WEEK 7

PRINCIPLE OF
GOOD TEACHING
PRACTICE
Rachel Marie S.Yasy, MN, RN
 J.L Murphy

“Teaching is not only in the content being

learned but also involves guiding students in
learning how to learn and think about how to
learn”
Main Objectives:

• 1.Discuss Clinical teaching,principles, types and

strategies available to the nurse educator.
• 2. Discuss the approaches of teaching skills
• 3..Discuss the concept of distance learning.
• 3.Discuss about the different computer teaching
strategies.
Principles of Good teaching Practices

• Skills that the teacher must practice to make

healthy and dynamic teaching -learning
relationship
1.Facilitate student -teacher interaction-- create closer relationship between nurse educcator and learners

2.Encourages cooperation among students- create atmosphere

conducive to learning as forming study groups.
3. Initiate active learning- enable students on actively critisize
content by talking about materials, writing, outlining, applying
and reflecting.
4Gives prompt feedback-enable students to react and understand the
aspects of learning, improve and make adjustments.
 5.Emphasizes the use of time in each task-time management is
the key toward effecient and effective study

6.Communicates high expectation-learners are motivated to

meet high expectations and challenge students.

7.Respects diverse talents and ways of learning--device

different styles in teaching strategies as students have different
learning styles.
 TEACHING PRINCIPLES
• 1. Hereditary Endowments Principles-refer to child’s nature,
psychological, qualities as reflexes, instinct, capabilities, impulses,
temperament..
• 2.Teaching Process Principles-techniques used with student-teachers
accomplishing the goals.
• teaching-involves application of many laws and principles...
• 3.Outcomes Process Principles-refers to educational
aims,goals,objectives,outcomes, purposes and results..
APPROACHES TO TEACHING SKILLS
• 1. Independent Learning-teachers initiate active self
regulated, learning process among students with
instructional materials.
• a. skills laboratory
• b.syllabus-developed with instructions on how students
proceed with lesson.
• c. background reading materials
• d.hardware and software
• e. supplies
2. Demonstration--methods where teachers makes direct
display of skills to be taught., shows students what, why and
how they have to do.

3.Simulation or Exercises-duplicate the real situation that

requires the use of skills laboratory to give students a realistic
feelings.

Students can practice using virtual laboratory or situation

derived from RLE.
Traditional and Activity-
based
Teaching Strategies for
Nurse Educators
1. LECTURE
• Proven to be one of the
most effective ways to
present information to
large groups of students
when you need to cover a
lot of material quickly.
But what about the belief that it gives the students a
passive, non-thinking, information-receiving role?

Incorporating polling technology, videos, and

interactive software applications, can make the
lecture fun and combat the passive student role.
 Advantages- uniformity of knowledge to be learned.
--economic and cost effective as only one is entrusted to
deliver the topics..
--develops students listening ability

Disadvantages---few teachers are adept in delivering topics to

students level of understanding.
---with little ephasis on problem solving,
decision making, analytical thinking and
transfer learnig.
2. Discussion

• Retains features of lecturing when teachers still imparts

the lesson to students through interaction.
• Shares insight, formal and informal.
• Topics are announced in advanced.
3.Questions and answer Techniques

• Askings students about insights.

• Increases motivation of learners as it brings eagerness to
think answers all questions.
• a, factual questions
• b. probing questions
• c.Multiple choice
• d.Open -ended questions
• e.discussion stimulating questions
• f.rhetorical questions
 4. HIGH-FIDELITY SIMULATION
• Allows you to recreate a clinical
scenario in an artificial setting.

• These scenarios often mimic the

patient care environment and allow
for direct application of theoretical
knowledge.
Provide innovative educational experiences that help nurses
assess and develop clinical competency. Plus, it improves the
nursing student’s satisfaction and self-confidence.

Incorporating debriefing sessions after each simulation as

well will improve critical thinking and clinical reasoning.
5. CONCEPT
MAPPING

• This strategy motivates

students to represent
ideas visually, which
causes them to analyze,
evaluate, and think
critically.
---- helps complete missing knowledge and clarify
existing knowledge by allowing students to see
interrelationships in clinical data and grasp a patient’s
total clinical picture.
 6. ONLINE
COURSE
• Can control their
own study time
and work it
around their
schedule.
• In today’s hectic
world, we don’t
always have
time to make it
into a physical
classroom.
Instructor can prepare diverse learning materials,
such as literature, videos, websites and discussion
forums, and administer an online test to evaluate
comprehension.
7. DEBATING
• Used when teaching a
controversial issue or
discussing a trend in
nursing education.

