Você está na página 1de 13

c

? 
 ?  


à c 
 

 c  

An academic discipline is a branch of knowledge which is formally taught, either at


the university, or via some other such method. Each discipline usually has several
sub-disciplines or branches, and distinguishing lines are often both arbitrary and
ambiguous. Examples of broad areas of academic disciplines include the natural
sciences, mathematics, computer science, social sciences, humanities and applied
sciences.

G c ?   
 

ahere has been work on learning styles over the last two decades. Dunn and Dunn
focused on identifying relevant stimuli that may influence learning and manipulating
the school environment, at about the same time as Joseph Renzulli recommended
varying teaching strategies. Howard Gardner identified individual talents or aptitudes
in his Multiple Intelligences theories. Based on the works of Jung, the Myers-Briggs
aype Indicator and Keirsey aemperament Sorter focused on understanding how
people's personality affects the way they interact personally, and how this affects the
way individuals respond to each other within the learning environment. ahe work
of David Kolb and Anthony Gregorc's aype Delineator follows a similar but more
simplified approach.

It is currently fashionable to divide education into different learning "modes". ahe


learning modalities are probably the most common:

[c ‰isual: learning based on observation and seeing what is being learned.


[c Auditory: learning based on listening to instructions/information.
[c Kinesthetic: learning based on hands-on work and engaging in activities.

Although it is claimed that, depending on their preferred learning modality, different


teaching techniques have different levels of effectiveness, recent research has argued
"there is no adequate evidence base to justify incorporating learning styles
assessments into general educational practice."

A consequence of this theory is that effective teaching should present a variety of


teaching methods which cover all three learning modalities so that different students
have equal opportunities to learn in a way that is effective for them. Guy Claxton has
questioned the extent that learning styles such as ‰AK are helpful, particularly as
they can have a tendency to label children and therefore restrict learning.

 c   

aeachers need to understand a subject enough to convey its essence to students.


While traditionally this has involved lecturing on the part of the teacher, new
instructional strategies put the teacher more into the role of course designer,
c
c

discussion facilitator, and coach and the student more into the role of active learner,
discovering the subject of the course. In any case, the goal is to establish a sound
knowledge base and skill set on which students will be able to build as they are
exposed to different life experiences. Good teachers can translate information, good
judgment, experience and wisdom into relevant knowledge that a student can
understand, retain and pass to others.

u c   

aechnology is an increasingly influential factor in education. Computers and mobile


phones are used in developed countries both to complement established education
practices and develop new ways of learning such as online education (a type
of distance education). ahis gives students the opportunity to choose what they are
interested in learning. ahe proliferation of computers also means the increase of
programming and blogging. aechnology offers powerful learning tools that demand
new skills and understandings of students, including Multimedia, and provides new
ways to engage students, such as ‰irtual learning environments. One such tool are
virtual manipulative, which are an "interactive, Web-based visual representation of a
dynamic object that presents opportunities for constructing mathematical knowledge"
(Moyer, Bolyard, & Spikell, 2002). In short, virtual manipulative are dynamics
visual/pictorial, replicas of physical mathematical manipulative, which have been
long used to demonstrate and teach various mathematical concepts. ‰irtual
manipulative can be easily accessed on the Internet as stand-alone applets, allowing
for easy access and use in a variety of educational settings. Emerging research into
the effectiveness of virtual manipulative as a teaching tool have yielded promising
results, suggesting comparable, and in many cases superior overall concept-teaching
effectiveness compared to standard teaching methods. aechnology is being used more
not only in administrative duties in education but also in the instruction of students.
ahe use of technologies such as PowerPoint and interactive whiteboard is capturing
the attention of students in the classroom. aechnology is also being used in the
assessment of students. One example is the Audience Response System (ARS), which
allows immediate feedback tests and classroom discussions.

u  
   
   

àà c   

  
 

c ao Achieve Scientifically- Based, Holistic, Individualized Care For ahe Client
üc ao Achieve ahe Opportunity ao Work Collaboratively With Clients, Others
´c ao Achieve Continuity Of Care

