HES SESSION 17

• Increasing Effectiveness of Teaching: Enhance Verbal Presentations


  • Enthusiasm
  • Humor
  • Risk-taking
  • Drama
  • Problem-solving
  • Role modelling
  • Anecdotes and examples
  • Technology
• Project acceptance/sensitivity
• Be organized and give direction


  Specify everything
• Elicit and provide feedback


  To learners know if what they
• Use questions


  Factual/descriptive, clarifying, higher order
• Use teach-back/tell-back


  Ask learner to explain what oft
• Settings for Teaching

  • Healthcare setting
  • Healthcare-related setting
  • Nonhealthcare setting
• Healthcare setting


  Healthcare delivery is primary function
• Healthcare-related setting


  Healthcare delivery is complementary
• Nonhealthcare setting


  Health care is incidental/supportive
• Classifying settings helps to understand the organizational climate, target audience, and resources
• Take opportunities to share resources
• Education of patients and families is complex because of chronic and acute illnesses, financial resources, developmental stages, cultural values, reading abilities, learning styles, motivation levels, and social support
• Nursing students and staff differ widely in terms of their own educational and experiential backgrounds and are also influenced by generation gaps (e.g. millennial to gen Z)
• Instructional materials


  The objects or vehicles by which information is communicated
• Purposes of instructional materials

  • To help the nurse educator deliver a message creatively, clearly, accurately, and timely
• Instructional materials are intended to supplement, not replace, the act of teaching and the role of the teacher
• Effectiveness of instructional materials is based on learning theory, studies of effects, and practice evidence
• General principles of effectiveness for instructional materials

  • Teacher must be familiar with content and mechanics of tool before use
  • Materials can change behavior by influencing cognitive, affective, and/or psychomotor development
  • Materials should complement, reinforce, and supplement-not substitute for- the teaching methods
  • Material choice should match content and tasks to be learned
  • Material choice should match available financial resources
  • Materials must be appropriate for physical learning environment
  • Materials must complement learners' sensory abilities, developmental stages, and educational levels
  • Materials must impart accurate, current, appropriate, unbiased messages free of unintended content
  • Materials should add or clarify information
• Major variables in choosing instructional materials

  • Characteristics of the learner
  • Characteristics of the medium
  • Characteristics of the task
• Characteristics of the learner

  • Sensorimotor abilities
  • Reading skills
  • Motivational levels (locus of control)
  • Developmental stages
  • Learning styles
  • Gender
  • Socioeconomic characteristics
  • Cultural backgrounds
• Characteristics of the medium

  • Print
  • Demonstration
  • Audiovisual
  • Nonprint
• Characteristics of the task

  • Learning domain
  • Complexity of behaviors to be achieved to meet identified objectives
• Three major components of instructional materials

  • Delivery system
  • Content
  • Presentation
• Delivery system


  Both the software and the hardware used in presenting information
• Delivery system examples


  • PowerPoint slides delivered via a computer
  • DVD content in conjunction with a DVD player
• Selection criteria for delivery system

  Number of learners, pacing and flexibility for effective delivery, sensory aspects, geography of audience
• Content


  The actual information being imparted to the learner
• Selection criteria for content

  • Accuracy of information being conveyed
  • Appropriateness of medium chosen to convey information
  • Appropriateness of readability level of materials for the learners
• Presentation


  The form of the message
• Forms of presentation


  • Realia (most concrete stimuli)
  • Illusionary representations (less concrete, more abstract stimuli)
  • Symbolic representations (most abstract stimuli)
• Selection criteria for presentation

  Available delivery systems, content to be conveyed, form of information to be presented