1- Introduction to

learning and teaching

Principles of Learning and Health

Education
NRSG 4002
 OBJECTIVES
-

At the end of this session, each student should be able to:

1- Define some terminologies related to learning process.

2- Identify the purpose of patient and staff education.

3- Discuss the Phases of teaching process .

4- Enumerate Principles of teaching.

5- Describe the Characteristics of learning.

 • Introduction
Education in health care is a topic of utmost interest in every
setting in which nurses practice. The current trends in health
care are making it imperative that patients and their families
be prepared to assume responsibility for self-care
management. Also, these trends make it essential that nurses in
the workplace be accountable for the delivery of high-quality
care.

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Teaching:
• It is deliberate intervention that involves the planning and
implementation of instructional activities and experiences to
meet intended learner outcomes according to a teaching
plan.
Learning:
• It's an internal process leading to behavioral changes in the
way of:
• Thinking - Feeling - Doing of the learner.
• The term ‗learning‘ refers to a process resulting in some
modification, relatively permanent, of the ways of thinking,
feeling, and doing of the learner. It includes both of the
concepts ‗education‘ and ‗training‘.
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Terminology

Training usually means the act of being prepared for

something, of being taught or learning a particular skill and
practicing it until the required standard is reached.
• The word education means to gain general theoretical
knowledge and this may or may not involve learning how to do
any specific practical work, tasks or skills. Education also refers
to a process of training or receiving tuition. Usually basic
training in health services is a combination of theoretical,
educational and practical learning skills
Curriculum:
• Refers to a course of study at school, university and the subjects
making up a course.
Domains:
• It is an area of control or sphere of knowledge.
• Teaching and learning process is a means through which the
teacher, the learner, the curriculum and other variables are
organized in a systematic manner, in order to attain
predetermined goals and objectives.

• TLP is basically an interaction between the teacher and

learner, which is aimed to bring about modification in
learner.
 PURPOSE OF PATIENT AND STAFF EDUCATION
• 1-increase the competence and confidence of clients for
self-management.

• 2-support patients through the transition from

being invalids to being independent in care.

• 3-Increase patient satisfaction

• 4-Improve quality of life

• 5-Ensure continuity of care

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• 6-Decrease patient anxiety

• 7-Effectively reduce the incidence of complications of illness

• 8-Promote adherence to healthcare treatment plans

• 9-Maximize independence in the performance of activities

of daily living

• 10-Energize and empower consumers to become actively

involved in the planning of their care
• In turn, the educator role of nurses enhances their job
satisfaction when they recognize that their teaching actions
have therapeutic relationships with patients, allow for
greater patient–nurse autonomy, increase their
accountability for practice, and create change that really
makes a difference in the lives of others.
• Because an estimated 80% of all health needs and problems
are handled at home, there truly does exist a need to
educate people on how to care for themselves—both to get
well and to stay well. Illness is a natural life process, but so is
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mankind‘s ability to learn.
• The purpose of staff education is to increase the
competence and confidence of nurses to function
independently in providing quality care to the consumer.
Nurses play a key role in improving the nation‘s health, and
they recognize the importance of lifelong learning to keep
their knowledge and skills current.

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 Purpose of Teaching For students
• Teaching must enable a student to become more efficient, to
achieve the legitimate goals of his life.

• Teaching must also train one for quick and effective thinking.

• To teach one to think intensively and to think critically.

• To save student from the morass of propaganda and press

,in many instances do not give us objective and unbiased
truths

• We must remember that intelligence is not enough. 11

Intelligence plus character-that is the goal of true education

Phases of teaching process
(1) Assessment of learner needs
(2) Educational Planning
• a) Establishing Priorities:
• b) Establishing Learning Objectives:
• c) Choosing Content
• d) Selecting Teaching Strategies
• e) Understanding the Three areas of Learning
(3) Implementation
(4) Evaluation
(5) Documentation:
 • Phases of teaching process
• (1)Assessment of learner needs
• It is the first step in the learning process. It is ―A gap
between what people know, do or feel and what they
should know or do to perform competently or to prepare
for additional responsibility. It helps teachers to develop a
good sense of what would be beneficial for their learners
to know or to do to perform competently.

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• Assessment of the audience includes:-

• Current knowledge base.

• Past work experiences

• Learning styles.

• Readiness to learn.

• Level of education.