ààà c 
  
 
 
à
  

›ursing Process is a systematic, rational method of planning and providing


individualized nursing care.
c
c

›ursing Process has different characteristics:

c  

ahe nursing process has an ordered sequence of activities and each activity
depends on the accuracy of the activity that precedes it and influences the activity
following it.
üc u 

ahe nursing process has great interaction and overlapping among the activities
and each activity is fluid and flows into the next activity.
´c à    

ahe nursing process ensures that nurses are client-centered rather than task-
centered and encourages them to work to help clients use their strengths to meet
human needs.
Ëc èu  

ahe nursing process is a means for nurses and clients to work together to identify
specific goals related to wellness promotion, disease and illness prevention, health
restoration, coping and altered functioning, which are most important to the
client, and to match them with the appropriate nursing actions.
âc ù  
 

ahe nursing process allows nurses to practice nursing with well or ill people,
young or old, in any type of practice setting.
c

à! c   
 
 

ahe nursing process is goal-oriented method of caring that provides a framework


to nursing care. It involves five major steps:

[c  - Assessment (What data is collected?)

[c u - Diagnosis (What is the problem?)

[c - Planning (How to manage the problem?)

[c à - Implementing (Putting plan into action.)

[c  - Evaluating (Did the plan work?)

 c   

It is the systematic and continuous collection, validation, and communication of


client data.cDuring assessment, the care provider:

a)c Establishes a data base


b)c Continuously updates the data base
c)c ‰alidates data
d)c Communicates data
c
c

Ôc Ñ"

 


a)c Client interview


b)c Physical examination
c)c Obtaining a health history (including dietary data)
d)c Family history/report
e)c Diagnostic data
f)c Observation

G c u 

It represents the nurse's clinical judgment about actual or potential health


problems/life process occurring with the individual, family, group or community.
ahe accuracy of the nursing diagnosis is validated when a nurse is able to clearly
identify and link to the defining characteristics, related factors and/or risk factors
found within the patient·s assessment. Multiple nursing diagnoses may be made for
one client.

 c   

ahe establishment of client goals/outcomes by the provider, working with the client,
that prevent, reduce, or resolve problems and the determination of related nursing
interventions most likely to assist client in achieving goals. During planning, the
provider:

a)c Establishes priorities


b)c Writes client goals
c)c Selects nursing interventions
d)c Communicates the plan

u c à   

ahe provider carries out the plan of care. During implementing, the care provider:

a)c Carries out the plan of nursing care


b)c Continues data collection and modifies the plan of care as needed
c)c Documents care

 c  

It is the measuring of the extent to which client goals have been met. During
evaluating, the care provider:

a)c Measures the clients achievement of desired goals/outcomes


b)c Identifies factors that contribute to the client·s success or failure
c)c Modifies the plan of care, if indicated
c
c

u  
   
 
    
  u
  u 

u  
   ! " 

! cu  
"

 
  
 

Education in the largest sense is any act or experience that has a formative
effect on the mind, character or physical ability of an individual. In its technical
sense, education is the process by which society deliberately transmits its
accumulated knowledge, skills, and values from one generation to another.
While ›ursing Process is a process of a systematic, rational method of planning
and providing individualized nursing care.

!à c à 


  

  
 
?   


  
 

In order to be an effective educator, one needs to understand the principles of


teaching and learning. ahe effectiveness and the success of teachers with
students depend a lot on this. However, even with the understanding of this
principle, there will be failures with some students due to a lack of motivation on
the part of the student.

One principle is that learning is not necessarily the outcome of teaching. Even
with good instruction, the understanding of even the most academic students is
not as good as you would think. More through investigations are revealing that
the understanding of students is limited and even distorted even though they
excel in examinations. ahe excellence in examinations is due to the fact that they
identify what they have been told or what they have read in books.

