Nurse Nurse TeacherTeacher Role RoleNurse Nurse TeacherTeacher Role Role

Prepared Prepared ByBy

Hanaa Farahat IbrahimHanaa Farahat IbrahimUnder supervision ofUnder supervision of

Prof. Dr.Prof. Dr. Magda Abd El AzizMagda Abd El AzizProf. Medical Surgical NursingProf. Medical Surgical Nursing

20102010

Outlines:1. Introduction.2. General principles of

teaching.3. Factors that affect teaching4. Educational process5. Obstacles and barriers of

teaching6. Nurse teacher roles: * class teaching.

* Clinical practice.

*patient & staff education.

Objectives:-

After completing of this lecture the participant will be able to :

• Define the teaching – learning term.• Identify the Objectives of teaching.• Discuss Factors that affect teaching.• Recognize the principles of teaching.• Select and prepare teaching class. • coordinate Clinical practice.• Conduct Clinical practice session for

patient and staff.

• The education process is a systematic, sequential, planned course of action consisting of two major interdependent operations, teaching and learning .This process forms a continuous cycle that also involves two interdependent players, the teacher and the learner. Together, they jointly perform teaching and learning activities, the outcome of which leads to mutually desired behavior changes. (Aggarwal, 2009).

Con,

• Teaching refers to activities by which the teacher helps the students to learn. It is an interactive process between teacher and learners in which specific learning objectives or desired behavior changes are achieved.

Learning: It is the acquisition of new knowledge, attitude and skills and it starts from the cradle to the grave

•

• nurse educator is a nurse who teaches and prepares licence practical nursing (LPN) and Rigesterd nurses (RN) for entry into practice positions and teach in graduate programs at Mastre’s and doctoral level which prepare Advanced practical nurses.They can also teach in various patient care settings to provide continuing education to licensed nursing staff, patient & family.

Con,

Principles of Learning

1. Motivation: It addresses a person desire to learn.

2. Ability to learn: It means the ability to learn which depends on physical and cognitive aspects, developmental level, physical wellness, and intellectual thought process.

3. Environment: The environment affects the ability to learn. Ideal environment for learning is a room that is well light and has good ventilation, appropriate furniture, and a comfortable temperature.

1. The role of teacher and knowledge , attitudes and skills that the teacher brings to the relation ships.

2. The role of learners and the experience s and knowledge that the learners brings to the relationships.

3. The conditions or external influences which enhance the teaching-learning process.

4. The type of interactions which occur between teacher and learners.

The educational process

The educational process is a systematic, sequential, planned course of action consisting of two major interdependent operations, teaching and learning.

Steps of educational process includes: assessment, planning, implementation, and evaluation.

Purpose of the educational process is to Identify instructional content and methods based

on an assessment and prioritization of the client’s learning needs, readiness to learn, and learning style.

The outcome of the educational process are achieved when changes in knowledge, attitudes, and skills occur.

Educational process

ASSESSMENTASSESSMENT

PLANNINGPLANNING

IMPLEMENTATION

IMPLEMENTATION

EVALUATIONEVALUATION

Ascertain learning needs, readiness to learn, and learning style

Develop teaching plan based on mutually predetermined behavioral outcomes to meet individual needs.

Perform the act of teaching using specific instructional methods and tools

Determine behavior change in knowledge, attitude, and skills.

Nursing Staff

Patient & Family

Nurses students

The nurse teacher role

• The nurse should act as a facilitator• Creating an environment conductive

to learn• Motivate individuals wants to learn• Assess, plan, implement, and

evaluate teaching-learning process.

