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LORI COUCH RN, BSN, CDECHRISTINA JILEK, RN, BSN, CNOR
Teaching Strategy: Return Demonstration
Broad overview of strategy
Return demonstration is effective strategy when learning a psychomotor domain
This strategy is effective when combined with a demonstration, the learner should return demonstration as close to demonstration as possible
Gives the learner an opportunity to show what they have learned in a comfortable non-intimidating environment
Educational theories
Self Efficacy theory: theory based on performance accomplishments. The learner is taught a skill and then given the opportunity to demonstrate the skill learned.
According to Albert Bandura, self-efficacy is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations” (Bandura, 1994).
Educational Theory:Self Efficacy Defined
People with strong self efficacy View challenging problems as tasks to be mastered Develop deeper interest in the activities in which they
participate Form a stronger sense of commitment to their interests and
activities Recover quickly from setbacks and disappointments
(Bandura, 1994)
People with weak self efficacy Avoid challenging tasks Believe that difficult tasks and situations are beyond their
capabilities Focus on personal failings and negative outcomes Quickly lose confidence in personal abilities (Bandura, 1994)
Usages of the strategy
Demonstration of blood glucose testing, explained and the learner is given the opportunity to demonstrate this to the instructor. Best used with individualized instruction.
Other examples: Dressing ChangeInjectionsBlood Pressure MeasurementMedication AdministrationHand washingDonning Sterile Gloves
Pros of strategy
Effective for learning in the psychomotor domain
Engages the learner using visual, auditory and tactile senses
Repetition of movement and constant reinforcement increases confidence, competence, and skill retention
Provides opportunity for over learning to achieve goal
Cons of strategy
Best completed with 1:1 instructionCan be costlyNeed to limit the size of instructionRequires plenty of time to be set aside for
teaching and for learningExtra space and equipment may be necessary
for certain skills
Evaluation
Return demonstration is beneficial in making patients comfortable with new skills.
This strategy permits the nurse to document patient’s progress and any areas they need improvement.
Evaluator/Coach can use a checklist to make sure the learner is mastering each step, and which steps require more practice
Summary
Can increase the knowledge base for health promotion practices.
Accurately reflects both what was taught and how the patient is able to demonstrate the skill.
Teacher should remain silent except for offering cues
Practice should be supervised until the learner is competent
References
Bastable, S. B. (2008). Nurse as educator (3 ed.). Sudbury, MA: Jones and Bartlett.
Cirone, N. (2010). Documenting return demonstration. Nursing 2010. Retrieved May 24, 2010 from www.journal.lww.com.
Finkelstein, E., Wittenborn, J. & Farris, R. (2004). Evaluation of public health demonstration programs: The effectiveness and cost effectiveness of wise woman. Journal of Women’s Health. Retrieved May 24, 2010 from ebscohost.
London, F. (1997, February). Return Demonstration: How to validate patient education. Nursing 97, 32.
References Continued
Bandura, A. (1994). Self-Efficacy. New York, New York: Academic Press.
Bastable, S. (2008). Nurse as educator: principles of teaching and learning for nursing practice. Sudbury: Jones and Bartlett.
Mantik Lewis, S., & Heitkemper, M. (2004). Medical-surgical nursing: assessment
and management of clinical problems. Mosby.