• Reading and writing level

(2)Educational Planning
• -It is a logical and sequential process of moving from goals to
teacher actions and, ultimately, to learning tasks and student
outcomes.
• -It is the process of deciding in advance what to do, how to do it
and by whom.
• Clarification of the objectives to the pupils.
• Provision for individual differences.
• Development of means for stimulating interest.
• Provision for a logical instructional sequence.
• Provision for flexibility.
• Enabling the student teacher to teach with confidence 15
a) Establishing Priorities:
• Determining teaching priorities allows the educator to organize and rank

order his/her responsibilities.

• Teaching priorities are derived from the previous assessment and are based

on both facility needs and staff needs.

b) Establishing Learning Objectives: state what the learner is expected to

―know,‖ ―do,‖ or ―feel‖ at the end of the educational session.

• “know,‖…within the cognitive domain of learning.

• “do,‖ …within the psychomotor domain of learning.

• “feel‖ …within the affective domain of learning. 16

c) Choosing Content:

• content is material that educator will teach and is determined by

learning objectives.

• Sources for content include in-house data /procedure manuals,

textbooks, handbooks..

• Content should be accurate and adjusted for characteristics of the

learner (age, educational level, employment background, culture,

reading level(.

• Time constraints and availability of resources should also be considered

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when selecting content.

• .
 e) Understanding the Three areas of Learning:
 Cognitive Area: includes intellectual skill, cognitive learning arranged from simple
to complex.

• -Teaching strategies include lecture, discussion, examples, outlines, question/answer

sessions, and acronyms.

 Affective Area deals with the expression of feelings/emotions and involves the
acceptance of attitudes, opinions, or values.

• -Teaching strategies include case studies, simulation, role-play, and discussion.

 Psychomotor Area involves acquiring skills that require the integration of mental
and muscular activity.

• -Teaching strategies include sequencing of sub-skills, demonstration, lab practice,

and clinical practice
 (3)Implementation
-Environment:- Adequate space to accommodate the numbers of learners present,

comfortable chairs and a table or tables, adequate lighting, comfortable

temperature, pleasant smell, and functioning audio-visual equipment.

-Teacher :- Work toward achievable learning outcomes - .Provide adequate

resources and motivation.

• Focus on student learning rather than content - .Self–assess and assess student

progress frequently - .Maintain flexibility - is well prepared - uses wit and

humor effectively

• discusses viewpoints other than his/her own - can stimulate, direct, and pace

interaction with the class - encourages independent thought and accepts criticism

- is concerned about the quality of his/her teaching - is perceived as fair,

especially in his/her met

• (4)- Evaluation
• Evaluation should include consideration of the following :- The
teaching strategies, the amount of information, and whether the
objectives were met.

• It is also a good time to determine perceived learning needs of

the learners.

• This information will serve as valuable input for future teaching

activities.

• Learning is measured against the learning objectives selected

during the planning phase of teaching-learning process.
• The best method for evaluating whether cognitive
learning occurred is by written tests, oral questioning, and
self-reporting.
• The best method for evaluating psychomotor skills
acquisition is direct observation of performance.
• The best method for evaluating whether affective
learning occurred is by direct observation of behavior,
oral questioning, and self-reporting
(5)- Documentation:
• Staff development records should be kept based on the type and
amount of information that may be requested at a later date.
Record keeping should mirror requirements by regulatory
agencies and follow protocols established by the facility's
administrative body.
• Often regulatory agencies require documentation of
• Mandatory education.
• Competence and continued competence of skill performance.
• Facility-based problems and how they have been resolved
through education.
Principles of teaching
Principle 1: Encourage contact good relation between
students and faculty.
Principle 2: Develop reciprocity and cooperation among
students
Principle 3: Encourage active learning
Principle 4: Give prompt feedback.
Principle 5: Emphasize time on task
Principle 6: Communicate high expectations.
Principle 7: Respect diverse talents and ways of learning.
 Principles of teaching

• Principle 1: Encourage contact good relation between students

and faculty.

• Building rapport with students is very important. The contact

between students and teachers are vital to the students' success.
One of the main reasons students leave school is the feeling of
isolation that they experience. The concern shown will help students
get through difficult times and keep working. Faculty have many
avenues to follow to open up the lines of communication.
• Principle 2: Develop reciprocity and cooperation among

students.

• When students are encouraged to work as a team, more learning

takes place. Characteristics of good learning are collaborative

and social, not competitive and isolated. Working together

improves thinking and understanding.

• Principle 3: Encourage active learning.

• Learning is an active process. Students are not able to learn much by

only sitting in classes listening to teachers, memorizing pre-packaged
assignments, and churning out answers. They must be able to talk
about what they are learning, write about it, relate it to past
experiences, and apply it to their daily lives. Students need to make
learning a part of themselves.
• Principle 4: Give prompt feedback.

