TEACHING & LEARNING

NSU3105

Department of Nursing

Faculty of Health Sciences

COURSE DESCRIPTION

This course is designed to teach you

the important theories and

principles of teaching and

learning so that you will be able

to apply good health teaching

skills in nursing practice, to

individuals and groups in hospital

and community settings.

COURSE OBJECTIVES

After completion of this course, you should be able to:

Identify the differences between teacher-directed and self-directed approaches to the process of teaching and learning

Apply the four steps of the teaching and learning process to a health related situation

Recognize the unique needs of learners across the life span

Identify the complexities and realities of health teaching from a personal and theoretical perspective

Health Education in

Nursing

Lesson 1

HEALTH EDUCATION IN NURSING

Lesson objectives –

At the end of this lesson students should be able to,

Distinguish between teacher-directed and self-

directed approaches to health education

Assess personal learning goals, resources and

constrains in relation to this course as a whole

HEALTH EDUCATION IN NURSING

Learning approaches

- Teacher-directed learning

- Self-directed learning (learner directed)

• Health care professionals must become skilled in using both teacher-directed and self-directed approaches while conducting their teaching sessions.

TEACHER DIRECTED LEARNING

(TRADITIONAL APPROACH)

• Learner is under the direction of a teacher.

• When this approach is adopted,

the teacher,

-defines the learner’s needs

-sets the learning objectives

-determines the subject content

-sets the evaluation procedures

• The teacher is a transmitter of knowledge and the learner is a recipient.

SELF-DIRECTED LEARNING

• In self directed learning , the learner is allowed the

opportunity to structure his/her learning

personality

• The learner is required to,

- diagnose his/her learning needs

- formulate his/her learning objectives

- share the responsibility for designing and

carrying out learning activities

- evaluate process made towards specific

objectives

- re-evaluate his-her learning needs

PREREQUISITES TO SELF-

DIRECTED LEARNING

• Learner’s ability to formulate questions

• Those questions can be answered through

the collection and analysis of data

• The learner has to take the initiative in

making use of resources

QUESTIONS

• Which type of learner are you?

(read page no.5)

• What is jug and mug theory?

• Why did you decided to continue learning?

(answer the questions given - page no. 9 )

Pedagogy & Androgogy

Lesson 2

PEDAGOGY & ANDROGOGY

Lesson Objectives

At the end of this lesson students should be able to,

o Define ‘pedagogy’ and ‘androgogy’

o Describe five characteristics of the learner both

from the pedagogical and androgogical points of view

o Discuss the significance of pedagogy and androgogy

as teaching approaches for children an adults

Pedagogy

Art and science of teaching children

Androgogy

Art and science of helping adults

learn

LEARNER CHARACTERISTICS IN

ANDROGOGY & PEDAGOGY

Premise Pedagogy Androgogy

Concept of the learner Learner is dependent on the

teacher

Learner is increasingly self

directed

Role of the learner’s experience Learner’s past experience is not

generally considered to be as

valuable as that of the teacher

Adult learner’s experience is a

rich resource for learning

Readiness to learn A set of curriculum is used Learners are not all of the same

level of readiness

Orientation to learning Learning consists of an

accumulation of subject content

Learner’s orientation to learning

is task or problem centered

Source of motivation Motivation is primarily dependent

on external rewards

Motivation is derived primarily

from internal incentives

FACTORS INFLUENCING FOR READINESS

TO LEARN

o Emotional states

o Intellectual capabilities

o Developmental stage

EDUCATIONAL NEED

Gap between the learners present level of knowledge

or skill and some higher level of performance that is

desirable.

______________________required level of competency

educational need

______________________present level of competency

INFORMED DEISION MAKING IN

HEALTH CARE

LESSON 3

INFORMED DEISION MAKING IN

HEALTH CARE

Lesson Objectives

At the end of this lesson students should be able to,

o Explain the relationship between the development of

client rights and concepts of informed decision making in

health care matters

o Distinguish between the traditional and contemporary

approaches to health care decision making

o Explain what is meant by the term ‘informed decision

making

o Explain the four possible outcomes of an assessment of

health learning needs

Informed consent-

Patient signs a form indicating that he or

she understands and agrees with the

health professionals plan of action

Informed decision-

made with all available information

including attendant risks about the particular

issue

CONSUMER RIGHTS

The right to be informed

The right to be respected

The right to participate

The right to equal access

COMPARISON OF THE TRADITIONAL AND

CONTEMPORARY APPROACHES TO

HEALTH CARE

Dimension Traditional approach

(Medical model)

Contemporary

approach

(Pt. advocacy model)

Focus of action Treating disease Promoting health

Relationship

between health

professional and

client

Health professional

is the authority

Health professional

and client share

power

Information

exchange

Health professional

Makes judgmentInformation is

exchanged freely

Decision making Decisions are made

by health

professional

Client ultimately

makes decisions

STEPS IN THE DECISION MAKING

PROCESS

Assess the existing situation

Share each other’s goals for the health of the client (Health professional and client)

Arrive at mutually agreed upon goals

Identify strengths and weaknesses (or limitations) of the client in meeting those goals

Work out a plan of action so that these goals can be achieved

Evaluate the progress achieved towards the goals

DIFFERING PERCEPTIONS

A difference in the perceptions held by the client

and the health care professional can potentially

lead to conflict.

(Page no.34)

INFORMED DECISIONS ARE MADE

When,

Knowledge

Skills

Attitudes

Motivation

Self-concept

are fully developed

THANK YOU