HE MIDTERMS

• Florence Nightingale


  • First Nurse Educator
  • Founder of modern nursing, was the ultimate educator
  • Develop the first school of nursing
  • Devoted most of her career in teaching nurses, physicians, and health officials
  • Emphasized the importance of adequate nutrition, fresh air, exercise, and personal hygiene to patients
• Nursing was first acknowledged as a unique discipline in the mid 1800s, and teaching has been recognized as an important role of nurses as caregivers
• The role of a nurse as a teacher in disease prevention in the community was clearly understood in the early 1900s
• Patient teaching has been recognized as an independent nursing function for decades
• In 1918, the NLNE (National League of Nursing Education) observed the importance of health teaching as a function within the scope of nursing practice
• 2 decades later, the NLNE recognized nurses as agents for the promotion of health & prevention of illness in all settings
• In 1950, the NLNE identified course content in nursing school curricula to prepare nurses to assume the role as teachers
• In 1993, JCAHO established nursing standards for patient education
• In 2006, the NLNE developed the 1st certified nurse educator (CNE) exam
• Education Process


  A systematic, sequential, logical, scientifically based, planned course of action consisting of two interdependent operations: teaching & learning (APIE) Assessment, Planning, Implementation, Evaluation

  
• Nursing Process


  ADPIE Assessment, Diagnosis, Planning, Implementation, Evaluation
• Teaching


  As one component of the educational process, it is a deliberate, intentional act of communicating information to the learner in response to identified learning needs with the objective of producing learning to achieve desired behavioral outcomes
• Learning


  A change in the behavior (SKA) that can be observed or measured and that can occur at any time or in any place as a result of exposure to environmental stimuli
• Patient Education


  A process of assisting people to learn health-related behaviors that can be incorporated into everyday life with the goal of optimal health & independence in self-care
• Staff Education


  The process of influencing the behavior of nurses by producing changes in their knowledge, attitudes, and skills to help nurses maintain and improve their competencies for the delivery of quality care to the consumer
• Teaching Plan


  Overall blueprint or outline for instruction clearly defining the relationship between the essential components of behavioral objectives, instructional content, teaching methods and tools, time frame for teaching, and methods of evaluation that fit together in a logical pattern of flow to achieve a predetermined goal

  
• 6 Major Categories of Effective Teaching in Nursing


  • Professional Competence
  • Interpersonal Relationships with Students
  • Personal Characteristics
  • Teaching Practices
  • Evaluation Practices
  • Availability to Students
• Effective Teaching


  • Clarity
  • Time on Task
  • Class Time
• Professional Competence


  • Develops knowledge of the subject matter & polishes skills throughout his career
  • Expands through reading, research, clinical practice, & continuing education
• Interpersonal Relationships


  • Sensitive to the feelings & problems of learners
  • Respect for students, being fair
  • Creating atmosphere which students can ask express ideas/feelings
  • Conveys a sense of warmth
  • Emphatic listening, acceptance, & honest communication
• Personal Characteristics


  • Authenticity, enthusiasm, cheerfulness
  • Self-control, patience, flexibility, sense of humor
  • Good speaking voice, self-confidence & caring attitude
• Teaching Practices


  • Mechanics, methods, & skills in classroom & clinical teaching
  • Thorough knowledge of the subject matter
  • Presents material in an interesting, clear, & organized manner
  • Good teaching style & strategies
  • Teaches subject matter in a stimulating way, not boring
• Evaluation Practices


  • Communicates expectations
  • Provides timely feedback on students progress
  • Correcting students tactfully
  • Fair in evaluating process
  • Giving tests pertinent to the subject matter
• Availability to Students


  • Physically helping students giving nursing care
  • Appropriate amount of supervision
  • Freely answering questions
  • Resource person in RLE
  • Ex. LAP Learning Assistance Program
• The clear teacher is the one who: logically organizes instruction, explains what is to be learned, uses simple terms to present new material, constantly assesses whether students can follow, uses examples whenever possible, allows student time to think what is being thought, uses repetition & summarization

  
• 7 Principles of Good Practice

  • Encourage student-faculty contact
  • Encourage cooperation among students
  • Encourage active learning
  • Give prompt feedback
  • Emphasize time on task
  • Communicate high expectations
  • Respect diverse talents & ways of learning
• Barriers to Teaching


  • Lack of time to teach
  • Lack of competence & confidence with teaching skills
  • Lack or no motivation to teach
  • Lack of financial support for educational program
  • Lack of avenue for documentation
• Obstacles in Learning


  • Lack of time to learn
  • Health condition of the patient; acute & chronic illness
  • Low literacy
  • Negative influence of the hospital environment
  • Personal characteristics of a learner
  • The extent of behavioral change
  • Lack of support and positive reinforcement
  • Denial of learning needs
  • Poor healthcare
• Learning Theory


  A coherent framework and set of integrated constructs and principles that describe, explain, or predict how people learn
• Defense Mechanism


  Employed to protect the self when an individual's ego is threatened; short term use is a way of coming to grips with reality, but long term reliance allows individuals to avoid reality and may act as a barrier to learning and transfer
• Hierarchy of Needs


  Theory of human motivation based on integrated wholeness of the individual and levels of satisfaction of basic human needs organized by potency
• Respondent Conditioning


  Also termed Classical or Pavlovian Conditioning. Emphasizes the importance of stimulus condition and the associations formed in the learning process, whereby, without thought or awareness, learning takes place when a newly conditioned stimulus (CS) becomes associated with a conditioned response (CR)
• Types of Learning Theories

  • Behavioral
  • Cognitive - Piaget
  • Social
  • Psychodynamic
  • Humanistic
• Behaviorist Learning Theories


  • Watson & Pavlov/Guthrie (contiguity theorists): Learning is a permanent change in behavior, Stimulus-response
  • Thorndike & Skinner (Reinforcement theorists): Stimulus-response bonds are strengthened by reinforcement such as rewards & punishments, Behavior that is rewarded is more likely to occur
• Social Learning Theory


  Role modelling is the central concept, 4 STEP of SLT MODEL

  
• Psychodynamic Learning Theory


  Emphasizes the importance of conscious & unconscious forces in guiding behavior, personality, conflicts, & the enduring effects of childhood experience, Defense mechanisms
• Behavioral Learning Theories


  • S-R Model
  • Respondent Conditioning (Pavlovian)
  • Systematic desensitization
  • Stimulus generalization
  • Discrimination learning
  • Spontaneous recovery
  • Operant Conditioning
• Humanistic Learning Theory


  Maslow's Hierarchy of needs, Largely a motivational theory
• Respondent Conditioning (Pavlovian)


  Emphasizes the importance of stimulus conditions & the associations formed in the learning process, Respondent conditioning model of learning: UCS →UCR, NS+UCS → UCR, Several pairing of Ns+UCS →UCR, CS→CR
• Systematic Desensitization


  A technique base on respondent conditioning to reduce fear & anxiety, Fearful individual are first taught relaxation technique, Treat drug addiction, phobias, tension headaches & ADHD/Autism to swallow pills