Another principle to understand is that what students learn is influenced by


existing ideas. Students have to form a meaning of their own regardless of the
clarity of the books and the instruction from ahe aeachers. ahis is done
through the connection of new concepts and information to existing beliefs and
ideas. Effective learning is not just this connection of new concepts to old
beliefs. Sometimes there must be a radical restructuring of a person thinking.

Another thing to keep in mind is that students only learn well what they practice
doing. ahis means that the most effective way to learn something is by
application. If you expect students to apply what they learn, then they must
actually practice the application. ahey won·t be able to learn that by finding
answers to word problems or other exercises that are mundane and predictable.
It is always good to take it home to the students and make what the students are
learning seem relevant to their life. If the students do not understand or believe
c
c

that what they are being taught has any relevance to their lives, they are likely to
throw their hands up and call it quits.

Other principles to consider are the progression of learning from the concrete to
the abstract, the requirement of feedback for a student to learn something
effectively, and the influence expectation plays on the students learning. ahese
are very powerful principles in the teaching of students. When one understands
and follows these principles, one can expect to see greater success in one class
and one student.

ahe principles of teaching and learning are powerful bits of information to go by


when you are looking to educate people. People learn better when the principles
are used and both students and teachers are rewarded when the students
succeed as a result of following the principles. More teachers are following the
approach of teaching from the angle of the principles of learning and teaching.

u  #  u     


  u
!àà c   


Mnemonic (Memory aid) is a device use for aiding the memory. It was named for
Mnemosyne, the Goddess of memory in Greek mythology, mnemonics are also
called    u (Latin: ´memory techniqueµ). ahe principle is to create in
the mind an artificial structure that incorporates unfamiliar ideas or a series of
dissociated ideas that by themselves are difficult to remember.
ahe following suggestions will appeal to different types of intelligence: you should
try to find the ones that suit you best.
©c G  G 
#
   

$ùà 
Although students can work individually at this activity,
Chalkboard OR wipeboard OR it is most useful when students are organized into
flipchart OR IWB.   of 3 or 4.
Pencil and paper for each
team. ahe teacher writes a "  vertically down the left hand
Erasers (optional). side of the board (if possible, avoiding words containing
the letters Q, X, Z).
G'(&
Student-teams are challenged to write a    in
ahe teacher chooses a number which each word begins with the letters of the given
of words (word-length 6-9 word.
letters for KS2) - perhaps
those on this week's spelling % ?
target-list.
ùu  !&à?
'&
ome piteful !era
ahis is a useful exercise which errified dwina ncouraged
students will be able to apply ùnicorns early &olf
to help develop enhanced uon't old o
memory skills. ahe mnemonic njoy dward's ànspect
memory method is a popular ight iece himpanzees
c
c

one with "linguistic learners". ime harlotte fter


Students can also use this tories verything ?unch
method to help them learn
difficult spellings.
Successful teams are encouraged to share their ideas.
ahere could be a reward for the team with the silliest
suggestion. (If the aim of the exercise is to learn a
difficult spelling, this could then be rehearsed by the
whole class.)

Best (KS2) example I have encountered - PHOaOSY›aHESIS = Pete's


Horse Owns awo Origami Shops Yet ›o-one ahinks His Elephant
Shop Is Sensible.

©c G 
  
  )

1 = Fingers of right hand


2 = Palm of right hand
In order to use this system, you
3 = Right elbow
must learn the 20 "body-pegs"
4 = Right shoulder
shown on the diagram.
5 = Head
6 = Left shoulder
ahis may take about 10 minutes
7 = Left elbow
but will prove to be really useful.
8 = Palm of left hand
9 = Fingers of left hand
You will notice that points
10= Eyes
numbered 1 to 9 starts at the
11= ›ose
fingers of one hand go up the
12= Mouth
arm, over the head and down to
13= Ears
the fingers of the other hand.
14= Chest
Points 10 to 20 start at the eyes
15= aummy
and move down the body to the
16= Behind
feet. You should practice until
17= Right knee
you are able to point to all 20
18= Left knee
"body-pegs" without hesitation.
19= Right foot
20= Left foot
Ñ(*
(
ù
Ñ
+

ahe principle of the system is that you "attach" one key-word to each body-peg in turn
(preferably with a memorable action). When you need to recall your list of key-words,
your body (and the actions you have associated with each key-word) acts as a memory-
aid.
First of all, you need to identify your list of key-words. ahis will usually contain from 5 to
15 main points to remember. If it contains more than 20, there is no need to worry: you
could group a few of them together at a single body-peg - or you can use all 20 body-pegs
then start again at number 1.