• By knowing what you know and do not know gives a focus to learning.
In order for students to benefit from courses, they need appropriate
feedback on their performance. When starting out, students need help
in evaluating their current knowledge and capabilities. Within the
classroom, students need frequent opportunities to perform and receive
suggestions for improvement. Throughout their time in college and
especially at the end of their college career, students need chances to
reflect on what they have learned, what they still need to know, and
how to assess themselves.
• Principle 5: Emphasize time on task.

• Learning needs time and energy. Efficient time-management skills are

critical for students. By allowing realistic amounts of time, effective
learning for students and effective teaching for faculty are able to
occur. The way the institution defines time expectations for students,
faculty, administrators, and other staff, can create the basis for high
performance from everyone.
• Principle 6: Communicate high expectations.

• Expect more and you will get it. The poorly prepared, those unwilling
to exert themselves, and the bright and motivated all need high
expectations. Expecting students to perform well becomes a self-
fulfilling prophecy when teachers and institutions hold high standards
and make extra efforts.
• Principle 7: Respect diverse talents and ways of learning.

• There are many different ways to learn and no two people

learn the same way. Students bring different talents and
learning styles to the classroom. Students that excel in the
seminar room may be all thumbs in the lab or art studio and
vice versa. Students need the opportunity to show their talents
and learn in ways that work for them. Then, they can be guided
into new ways of learning that are not as easy for them.
Characteristics of
learning
• Characteristics of learning
• . As a Health Extension Practitioner a large part of your work will involve

teaching people in your local community about health matters. This is why

you need to be able to understand the key characteristics of the learning

process and the learner.

• Although some aspects of learning really are very simple and

straightforward In this respect:

1- learning is considered to be unitary the learner responds as a ‗whole

person‘ in a unified way to the whole situation. They respond intellectually,

emotionally, physically and spiritually at the same time

2- Learning is also social, because it takes place in response to the
environment in which there are other individuals as well as physical things.

3- Each learner is unique and has needs and problems not exactly like
others. In other words, some have well developed intellectual abilities and
others may be less able; some are skilled in self-expression, while others
have difficulty; some are slow to learn, but others may be quick; some are
sociable while others are shy and retiring.

4-An effective health educator must consider the variations and

differences among learners and provide health information accordingly.
5- Learning is self-active this principle embodies the idea that a learner
learns through their own activities. Learning is a personal process.

• Self-active learning includes listening, visualizing, recalling, reasoning,

memorizing, using your judgment and thinking. In your role as a health
educator you will be expected to guide, direct and select different types
of learning activities based on what you want your audience to learn from
your health education session.

• Hence, you are expected to encourage active engagement of the audience

in the learning process.
6- Learning is purposive. That means that learning is moving toward a
goal or end result.

• Learning experiences are meaningful when they are related to the

individual‘s interests. It follows from this that as a health educator you
are expected to involve the members of your community throughout the
health education activity so that they feel ownership of the program.
7- Learning is creative. For each individual, learning is not merely a
summing up of previous knowledge and experience, it is a creative putting
together of all the knowledge and experience of the learner.

8- Learning is transferable: means that whatever is learned in one context

or situation will also apply in another situation.

For example, the knowledge about the utilization of some services such as
antenatal care (ANC) will also be applied to the utilization of other health
services as well. This characteristic of learning strongly implies that Health
Extension Practitioners should be very careful while passing out information
since bad or inaccurate information about one issue may be transferred to
other types of knowledge, and it may seriously affect the future health
behavior of individuals in your community.
85 Review questions:-

A- True and false questions with rational:-

▹ 1- The way the institution defines time expectations for students, faculty,
administrators, and other staff, can create the basis for high
performance from everyone ( ).

▹ 2- The learner expected to encourage active engagement of the

audience in the learning process( ).

▹ 3- The best method for evaluating whether affective learning occurred

is by written exam ( ).
 Review questions:-
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A- True and false questions with rational:-

▹ 1- The way the institution defines time expectations for students, faculty,
administrators, and other staff, can create the basis for high
performance from everyone ( T ).

▹ 2- The learner expected to encourage active engagement of the

audience in the learning process ( F ). (teacher or tutor not
learner)

▹ 3- The best method for evaluating whether affective learning occurred

is by written exam ( F ). (cognitive)
Review questions:-
• 5- patients are more satisfied with care when they receive
inadequate information about how to manage for themselves
( ).
• 6- informed patients are more likely to comply with medical
treatment plans ( ).
 Task

• Differentiate between learning

teaching and education