Personality traits of good teacher

• Self confidence and self respect

• Excellent Appearance• Healthy and Energetic• Good Intellect• High character• Sense of Humour• Optimistic• Democratic

• Fair and Just• Sympathy and

Empathy• Punctuality• Enthusiasm• Industriousness• Sociability

Purpose of teaching To help students•Acquire, retain and able to use knowledge•Understand, analyze, synthesize and evaluate•Achieve skills•Establish habits•Develop attitudes

Nurses students

Nurse teacher role in class room

• Analysis learner• State objectives• Select instructional methods and

tools• Use teaching materials• Require learner performance• Evaluate/ revise the teaching and

learning process.

Class room lesson planGeneral objective:Prerequisite:

TimeSpecific objective

contentsMethods of

teaching

mediaevaluation

Duties of the nurse teacher• Safety and Security of Students

– Tell students about purpose of education in the Schools.

– Build one to one relationship with students– Take-up Personality Development Programmes.– Know everything about your students– Make students aware of realities of life– Inspire students to face problems with

braveness– Apprise students about probable dangers and

hazards in and around school campus– Provide your students psychological therapy

Duties of the nurse teacher

• Teaching– Planning– Preparation– Presentation– Evaluation– Giving feedbacks– Diagnosis– Remediation– Enrichment

Cont..

Duties of the nurse teacher

• Promotion of Creative Teaching :– Planning– Testing– Revising– Innovation in Education

Cont..

Duties of the nurse teacher

• Teaching as a Pleasurable Activity :• Lecturing• Working with small groups• Designing Instructional Units• Love for subject matter• Organizing students• All such activities can provide deepest

satisfaction in and from the act of applying their craft.

Cont..

• Teacher’s Diary is a sort of record of her day-to-day activities.

• It may show her what she has done, what she is doing and what she plans to do in the future.

• Abstracts and brief outlines are sufficient.

Nurse teacher Diary

• In the beginning of a year, the teacher may draw the blueprints of his early work. Schedules of the syllabus to be covered term-wise and month-wise etc. may be prepared in each subject he has to teach.

• Blueprint of yearly work• Schedule of syllabus• Abstracts and outlines of the lesson• Weekly programmes• Academic Records• Records of Unit Tests• List of students who need special care• Records of day-to-day activities

Cont..Nurse teacher

Diary

Teacher’s DiaryThe Teacher’s Diary should consist of :• Weekly programmes as shown in the school time

table.• Other extra mural duties assigned to the

teacher.• Brief record what he has done from time to time.• Entry of home work assigned to students• Names of students she teaches class-wise• Academic records of students • Peculiarities of class or of individual students• Remarks about daily or weekly work• Records of class tests

Cont..

Benefits of The teacher’s

diary

• It will enable him to keep a personal contact with his

work, maintaining an active interest in his activities and remind him of his shortcomings, draw-backs, etc.

• The worth of a diary lies in the regularity with which it

is filled and the use to which it is put and also the inspiration which it may give to the teacher to be on his track and to miss his aim and scheduled targets.

• The headmaster should occasionally check the diaries and give useful comments orally, if he feels the need. His matured experience will go a long way in making the Teacher’s Diary really worthwhile documents. Printed blank diaries are available but it matters little if the teacher is serious in his work

Cont..

Nurse teacher role in clinical practiceNurse teacher role in clinical practice

Clinical practiceClinical practice• Gives students opportunities:1) To integrate their knowledge, skills, and

attitudes.2) To observe and practice healthcare

delivery skills in a real setting. You are responsible for one clinical practice

session, you must know how to manage clinical practice effectively.

Nurse teacher role

Enabling Objectives9-2

4) Monitor students progress

3) Conduct clinical practice session

2) Coordinate clinical practice

1) Select & prepare clinical instructors, Staff & physical

environment.

Nurse teacher role

1) Select & prepare Clinical Instructors, Staff & Physical

environment.

• 1-1) Select:1-1) Select:• A successful clinical practice

Nurse teacher role

When selecting clinical instructors or staff to work with students, look for individuals with the following attributes:

1) Time available and a desire to work with students

2) Proficient healthcare delivery skills.

3) Excellent interpersonal communication skills.

