JESSIE F SAMIANA BSN 2-1

Module 5: Perspective on ○ Teaching has been part of

nursing since the 19th
Teaching and Learning century, with the role
expanding to encompass
1. Overview of Education in Health both patient and peer
Care education.
○ Legal Mandates: Nursing
● Importance of Education: Central practice acts formalize the
to improving patient outcomes and teaching responsibility​
the professional development of
nurses. 3. Role of Nurse as a Health
● Evolution: The role of nurses in Educator
education has expanded from simple
instructions to comprehensive health ● Multifaceted Role:
education programs. ○ Facilitator of Change:
● Focus on Patient-Centered Encouraging health behavior
Education: Empowering patients for changes (e.g., smoking
self-care management and reducing cessation, lifestyle changes).
hospital readmissions. ○ Contractor: Establishing
● Continuous Professional learning objectives in
Learning: Ensuring nurses stay partnership with patients or
updated with the latest medical students.
practices and technologies to ○ Organizer: Structuring
enhance patient care​ learning activities and
prioritizing learning needs.
2. Concepts of Teaching, Learning, ○ Evaluator: Continuously
and Education Process Vis-à-Vis assessing the effectiveness
Nursing Process of educational efforts.
● Cultural Sensitivity: Nurses must
● Similarities with the Nursing adapt education to consider patients'
Process: cultural, linguistic, and literacy levels
○ Assessment: Identifying
learning needs and 4. Hallmarks of Effective Teaching
readiness. in Nursing
○ Planning: Setting mutual
goals between educator and ● Knowledge and Competence:
learner. Nurses need a solid understanding
○ Implementation: Delivering of both clinical content and teaching
the education. methodologies.
○ Evaluation: Measuring ● Engagement and Interaction:
learning outcomes and Active engagement of learners
revising teaching plans. through discussion, hands-on
● Domains of Learning: practice, and case studies.
○ Cognitive ● Adaptability: Tailoring education to
(Knowledge-based learning). fit the learner’s needs, background,
○ Psychomotor (Skill-based and learning style.
learning). ● Continuous Evaluation: Regularly
○ Affective (Emotion, attitude, assessing both teaching
and value-based learning). effectiveness and learner
● Historical Foundation:
JESSIE F SAMIANA BSN 2-1

understanding to guide further nurses to simplify

instruction​ explanations​

5. Principles of Good Teaching Module 6: Applying Learning

Practice in Undergraduate Nursing Theories to Healthcare Practice
Education
1. Principles of Learning
● Active Learning: Encourage critical
thinking and problem-solving
Principles of learning are foundational to
through real-world scenarios and
simulations. understanding how people, including
● Clear Objectives and healthcare learners, acquire new
Expectations: Define learning goals knowledge. These principles emphasize the
clearly so that students know what to importance of motivation, repetition,
expect. feedback, readiness, and active
● Ongoing Feedback: Provide timely, participation. Key principles include:
constructive feedback to enhance
learning and skill development.
● Motivation: A learner must be
● Promote Self-Directed Learning:
Empower students to take motivated to absorb new
responsibility for their own learning, information. For healthcare learners,
fostering independence and this could be driven by the desire to
confidence​(NURSE-AS-EDUCATOR help patients or enhance
-5th-E…). professional competence.
● Reinforcement and Feedback:
6. Barriers to Education Positive reinforcement or
constructive feedback fosters
● For Nurses (Educators):
○ Time Constraints: Busy learning by encouraging the learner
clinical schedules can limit to continue engaging with the
the time available for material.
education. ● Repetition: Repeated exposure to
○ Lack of Confidence or content aids in retention and
Training: Nurses may not mastery, especially crucial when
feel prepared to teach due to
learning complex healthcare skills.
insufficient formal training in
education. ● Active Participation: Learning is
○ Environmental Issues: Lack more effective when the learner
of private space or resources actively engages, whether through
can hinder effective teaching. practice or discussions in clinical
● For Learners (Patients or settings.
Students):
○ Cognitive and Emotional
Barriers: Stress, anxiety, or 2. Educational Learning Theory
health conditions can affect a
learner’s ability to absorb Educational learning theories provide
information. different perspectives on how individuals
○ Health Literacy: Patients learn, each with distinct applications to
may struggle to understand healthcare practice:
medical jargon, requiring
JESSIE F SAMIANA BSN 2-1

● Behaviorist Theory: Focuses on by observing seasoned

conditioning through stimuli and professionals.
responses. It emphasizes learning ● Psychodynamic Theory: Focuses
new behaviors through on emotional and unconscious
reinforcement. For instance, influences, relevant in therapeutic
healthcare educators may use this to and mental health settings.
teach new clinical skills by rewarding ● Humanistic Theory: Supports
correct performance. patient-centered care by fostering
● Cognitive Theory: Focuses on self-reflection and empathy among
mental processes such as memory nursing students​
and problem-solving. This theory
underlines the importance of 4. Types of Learning
organizing knowledge logically,
essential when teaching complex In healthcare education, the types of
medical subjects. learning include:
● Social Learning Theory: Learning
through observation and imitation. ● Cognitive Learning: Involves
For healthcare, this applies when acquiring knowledge, understanding,
students watch experienced and critical thinking. This type of
practitioners to model behaviors and learning is essential for grasping
skills. complex medical concepts.
● Humanistic Theory: Stresses ● Affective Learning: Focuses on
personal growth and attitudes, emotions, and values. It’s
self-actualization. In nursing, this crucial for developing empathy and
can be applied by encouraging ethical care in nursing.
students to reflect on their ● Psychomotor Learning: Concerns
experiences and values in patient the development of manual or
care​. physical skills. Nurses rely on this
when mastering procedures like
3. Learning Theories catheterization or blood pressure
measurement​
Each theory brings unique insights into
healthcare education: 5. Learning Styles of Different Age
Groups
● Behaviorist Theory: Practical for
teaching straightforward tasks, like Learning preferences vary significantly
administering medication. across different age groups:
● Cognitive Theory: Helps learners
build complex knowledge structures, ● Children: Tend to learn better
as in understanding disease through hands-on activities and
pathology. immediate feedback. Visual and
● Social Learning Theory: Especially kinesthetic methods are often
useful in mentorship programs effective.
where less experienced nurses learn
JESSIE F SAMIANA BSN 2-1

● Adolescents: Benefit from individual’s needs, autonomy, and

interactive learning, such as personal growth.
simulations and group discussions. ● Psychodynamic: Helps in
They also prefer learning methods addressing emotional barriers to
that allow them to express their learning, particularly relevant in
independence and critical thinking mental health and therapy settings​.
skills.
● Adults: Prefer self-directed learning
where they can relate new
information to prior experiences.
Healthcare education for adults
should be practical, goal-oriented,
and problem-solving in nature.
● Elderly: May need more repetition
and simpler explanations, as
cognitive processing speed often
declines with age. Teaching
materials need to be clear and
accessible

6. Applying Learning Theories to

Healthcare Practice

In practice, applying these theories ensures

that learning interventions are tailored to
patient needs:

● Behaviorism: Helpful in teaching

behavioral changes, such as
smoking cessation or medication
adherence, by rewarding positive
changes.
● Cognitivism: Supports the
understanding of complex
procedures or disease processes,
emphasizing structured learning
environments.
● Social Learning: Effective in
team-based learning environments
or peer support groups where
nurses or patients observe and
model each other’s behaviors.
● Humanism: Crucial in patient
education, where the focus is on the