angle
they will perform it themselves
4. Be sure everyone can see and hear. Maintain eye contact
5. Emphasize key points and if possible prepare hand ask key
questions as you go along and allow trainees t ask questions
6. Observe all safety rules, precautions and procedures and
emphasize them
7. Use proper instructions, aids such as chalkboard, handouts to
support your demonstration
8. Provide for trainees participation where possible, during and
after demonstration
9. Demonstrate the correct way only. First impressions are
important, make then correct ones
10. Always summarize the steps and emphasize key points again.

After demonstration:
1. Return all items used during demonstration to their storage
places
2. Make arrangements to have the trainees practice the skill as
soon as possible in a practical class session

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 3. Observe and analyze trainees(s) performance and correct
mistakes.
4. Offer reinforcement where necessary
5. Coach weak or slow trainees
6. Check trainee’s completed work for accurate performance and
record
7. Allow sufficient time interval before demonstrating another
operation

CLINICAL TEACHING

Purposes of the Clinical Laboratory

1. Offers opportunity to apply the theoretical concepts, rationales,
procedures and propositions they have learned in the classroom.
2. Skills are perfected in the clinical area.
3. Skills in observation, problem-solving and decision-making are refined.
4. How to organize the data and the skills to be performed.
5. Cultural competence-ability to interact meaningfully, properly, comfortably
and effectively with culturally diverse patient.
6. Learn the skills of socialization

Misuse of the clinical laboratory

1. Learning experience becomes an employment experience for student
nurses
2. Students are given too much responsibility for patient care.
3. Learners are supervised and evaluated more than they are taught where
the learner may be expected to perform rather than to practice.

Models of Clinical teaching

1. CI’s handles 8-12 students in the clinical area based on the requirements
set by CHED.
2. Students are retained in the nursing skills laboratory until they are
proficient in the skills required by a certain nursing procedure.
3. Clinical nursing course is conducted in the classroom area . ( skills lab)
a. More information about clinical practice before they are sent to the clinical
area
b. Exposing students to possible scenarios and giving them opportunity to
practice possible nursing actions in a non threatening environment

Preparation for clinical Instruction

1. Choosing clinical and community agency sites which allow maximum
learning experience.
2. Staff who can serve as good role models for students and CI’s
3. Accessibility or safety of the site in the community
4. Drawing up a contract between the school and the agency

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5. Student orientation
 This includes an overview of basic policies and procedures, physical set-
up and facilities and the administrative staff which is usually done through
a guided tour and group orientation conference with the Chief nurse of the
Head of the training department.
 The group orientation activity should also include the specific objectives,
course requirements, accepted student behavior and decorum and other
expectations.
6. Student assessment
 In terms of what they know, their strengths and limitations, barriers to
learning and positive influences and the student’s perception of the
teaching-learning situation should also be done so that appropriate
learning experiences can be selected and programmed by the instructor.
 Open-ended questions can be asked:
o What nursing experiences have you had before entering
this nursing program?
o If you are currently working, briefly describe the type of
work, your responsibilities at work, number of working
hours per week and how this may affect your school work
and hospital assignment.
o What are your other degrees r educational experiences
besides nursing do you have?
o What are your major strengths?
o What are the areas you need to improve?
o What learning activities are most effective to meet your
learning needs?
o What do you expect to accomplish from your clinical
experience?
o Is there anything else that you would like your clinical
instructor to know?
7. Daily activities
a. Making the student assignments
a.1 individual
a.2 dual assignment
a.3 alternative assignment
a.4 preceptorship
b. posting these assignments in a predetermined location

Teacher Activities include:

1. Preconferences- working with student during preparation for the
clinical experience.
2. Working with the student during follow-up activities which
include:
a. Postcare conferences
b. Logs and diaries
c. Nursing care plans and process recordings

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 d. Nursing or walking rounds

Format of a Clinical Teaching Plan

A. Description of Learners
B. Focus of Clinical Experience
C. Setting
D. Briefing or Orientation
Time Frame Objectives Activities Evaluation
Clinical Students
Instructor

3. Evaluation of student learning and performance in the clinical

setting

Clinical Evaluation Process

a. Formative evaluation
 A continuing evaluation process
 On-going feedback is given to the learner in the form of post-
conferences which may be graded or non graded, anecdotal
notes or clinical progress notes.
b. Summative evaluation
 Usually given at the end of the learning experience
 A summary of the student’s performance
 Graded

The specific behaviors to be evaluated and graded are:

1. Appropriate use of the nursing process as documented in the nursing
care plan and as demonstrated by the way patient care is given
2. Skillful demonstration of nursing interventions and procedures
3. Ability to use materials, equipment and machines efficiently, effectively
and judiciously.
4. Observance of patient’s safety, comfort and privacy in the execution of
procedures
5. Ability to communicate therapeutically with the patient and or the family
6. Demonstration of professionalism, proper decorum, punctuality and
good personal hygiene and grooming

Evaluation Tools
 Are recommended which have been tested for their reliability and
validity.
 They are rating scales

4. Progress conferences between the teacher and student

Discharge Planning
 Prepares the client to move from one level of care to another within
or outside the current healthcare facility.

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 It is planning the continuity of care to ensure that the patient and
the family’s needs are consistently met as the patient is transferred
from the acute care setting to home care
 Should be planned well with the client and family members to
ensure the success of the continuing treatment and rehabilitation,
prevent post discharge complications and minimize the chances for
readmission to the hospital.
 Actually begins during admission as data is collected and
documented.

Essential Components of Discharge Planning

1. Assessing the strengths and limitations of the patient, family or

support person and the environment
2. Implementing and coordinating the plan of care
3. Considering the individual, family and community resources
4. Evaluating the effectiveness of the plan of care

Guidelines for Discharge Planning

1. Assessing and identifying health care needs
2. Assessing the patient’s ability to perform activities of daily living
or ADL such as bathing, dressing, toileting, feeding and
instrumental activities of daily living
3. Setting mutual gals with the patient which are realistic and
attainable
4. Giving health teachings

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