4) Teaching Skills.Nursing teacher role

• 1-2) Prepare Clinical Instructor & 1-2) Prepare Clinical Instructor & Staff by:Staff by:

1)Developed through training & practice.

2) Clinical & teaching skills refreshed & updated periodically.

Before eachBefore each clinical rotation, additional clinical rotation, additional preparation of all clinical instructors and preparation of all clinical instructors and staff is required. Some ways to do this staff is required. Some ways to do this are:are:

Nurse teacher role

3) Meet with the clinical instructors and staff members to communicate your objectives and requirements for the clinical rotation and discuss any questions.

4) Inform the clinical instructors and staff of the students’ abilities and learning needs.

5) Inform clinical instructors and staff about how to give feedback on students’ performance.

Prepare Physical Environment by:

1)preparing room for gathering the students for discussion.

1)Ensuring adequate supplies for the related skills.

2) Coordinate clinical practice

1)Clarify Roles and Responsibilities

Example: Student 1)Take an active role in learning.2)Observe demonstrations of skills

and perform skills.3) Educate and counsel patients

and families.

Example: Clinical Instructor• Maintain up-to-date healthcare.• Review learning objectives for the

clinical practice session.• Demonstrate skills for students.• Monitor students’ progress.

2) Use Objectives to Plan Clinical Practice Activities

1) As with any teaching, begin by defining or reviewing the learning objectives.

2) determine which objectives can be met in the outpatient department and which in the inpatient ward.

3) Structure Clinical Practice Sessions:

• Keep the following in mind when structuring clinical practice sessions:

1)Move from basic to more complex skills. (Once students master simple skills, they will feel more comfortable with complex skills).

2) Move students from observation to direct work with patients.

3) Structure activities to allow for the most interaction with patients.

(The more students work with patients, the more knowledge and experience they will acquire.)

4) Plan a rotation system so that students do not overwhelm one area.

3) CONDUCT CLINICAL PRACTICE SESSIONS

• you will want to give students activities that will help them get the most from each session.

• Following are suggestions for such activities for before, during, and after clinical practice sessions:

1) Before the Clinical Practice Sessiona) Visit the different areas where students

will be assigned to see if there are any problems or questions.

b) Be sure students know the learning objectives for the clinical practice session. Meet with the students before the session.

2) During the Clinical Practice Session

a) Observe student-patient interaction and ask questions to gauge students’ understanding (Communication-history taken- knowledge-attitude)

b) - Students now have the opportunity to observe demonstrations, practice, receive feedback, and demonstrate competency in the real setting. - Observe the students’ performance of skills whenever possible, and provide feedback. Ask students

c) Students will be nervous at the beginning of clinical practice experiences. Help reduce their anxiety by put students at ease so they can learn well and feel comfortable asking questions.

d) Giving Feedback during Clinical Practice

Importance of Feedback:• Without feedback, learners may

discontinue positive behaviors. • Without feedback, learners may make

incorrect assumptions about their performance.

Effective Feedback Characteristics

1)Self-Assessment.

2) Balanced.

3) Well-Timed.

4) Descriptive and Specific.

Positive Feedback

• Is often easy to give and can be provided in the presence of the patient.

• Keep the feedback simple and relaxed.

• The absence of feedback of any kind can be disturbing to the student.

Constructive Feedback

• Constructive feedback is difficult to give under any circumstances.

• There are a number of techniques that will make it easier:

1) Often a look or hand gesture (e.g., a touch on the shoulder) can be as effective as words.

2) In a quiet, direct manner, you can make simple suggestions to facilitate the procedure.

3) To help a student avoid making a mistake, ask a simple, question about the procedure itself

e) Protect Patients’ Rights during Clinical Practice

3) After the Clinical Practice Session

• If possible, meet with the students at the end of the session.

Below are several actions you can take at the end of the day:

1)Review the learning objectives and assess students’ progress.