• Helps students to become

actively involved in in
learning the course content
and promotes critical
thinking skills and enhances
verbal communication skills.
Help to create an anonymous environment to
discuss more sensitive issues.

Demonstrate the vast differences in every social

situation and how it impacts individual
communication styles.
8. PROBLEM-
BASED
LEARNING
• Educators present
realistic patient
scenarios, ask
questions, and require
students to search for
holistic answers.
• Encourages active and self-directed learning, self-
appraisal, clinical problem-solving skills, teamwork,
discipline, and integration of information.

• Used to teach relatively complex or messy problems

with broad association with basic science and clinical
experience, such as heart failure or pneumonia.
 9.Cooperative Learning

• --a class being groups into smaller one to facilitate learning

where learners help each other to work together.

• Advantages --group member learn to function as part of

• team.
• ---enhances social skills and spirit of team
• building
• Disadvantages- learning gap exists between fast and slow
• learners.
 . ex. JIGSAW CLASSROOM
• Home Groups are formed to resolve a task.
• The Home Group allocates one member to
each Expert or Research Group who gather
data to bring back to the Home Group.

• reduces racial conflict, promotes

better learning, improves student
motivation, and increases enjoyment
of the learning experience.
• Again, debriefing should follow to
ensure that support, reflection, and
increased learning can happen.
10. Self Learning Modules

• self directed learning process done esp in Nursing where

low students to teacher ratio in a specific perios of time.
• Components:
• a. introduction and instruction
• b.behavioral objectives
• c.pretest
• d.learningactivities
• e.self evaluation
• f.post test
FOUR TYPES OF SIMULATIONS
A.Simulation Games
• Using games that represesnts
real life to teach content that
may be considered dry or boring
can bring about a fun, open, and
enjoyable atmosphere ideal for
learning.
• Plus, games combined with
lectures are more effective than
lectures alone in improving https://thenerdynurse.com/9-fun-
and-educational-nursing-games/
student knowledge. Best of all
worlds!
B. CASE STUDY
• Case studies are realistic and
complex stories that help bridge
the gap between theory and
practice, and between the
classroom and the workplace.
• The use of Case studies in nurse
education is suitable for teaching
about clinical diseases, culture https://www.examples.com/
education/case-study/
competence, communication nursing-case-study.html
skills, and other topics.
 C. ROLE PLAYING
• Students represent and
experience characters
known in every day life,
and helps students learn
how to communicate and
deal with conflict.
• To utilize this strategy,
establish the goal of the
role playing activity, and
debrief after the activity is
complete to provide
feedback to students.
D. Simulation Exercises

• Controlled representationof a piece of reality which

learners can manipulate.
 Computer Teaching Strategies

Computer Assisted Instructions-

ex, programming, database development
, writing word processors.
Internet--worldwide and publicly accessible
series of interconnected computer networks.
Virtual Reality-users to interact with computer-
simulated environment , real and imagined.
 Clinical Teaching
• Diagnose student’s needs, interest and abilities
• Set objectives and select content.
• Prepare areas for learning and select appropriate teaching
strategies.
• Plan instructional units and make lesson plans.
• Motivate students in guided learning activities.
• Tasks the relate to plans focus on measuring, evaluating,
grading and reporting student’s performance and progress.
• Put up plans for follow up.
 Principles of Classroom Management
• Design classrom activities appropriate to the course content or
subject matter.
• Orient students regarding the internal policies on punctuality,
behavior, course requirements and criteria for grading and
evaluation.

• Comply with administrative policies on handling of teaching aids

or materials and equipment.
• Allow adequate student-teacher interaction to arouse enthusiasm.
• Be more positive and optimistic in dealing with students
particularyly in citing practical examples of learning principles.
 Principles of Classroom Management
• Sanction for misbehavior should be more constructive
rather than destructive.
• Come to class or clinical area on time.
• Present the learning expectations/do’s and don’ts of
learning.
• Demonstrate desired behavior for students to imitate.
• Develop sense of familiarization in order for the class to
feel belongingness in sharing the same values and goals.
THANK YOU.