% ?

Let us suppose that the following lists of 20 items are your key-words. You could make the
following associations
G(u+ è à (àà(

1 Right fingers Snap your right hand fingers at an imaginary waiter and
Sandwich
call for a sandwich.
Palm right Hold an imaginary apple in the palm of your right hand
2
hand Apple and take a huge bite.

3 Right elbow Water the garden - using exaggerated elbow movements.


Watering can
c
c

Right Instead of a parrot - you have an owl (!) perched on your


4
shoulder Owl shoulder!

5 Head Head a football - and score a goal!


Football
6 Left Shoulder Wipe yourself with a towel and then throw it onto your
aowel
shoulder.
Hold a mobile 'phone to your left ear - and stick your elbow
7 Left elbow Mobile
'phone out in an exaggerated way.

Palm left aake hold of a huge, rusty, metal door handle in the palm
8
hand Door handle of your hand and turn it slowly with a creaking noise.

Hold car-keys between finger and thumb - turn them to


9 Left fingers
Car-keys start the car.

10 Eyes Squint your eyes against the glare of the sun.


ahe Sun
11 ›ose Stick an imaginary (!) pen through the septum (middle
Pen
part) of your nose.
12 Mouth Put a sausage into your mouth - sideways!
Sausage
13 Ears Pretend to pierce your ear with a safety pin.
Safety pin
14 Chest Pretend to stick a drawing pin into your chest.
Drawing pin
15 aummy Push your belly forward so that it is as huge as the Earth.
ahe Earth
16 Behind It could be an ASDA carrier bag - and their advertising
Carrier bag
campaign is to tap your back pocket twice.
Balance a glass of wine on your knee as you stand on one
17 Right knee
Glass of wine leg.

18 Left knee Balance a bottle on the other knee.


Bottle
19 Right foot Oops! You just trod on a hedgehog!
Hedgehog
20 Left foot Cat A lucky black cat rubs up against your leg, purring loudly.

©c  


ahis is a very effective way of representing large amounts


of information in an attractive, easily-remembered way.
You may have used "spider diagrams" - which are very
similar.
[c ùse a large sheet of plain paper, turned sideways.
[c In the centre, write the name of the topic that you
are going to revise - and add a simple illustration if
you wish.
[c ›ow draw lines like branches (radiating out from
the centre) to represent the main sub-divisions of
your chosen topic. Each of these can be illustrated
or could be in a different color - or a different kind
of writing.
[c In turn, each of these could sub-divide into several
more sections. Continue adding more branches
until all the main information is on your Mind
map.
c
c

[c Your finished Mind map could contain diagrams,


names (and caricatures!) of important people,
dates, places, etc. If it gets too crowded, you could
do a separate Mind map for that particular section.
cc cc

,
 


    -
ù
u 

ù

 .
ù
ù


"

 

cc  
 
/  
/ 0
1
cc
 


 
   


"  
    0


2
"
"
 


"

 





ahe following books are very useful:


cc cc
"ahe Mind map Book" by aony Buzan with Barry Buzan
BBC Books ISB› 0 563 37101 3

"Accelerated Learning in Practice" by Alistair Smith


›etwork Educational Press ISB› 1 855 39 048 5

ahis mind-map was


* 

intended for use on

/
the PERSO›AL &


PROFESSIO›AL page
of this website - so

 

its topic is me.







 
I used a brain as my
 
central symbol
 because the name of
the website is
BRAI›BOXX.

u "

3   3
I chose various

aspects of my life as
  
the "sub-divisions".



  ahese first branches


are colored red.
 
c
c

 
ahe next layer of
 

sub-divisions show


more details - and
 
are colored blue.


 
ahe green level


shows even more
  detail.