2) Provide an opportunity for students to ask questions.

3) Ask students questions about cases.

4) Briefly discuss strengths and weakness and how can be modified in the future.

4) Monitor students progress

• It is important to monitor students’ progress to ensure that the session is providing adequate and appropriate learning activities.

Tools for monitoring students progress:1)Logbook (is a list of skills or tasks that

students should be able to perform.)• teacher will check off each skill or task

in the logbook after the student completes it correctly.

2) Students performance report• A student performance report is a

standardized tool the clinical instructor or staff member can use to provide feedback on students’ performance.

3) Field Notebooks• document external learning experiences

in clinics, communities, or homes.• Field notebooks provide a record of

activities completed by the student.

Nurse teacher role for patient and staff

Trends affecting the health care system and nursing

practice 1- the federal government, through health care

reform initiative has establish national health goals and objectives fore future. Health people 2010: national promotion and diseases prevention. Which includes the development of effective health educational programs to assist individuals to recognize & change risk, behavior, to adapt protective health practice, & to make appropriate use of health care delivery system

(U.S. Department of Health & Human Services, 2000)

Trends affecting the health care system and

nursing practice2- The growth of managed care,

the shift in payer coverage, and the issue of reimbursement for the provision of health care have placed an increasingly greater emphasis on outcome measure, achievable primarily through success of patient education

Cont..

Trends affecting the health care system and

nursing practice

3-health provider recognize the economic and social values in participating preventive medicine through health education initiatives

Cont..

4- politician. And health care administrators acknowledge the importance of health educations a request to a accomplishing these economic goals in today’s society.

Trends affecting the health care system

and nursing practice

Cont..

Trends affecting the health care system and

nursing practice5- Continuing education has emerged

as a response to the change and expansion of knowledge in the nursing profession. Which mean transmit new knowledge and skills as to reinforce or refresh previously acquired knowledge and ability thereby for the continuing growth of staff nurse competencies.

Cont..

Trends affecting the health care system

and nursing practice

6- Consumers are demanding increased knowledge and skills about how to care for themselves and how to prevent disease.

Cont..

Trends affecting the health care system

and nursing practice

7- Demographic tends namely, the aging of the population are requiring an emphasis to be placed on self-reliance and maintenance of health status over an extended lifespan.

Cont..

Trends affecting the health care system and

nursing practice8- Among the major causes of

morbidity and mortality are those diseases now recognized as being lifestyle-related and preventable through educational interventions.

Cont..

Trends affecting the health care system and

nursing practice9- Increase the incidence of

chronic and incurable conditions necessitate that individuals and families become informed participant to mange their own illness.

Cont..

Trends affecting the health care system and

nursing practice10- Earlier hospital discharge is

forcing patients and their families to be more self-reliant while managing their own illness. Patient teaching can facilitate an individual’s adaptive responses to illness.

Cont..

Trends affecting the health care system and

nursing practice9- Advanced technology is increasing

the complexity of care and treatment as well as diverting large numbers of patients from inpatient health care settings to community-based settings. Patient education is necessary to assist them to independently follow through with self-management activities.

Cont..

Purposes: the purpose of patient education is to increase the competence and confidence of clients for self management

•Goal: increase consumer satisfaction.

•Improve quality of life.

•Ensure continuity of care.

•Decrease patient anxiety.

•Effectively reduce the incidence of complications of illness.

•Promote adherence to treatment.

•Maximize independence in the performance of activities of daily living.

•Energize and empower consumers to become actively involved in planning of their care

Purposes, Benefits, and Goals of Patient Education

Purpose : increase the competence and confidence of nurses to function independently in providing quality care to the consumer

Benefits: Enhances their job satisfaction• Allow for grater patient nurse autonomy• Increase nurse accountability for

practice• Create change that really makes a

difference in the live of others.

