MENESES

CHAPTER 1 – STRATEGIES IN HEALTH  The number , type and

TEACHING organization of personnel
 Other students from
Components of an Educative Process allied health fields
1. Learner and the Teacher  Patients (socioeconomic
2. Things to be Learned status, type of illness,
3. The way it is to be learned medical treatment,
4. Setting in which it is to be learned. nursing problems.
 The kind and size of
Dimensions of the Educational Process institution
1. Substantive dimension
 This pertains to what is taught and what 4. Human resource dimension
has to be learned.  This refers to the learner, teacher,
 The curriculum including the content administrator, group of learners, patients
(knowledge, values and skills) and and their interactions.
planned activities directed by the faculty
is for a particular purpose.
Good Teaching
2. Procedural dimension • An effective teacher does not become effective by
 This pertains to the different practices or just imitating former good teachers, although
standard operating procedures being following a good role model can be helpful.
followed. • Some people have inherent qualities that increase
the likelihood of their being good teachers.
3. Environmental dimension • Those less endowed with natural talent can still
 This pertains to all of the setting which become good teachers given the proper
may be used for learning experience education, support, and desire to succeed.
which can be:
a. Autocratic Teaching
 The teacher has little • It is concerned with the growth and development
freedom to explore her of the whole personality of the student.
area of interest and to • It is a mixture of arts and science.
use the methods which • It starts with the experience of a learner.
best lead her and her
students toward the Learning
attainment of their • A process of apprehension, clarification, and
objectives. application of meanings.
• It entails the use of mental function, like
b. Democratic conceptualizing, abstracting, reasoning, judging
 The teacher is free to and generalizing.
contribute to her • It includes mental activities wherein knowledge,
specialized knowledge skills, attitude and appreciation and ideas are
and capabilities to the acquired resulting into modification of behavior
common goal of the (mental, social, emotional and physical)
school as well as for her
own teaching goals. Process of being an effective teacher
• Knowledge of educational theory and research
c. Psychosocial

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 MENESES

• Willingness to learn new roles and teaching Basic Therapeutic Approaches to Maintain
methods Self-esteem and Minimize Anxieties
• Ability to reflect on one’s own performance A. Emphatic Listening
 Listen to the Learner
a. Try to see the world through their eyes
6 Major Categories of Effective Teaching b. Respect the learners
1. Professional Competence c. Care about their concerns and try to
• Enjoys his professional competence understand the world as learners
• Shows genuine interest to his patients experience it.
• Displays confidence in his professional  Acceptance
abilities a. Accept learners as they are whether you like
• Excites the students interest in the them or not.
profession by being creative, stimulating b. Affirm that learners are worthwhile people,
and can demonstrate clinical skills with even though they are different from yourself.
expertise. c. Enhance their self esteem
• Several Aspects of professional d. Convince them that you have faith in their
competence: desire and ability to learn.
 He or she develops a thorough
 Honest Communication
knowledge of subject matter.
a. Creates a comfortable atmosphere.
 Polishes clinical skills throughout
b. Learners need to know the teacher’s thoughts
his or her career.
regarding the topic and the learner’s abilities
 Maintains and expands
and performance.
knowledge through reading,
c. Identifying the learner’s responsibilities in the
research , clinical practice, and
learning process.
continuing education.
d. Students accept criticism of their work if the
teacher has established an honest and caring
2. Good Interpersonal Relationships
relationship with them.
• Taking personal interest in the learners.
• Being sensitive to the feelings and 3. Personal Characteristics
problems of the learners. • Personal magnetism
• Conveying respect for them. • Enthusiasm( strong feeling of interest)
• Alleviating their anxieties • Cheerfulness
• Accessible for conferences • Self – control
• Allowing learners to express their points • Patience
of view. • Flexibility (adapt to various types of
• Creating an atmosphere in which they feel personalities and changing environment)
free to ask questions. • A sense of humor
• Conveying a sense of warmth. • A good speaking voice
• Being fair • Self-confidence
Today’s Students, Tomorrow’s Colleagues – • Willingness to admit errors
Students are often plagued by: • Caring attitude
 Lack of self confidence
 Fear of making mistakes while learning which 4. Teaching Processes
leads them to experience high levels of stress. • JACOBSON defined it as “the mechanics,
 Too much anxiety interferes with the ability to methods and skills in classroom and
learn. clinical teaching.”

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 MENESES

• Teaching subject matter in a stimulating  Uses simple terms, assess

way and inspiring learner interest is based students understanding
on several factors like the teacher’s style,  Gives examples whenever
personality, personal interest in the possible
subject, use of a variety of teaching  Allows students to have time to
strategies, and thorough knowledge of think about what is being taught.
the subject matter. • Repeats information and then
• summarizes.
5. Evaluation Practices
• Clearly communicating expectations B. Time on Task
• Provides timely feedback on students • Effective teachers provide students with
progress relevant academic activities and see to it
• Corrects students misconceptions that students spend an adequate amount
• Being fair in the evaluation process of time actually engaged in these learning
• Gives examination/tests pertinent to the activities.
subject matter
C. Class time / management
6. Availability To Students • Instructors make sure students know what
• Instructor Is Physically Present they expect.
 Being there in stressful situation • They make certain that students know
 Helping students give nursing what to do if they need help.
care • They follow through with reminders and
 Giving appropriate amounts of rewards to enforce rules.
supervision
 Freely answering questions D. Questioning Technique
 Acting as a resource person • Effective teachers ask appropriate
during clinical learning questions in a manner that ensures
experiences. participation and facilitates mastery of
• Learners should be told at the beginning academic content.
of instruction what they should do if they • Questioning focuses on both facts and
need assistance and the instructor is not abstract thinking.
available.
• The teacher should have a backup plan E. Comprehension Instruction
for assistance by a staff nurse, another • Effective teachers emphasize independent
instructor or a head nurse who can be “on learning and learning to learn.
call” when the need arises. • They teach students to apply concepts,
solve problems, and monitor their own
Effective Teaching Identifies by Non-Nursing Students comprehension.
A. Teaching Clarity
• It is defined as “the mosaic of behaviors F. Grouping
that teachers use in order to make what is • Effective teachers are able to group
to be learned intelligible, comprehensive, students for individualized and small-
and learnable.” group instruction.
• It has the ff. characteristics: • They are able to work with more than one
 Logically organizes instruction student or group at a time.
 Explains what is to be learned
G. Level of cognitive instruction

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 MENESES

• Most instruction for low-achieving

students emphasizes mechanical rote
learning.
• Effective teachers try to move toward high
order thinking skills and independent
learning by motivating students to learn
and by using appropriate materials and
activities.

Teaching Style
• This is an outgrowth of the teacher’s personality
and character.
• It is a process by which the teacher delivers the
subject matter to the students.
• This maybe the primary cause of the student’s
boredom or excitement.

7 Principles of Good Teaching Practice in the

Undergraduate Education
1. Encourage student-faculty contact
2. Encourage cooperation among students
3. Encourage active learning
4. Give prompt feedback
5. Emphasize time on task
6. Communicate high expectations
7. Respect diverse talents and ways of learning

Seven Types of Intelligence

1. Linguistics
2. Logical mathematical
3. Spatial
4. Musical
5. Bodily kinesthetic
6. Interpersonal
7. Intrapersonal

Nurses as Teachers
• Nurses take on the teaching role in many settings.
• They may be patient or client teachers, school
nurses, staff development instructors, or collegiate
educators.
• Nurses who spend the majority of their time as
staff development instructors, or collegiate
educators must have formal preparation for the
educator role and need to become expert
teachers to prepare the next generation of patient
educators.