 .

 

My pictures may be
 

simple but they add


  

a certain "je ne sais



,

quoi".





   

©c  , 
,

?
   

Each of the icons below represents a simple but effective means of managing the "talking
and listening" process within the classroom so that it becomes a tool for promoting
understanding and leads to more effective learning. Click the icons for more details.

c c c c
c
c

c c c c

c c c c

c
c

cc
©c ,  
  
 

Starting with your list of Key-words (which


you have already prepared), write each key-
word on a sticky-note. (You can buy these
in stationery shops and many general
stores.) You could even add a little drawing
c
to each note - or a few words of c

explanation.

Stick these at strategic points around your


room. For example: by the light switch - left
hand side of shelf - right hand side of shelf
- left-hand cupboard door - right-hand
c

cupboard door - next to picture, etc. c

›ow, walk around the room, pausing in


front of each sticky-note in turn and
reading the key-word.

If you do this a few times, you will find it


c
easy to recall what is on each of the sticky- c

notes without actually walking around the


room.

You can use the system more than once to


help you remember different lists of key-
words. ao make sure you do not get the
lists confused, use different coloured
sticky-notes - or different coloured pens -
c or a large coloured blob on the corner - or a c

small cartoon - etc.

u # # $$   "    u 

u #    %u 


 &'' 

u # # $$  ()"*+,-*. % % %%"  u 

u # # $$   "   #


u 

u # # $$   "   


 u 
c
c

u # # $$   "   /u /(01u 

u # # $$  ("2-0/30   uu 

u # # $$   "      u 

?    
 
     

à c  
 
& 

›urse educators play a vital role in educating and training new nurses, as well
as to advance experienced nurses through continuing education. ›urse
education is an occupation getting increasing national attention because of a
shortage of qualified applicants, which in turn exacerbates the nursing shortage
throughout most of the First World nations.

A nurse educator is a registered nurse who has advanced education, including


advanced clinical training in a health care specialty. ›urse educators serve in a
variety of roles that range from adjunct (part-time) clinical faculty to dean of a
college of nursing. Professional titles include Instructional or Administrative
›urse Faculty, Clinical ›urse Educator, Staff Development Officer and
Continuing Education Specialist among others.

›urse educators also help students and practicing nurses identify their learning
needs, strengths and limitations, and they select learning opportunities that will
build on strengths and overcome limitations.

u u   #  "4&  "  


 u 

u      "


 u 

àà cÑ 
 
'  

a)c Assessing individual and Community ›eeds for Health Education


b)c Plan Health Education Strategies, Interventions, and Programs
c)c Implement Health Education Strategies, Interventions, and Programs
d)c Conduct Evaluation and Research Related to Health Education
e)c Administer Health Education Strategies, Interventions, and Programs

f)c Serve as a Health Education Resource Person


g)c Communicate and Advocate for Health and Health Education
u  
   5  u"
  
c
c

ààà c  
  

Patient teaching is an excellent way to build your nurse-patient relationship.


Patients as a rule love to hear and understand medical information, especially
when it relates to them personally or to their families. If they develop a problem
like hypertension, the more you can explain to them about it, the more patients
will feel that you are interested in their welfare and the more bonded will be your
relationship with them. Even better, they will be more likely to follow your
recommendations and they will therefore do better in the long run, which is
really the ultimate goal that we want to achieve.

When patients ask questions, take time to answer them in a teaching manner
rather than in a begrudging don't-bother-me-I'm-too-busy-for-you manner. At
least try to take 2-3 minutes out of a 15 minute visit to explain something
important. You may have to say it 2 or 3 times to try to get them to remember it.
Write it down for them so they can read it later.

Patient education handouts are an excellent way to provide more information for
patients. Plus, it's something they can take home and get more out of it than
they would if you just talked to them about it. ùse models or posters for patient
teaching in the office to help you explain things more easily.

u           uu 

Você também pode gostar