Purpose, Benefits of staff education

Barriers to educationBarriers interfering with the ability of the nurses

to carry out their roles as educators”• Lack of time to teach • Principles of teaching and the concepts of

learning are unclear to a large number of participating nurses

• Personal characteristics of the nurse educator• Budget allocations for educational programs

remain tight and can interfere with the adoption of innovative and time-saving teaching strategies and technique

• Lack of space and privacy in various environmental setting

• Type of documentation system used by healthcare agencies

Obstacles to learning• Major obstacles interfering with a learner’s

ability to attend to and process information:• Stress of acute and chronic illness, anxiety,

sensory deficit, and low literacy• Negative influence of the hospital environment• Lack of time to learn• Personal characteristics of the learner• Lack of support and reinforcement• Denial of learning needs

Assessment of the learner

• Purposes:• To ensure that optimal learning will occur with

the least amount of stress and anxiety.• Prevent repetition of knowledge, save time

and energy, and help establish rapport between the teacher and learner.

• to increase the motivation to learn by focusing on what the patient or staff member feels is most important to know or to be able to do.

Assessment of the learner

Assessment of the learner includes learning needs ( what the learner

needs to learn) Readiness to learn ( when the

learner is receptive to learning) Learning style (how the learner

best learn)

Cont..

Assessment of learning needs

Learning needs is the gap between what someone knows and what someone needs to know. such gaps exist because of a lack of knowledge, attitude, or skills

Assessment of learning needs is essential to:• determine learning needs so that an instructional plan

can be designed to address deficits in any of the cognitive, affective, or psychomotor domains.

• To discover what has to be taught and to determine the extent of instruction.

• To identify and prioritize the needs and interests of the learner.

• To set objectives and plan appropriate and effective teaching methodologies.

Steps of assessment of learning needs

1- Identify the learner ( who is the audience?)2- Choose the right setting (establish a trusting

environment well help learner feel a sense of security)

3- Collect data on the learner (determine the characteristic needs of the learner by exploring typical health problems and issues of interest. Make a literature search to identify the type and extent of content to be included in teaching session.

Cont..

Steps of assessment of learning needs

4- Include the learner as a source of information ( allow the patient and/or family members to identify what is important to them, what types of social support systems are available or perceived to be available. If the audience for teaching consists of staff members or students, actively engaged them in identifying their own problems and needs.

Cont..

Steps of assessment of learning needs

5- Involve members of the healthcare team ( nurses collaborate with other members of healthcare team for a richer assessment of learning needs).

6- prioritize needs ( Maslow hierarchy)7- Determine availability of educational

resources

Cont..

Steps of assessment of learning needs

8- Assess demands of the organization ( philosophy, mission, strategic plan, and goals of the organization) the educator should be familiar with standards of performance required in various employee categories, along with job descriptions and hospital, professional, and agency regulation).

9- take time management issues into account

Cont..

Methods to assess learning needs

For patient• Informal Conversation• Structured Interviews• Focus Groups• Self-Administered

Questionnaires• Tests• Observations• Patient Charts

For nursing staffWritten Job DescriptionFormal and Informal

RequestsQUALITY Assessment

ReportsChart AuditsRules and Regulation

Assessment of Readiness To Learn

• Readiness to learn identified as the time when the learner demonstrates an interest in learning.

• Readiness to learn can be determined by the learner’s characteristics as follows: (physical, emotional, experiential, and knowledge readiness)

Physical readinessComponents of physical

readiness• Measures of ability• Complexity of the task• Environmental effects• Health status• Gender

Emotional readinessFactors that need to be assessed• Anxiety level• Support system• Motivation• Taking risk behavior

Experiential readinessRefer to the learner past experience with

learningLevel of aspiration ( previous failures and

past success influence what goals learners set for themselves.

Past coping mechanismsCultural backgroundLocus of control

Experiential readinessReferee to the learner’s:• present knowledge base• Cognitive ability• Learning disabilities