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• Traditional Teaching Strategies


  • Lecturing
  • Discussion
  • One-on-one Instruction
  • Demonstration and Return Demonstration
• Lecturing


  Teacher verbally transmits info directly to groups of learners; Highly structured
• Purposes of Lecturing


  • Introduction to new topics
  • Stimulates student's interest
  • Integrates and synthesizes knowledge
  • Clarify difficult concepts
• Lecture Delivery Factors


  • Controls anxiety
  • Spontaneity
  • Voice quality
  • Body language
  • Speed of delivery
  • Clarification during lecture
  • Facilitate retrieval from memory
• Lecture Types


  • Traditional oral essay
  • Participatory
  • Uncompleted handouts
  • Feedback
  • Mediated
• Advantages of Lecturing


  • Economical
  • Great deal of information can be communicated in a given time
  • Supplements textbooks
  • Teacher is the role model
  • Develops listening skills
• Disadvantages of Lecturing


  • Limited to classroom space
  • Passive learners
  • High facts, low problem solving, analytical transfer
  • Not conducive in meeting the individual learning needs of the students
  • Limited attention span of learners
• Discussion


  Learners are together to exchange information, feelings, and opinions with each other and the teacher to achieve educational objectives
• Factors to Consider in Discussion

  • Size
  • Patient education
• Discussion Strategies


  • Use of questioning
  • Small group activity
  • Role-playing, debate
  • Use of case studies
  • Journaling
  • Problem-solving
• Advantages of Discussion


  • Apply principles, concepts, and theories
  • Clarification of information/concepts
  • Group problem solving
  • Immediate feedback
  • Attitude Change
• Disadvantages of Discussion


  • Take a lot of time
  • Effective for small groups only
  • Expensive
  • Need more space
  • Monopoly
  • Underinformed + misinformed = ignorance sharing
• Discussion Techniques


  • Clear expectations
  • Set rules
  • Arrange space
  • Plan starter
  • Facilitate
  • Encourage quiet members
  • No monopolies
  • Direct among members
  • Keep on track
  • Clarify
  • Tolerate silence
  • Summarize
• One-on-One Instruction


  Teacher delivers individual instruction designed specifically for a particular learner
• Steps in One-on-One Instruction

  • Assess the learner
  • Establish mutual objectives
  • Implementation
  • Evaluation
• Advantages of One-on-One Instruction

  • Individualized teaching
  • Useful in teaching educationally disadvantaged
  • Can be paced and content-tailored
• Disadvantages of One-on-One Instruction

  • Isolation of the learner from others who needs or concerns
  • Feeling of being "put in the spot"
  • Labor-intensive (manpower)
  • Time inefficient
• Demonstration


  Method by which the learner is shown by the teacher how to perform a particular skill
• Return Demonstration


  Learner attempts to perform the skill with cues from teacher if needed
• Demonstration and Return Demonstration Strategies

  • Use exact equipment that the learner will be expected to use
  • Return demonstration should be planned to occur close to when demonstration was given
  • Initial performance will not be perfect
  • Teacher should remain silent while ret dem is ongoing except for offering cues when necessary
  • Checklist or series of pictures
  • Emphasize on what to do not what not to do
• Advantages of Demonstration and Return Demonstration

  • Helps achieve psychomotor objectives
  • Activates several senses
  • Commands interest
  • Correlates theory and practice
• Disadvantages of Demonstration and Return Demonstration

  • Time consuming
  • Only few learners at a time
• Non-Traditional Teaching Strategies


  • Gaming
  • Simulation
  • Role Modeling
  • Self-Instruction
• Gaming


  Requires the learner to participate in a competitive activity with preset rules
• Simulation


  Requires creation of a hypothetical/artificial experience to engage the learner in an activity that reflects real-life conditions without risk-taking consequences of an actual experience
• Types of Simulation


  • Simulation exercise
  • Role playing
  • Case study
  • Simulation Game
• Role Modeling


  Nurse educators have many opportunities to demonstrate behaviors and attitudes they would like to instill in learners
• Self-Instruction


  Design package that guides the learner independently
• Computer-Assisted Learning


  • Distance Learning
  • Online Learning
  • Telehealth Nursing
  • Virtual Reality
• Telehealth RNs Practice By


  • Using clinical algorithms, protocols, or guidelines to systematically assess patients' needs and symptoms
  • Prioritizing the urgency of patient needs
  • Collaboratively developing the plan of care with the patient and supportive discipline
  • Evaluating outcomes
• Telehealth RNs Help Patients, Families, and Populations By

  • Promote optimal wellness
  • Participate in the management of acute illness
  • Assist in self-management of chronic diseases and disability
  • Provide care coordination during transitions
  • Support patients and their families in end-of-life care
  • Evaluate outcomes of care
• Virtual Reality


  Simulation is an operative device that introduces students to the intricacy of clinical situations without harming real clients
• Benefits of Virtual Reality


  • Supplemental practice times
  • Enhances skills preparedness
  • Improves overall skill performance
• Psychomotor Skills


  Activities that are primarily movement oriented
• In teaching psychomotor skills, emphasis is placed on the movement component, although ultimately in practice, performance requires an integration of related knowledge and values
• General Principles of Instructional Materials

  • Media content first before tool
  • Print and non-print materials can change learner behavior
  • No one tool is better than another
  • Tools should complement instructional materials
  • Choice of media should be consistent with instructional material
  • Instructional material should reinforce not substitute educator's teaching efforts
  • Media should match available financial resources
  • Should be appropriate for physical considerations and learning environment
  • Complement sensory abilities, developmental stages, educational level of the intended audience
  • Message must be accurate, valid, authoritative, up to date, state of art, appropriate, unbiased, and free of any unintended messages
  • Media should contribute meaningfully to the learning situation by adding diversity and additional information
• How to Choose Instructional Materials

  • Learner
  • Media
  • Task
• Major Components of Instructional Materials

  • Delivery System
  • Content
  • Presentation
• Types of Instructional Materials

  • Written Materials
  • Commercially Prepared Materials
  • Self-Composed Materials
  • Digital/Online Instructional Materials
• Teaching as a Process

  1. Stimulating

  2. Organizing

  3. Guiding

  4. Managing learning acts

  5. Effecting desirable changes in the students behavior