Hallmarks of effective teaching styles in Nursing

• Good teaching is the basic consideration of effective learning in nursing
• A good teacher must adjust teaching styles to individual differences and help students integrate learning principles from the classroom to related learning experiences or clinical settings
• Characteristics of an effective teacher in nursing:

  • Professional competence
  • Interpersonal relationship with students
  • Personal characteristics
  • Teaching practices
  • Evaluation practices
• Qualities of an effective nurse educator:

  • Personal qualities
  • Respects for students
  • Psychologically secure
  • Has a sense of humor
  • Has a well-balanced personality
  • Tolerant and fair to all students
  • Approachable, kind, and patient
  • Sincere in efforts
  • Has leadership abilities
  • Professional qualities:
  • Provides relevant clinical learning experience
  • Possesses mastery of the subject matter
  • Professionally well-groomed, properly dressed, and poised
  • Has broad interests
  • Evaluates objectively
• Essential teaching skills:

  • Lesson planning and preparation skills
  • Lesson presentation
  • Lesson management
  • Classroom climate skills
  • Evaluation of teaching performance
  • Practices appropriate authority and discipline
• Principles of good teaching practice in undergraduate education:

  • Encourage student-faculty interactions
  • Promote cooperation among students
  • Promote active learning
  • Give prompt feedback
  • Emphasize time management
  • Communicate high expectations
  • Respect diverse talents and ways of learning
• Barriers to education:

  • Student factors: Physical ability, negative attitudes, poverty, personal beliefs and values
  • Institutional factors: Inadequate physical facilities, funding, philosophy, legal framework, safety and security, accountability movement, lack of support
  • Teacher factors: Qualifications, values, knowledge, skills, certification, encroachment of other disciplines
• Obstacles to learning:

  • Lack of time to teach
  • Personal characteristics of the nurse educator
  • Low priority by administration
  • Lack of space and privacy
  • Absence of third-party reimbursement programs
  • Hesitation among healthcare practitioners
  • Type of documentation used by specific institutions
• Obstacles of learning:

  • Role-constrained learning
  • Learning under ambiguity
  • Situational learning
  • Fragmented learning
  • Opportunistic learning
  • Fixation on events/The parable of the boiled frog
• Applying learning theories to healthcare practices:

  • Basic principles of learning by Hoozer (1987)
  • Learning theories:
  • Stimulus Response Learning Theories:
  • Classical Conditioning Theory
  • Connectionism Theory
  • Operant Conditioning
  • Behaviorism Theory
  • Contiguity Theory
  • Cognitive Learning Theories:
  • Insight Theory
  • Field Theory
  • Discovery Theory
  • Schema Theory
• Assimilation Theory by David P. Ausubel focuses on presentational methods of teaching in the acquisition of subject matter in the curriculum
• Meaningful learning occurs through the interaction between new information and a cognitive structure that the learner already possesses
• Assimilation involves three stages: Planning, implementation, and evaluation
• Examples of assimilation include a child seeing a new type of dog and immediately calling it a "dog," a chef learning a new cooking technique, and a computer programmer learning a new programming language
• Social Learning Theories by Albert Bandura emphasize functionalism, interactionism, and significant symbolism
• Learning involves observation, modeling, and imitating behaviors reinforced by other people or "models"
• Conditions necessary for effective modeling are attention, retention, reproduction, and motivation
• Bandura's social learning theory was tested through the Bobo doll experiment in 1961, demonstrating that human behavior is learned observationally through modeling
• Types of Learning:

  • Ideational Learning: cognitive domain involving processes like perceiving, remembering, problem-solving
  • Skill or Psychomotor Learning: refined patterns of movement or performance
  • Emotional Learning: mental state characterized by feelings and emotions
• Social-emotional learning (SEL) is crucial for developing self-awareness, self-control, and interpersonal skills necessary for success in school, work, and life
• SEL programs positively impact academic success, reduce negative behaviors like bullying, and create positive classroom climates
• Examples of SEL skills include showing affection, managing emotions, and forming healthy friendships
• Learning Styles of Different Age Groups:

  • Divergers: prefer watching, creative, excel in visualizing the "big picture"
  • Assimilators: logical, abstract conceptualization, strong in STEM fields
  • Convergers: practical problem solvers, excel in technical fields
  • Accommodators: hands-on learners, enjoy immediate action and results
• Learning Style Models:

  • Right-Brain/Left-Brain and Whole Brain Thinking
  • Field Independent/Field Dependent Perception
  • Dunn and Dunn Learning Styles
  • Myers-Briggs Types Indicators (MBTI)
  • Kolb's Experiential Learning Styles
• Developmental Stage-based Learning Style (Eric Ericson):

  • Infant Stage: Sensorimotor
  • Toddler: Preconceptual to Preoperational
  • Preschooler: Perceptual Intuitive Thought
  • School Age: Concrete Operations
  • Pubescent or Adolescent: Formal Operational Thought
  • Young Adulthood: Intellectual exchange and social transmission
  • Middle Adulthood: Cooperative relations
  • Late Adulthood: Absence of any constraining influence
  • Senescence: Adaptation to triumphs and disappointments