HE MIDTERMS

• Learner’s characteristics:

  • Learning needs

  • Learner’s perceptual abilities

  • Motivational abilities or readiness

  • Reading abilities

  • Developmental stage
• HAGGARD


  the educator’s role in the learning process is primarily to assess the learner in relation to the 3 factors that affect learning/determinants of learning

  Learning needs

  Readiness

  Learning styles
• Learning needs


  Are gaps in knowledge that exist between a desired level of performance and the actual level of performance
• METHODS OF ASSESSING LEARNING NEEDS

  1. Informal conversation or interviews-open-ended questions
  2. Structured interviews-predetermined questions
  3. Written pretests
  4. Observation of health behaviors over a period of different times
• Readiness to learn


  Is the time when the patient is willing to learn or is receptive to information
• TEACHABLE MOMENT


  point in time when the learner is most receptive to a teaching situation.
• 4 TYPES OF READINESS TO LEARN

  1. P = PHYSICAL READINESS
  2. E = EMOTIONAL READINESS
  3. E = Experiential Readiness
  4. K = knowledge readiness
• MOTIVATION


  → Latin word “movere” which means to move or set into motion

  → Psychological force that moves a person to some kind of action

  → Willingness of the learner to embrace learning, with readiness as evidence of motivation
• LITERACY


  → the ability of adults to read, understand and interpret information written at the 8th grade level or above

  → The relative ability of person to use printed and written materials
• HEALTH LITERACY


  → How well an individual can read, interpret and comprehend health information for maintaining a high level of wellness
• 3 FACTORS IN ASSESSING LEVELS OF LITERACY

  1. Reading or word recognition

  Readability

  Comprehension
• TEST TO MEASURE PATIENT LITERACY

  REALM(Rapid estimate of Adult Literacy in Medicine)

  WRAT(Wide Range Achievement Test)
• REALM


  → Requires patient to pronounce common medical and anatomical words

  → Contains 66 words arranged in 3 columns, in ascending order
• WRAT


  → Asked to read aloud from a list of 42 words of increasing difficulty

  → If 10 consecutive words are mispronounced, test is stopped
• Health Education Plan


  A written or printed course of action that contains health promotion and disease prevention programs and/or activities for a target individual, group, community or family basing on their health needs or problems
• PLANNING


  Process of making thoughtful and systematic decisions about what needs to be done, how it must be done, by whom and with what resources
• Syllabus


  plan of the entire course, a course outline and program of study that an educator prepares before the actual health education course begins
• COURSE OUTLINE INCLUDE:

  a)The name of the course

  b) The name of instructor

  c) A one- paragraph course description

  d) A list of course description

  e) Teaching methods to be used

  f) The method of evaluation

  g) The textbook or other readings
• 8 basic parts of teaching plan

  a)Topic

  b) Purpose

  c) Goal

  d) Venue

  e) Participants

  f) Learning Objectives

  g) Content Outline

  h) Method of Instruction

  i) Time Frame

  j) Instructional Resources

  k) Methods of Evaluation
• Educational objectives suggested by bloom (1984) and divided into 3 domains:

  1.Cognitive (knowing)

  2. Psychomotor (doing)

  3. Affective(feeling, valuing)
• CHARACTERISTICS OF OBJECTIVES

  S Specific

  M Measurable

  A Attainable

  R Realistic

  T Timelines/time-bound/time-framed
• BENJAMIN BLOOM’S TAXONOMY


  is a hierarchical framework, It is design to classify educational

  objectives and learning outcomes into different levels of complexity and

  specificity.
• Cognitive Domain


  focuses on intellectual skills and knowledge acquisition. It is further divided into six levels.

  Knowledge

  Comprehension

  Application

  Analysis

  Synthesis

  Evaluation
• Affective Domain


  focuses on the development of attitudes, values, and beliefs. It is divided into five levels.

  Receiving

  Responding

  Valuing

  Organization

  Internalizing values
• Psychomotor Domain


  focuses on the development of physical skills and coordination. It is divided into five levels.

  Imitation

  Manipulation

  Precision

  Articulation

  Naturalization
• HALLMARK OF GOOD TEACHING

  P – Professional Competence

  D – Desirable Personal Characteristics

  I – Interpersonal Relationships w/students

  E – Evaluation Practices

  T – Teaching Practices

  A – Availability to Students
• Professional Competence


  A cluster of related abilities, commitments. A cluster of related abilities, commitments, knowledge and skills that enable a person or an organization to act effectively in a job or situation.
• FLOWERS (2000)

  1. Committed – go extra mile & work long hours
  2. Creative – stimulates intellectual inquisitiveness, exploratory & critical thinking
  3. Intuitive – able to identify students’ predominant style of intelligence; able to build on the student’s strengths
• CARNEGIE

  1. Conscientious/hardworking

  2. Parenting role (freedom/limits)

  3. Caring
• 3 BASIC THERAPEUTIC APPROACHES

  1. Communication – Openness between educator and students creates a relaxed atmosphere.
  2. Acceptance – Affirm that students are people.
  3. Honest communication – Openness between educator and students creates a relaxed atmosphere
• Teaching clarity


  a teacher who logically organizes instruction, explains what is to be learned, uses simple terms to present new material,

  constantly assesses whether students are understanding and can follow the teachers
• Teaching clarity


  Admits weaknesses – students see the humaness of their role models

  Able to recognize student’s difficulties and figures out ways to help them.

  “Good teaching is a form of parenting"
• Teaching style


  interpersonal, professional and personal aspects of good teaching

  “Teaching Is A Matter Of Style....”
• 7 Principles of Good Practice Teaching in Undergraduate Education

  C= Communicates high expectations

  R=Respects diversity

  E=Encourages interaction

  E=Elicits cooperation

  E=Emphasizes time

  P=Prompt feedback

  S= Students proactive
• Teaching


  a deliberative intervention; involves planning and implementing of instructional activities and experiences to meet intended learner

  outcomes based on teaching plan
• Instruction


  a component of teaching; involves communicating information about specific skill (cognitive, affective or psychomotor)
• Learning


  an action by which KSA are consciously and unconsciously acquired
• Patient education


  a process of assisting people to learn health related behaviors (KSA)
• PILLARS OF THE TEACHING - LEARNING PROCESS

  1. TEACHER
  2. LEARNER
  3. SUBJECT-MATTER
• Role of the nurse to Castro


  Instructional roles - Teaching

  Faculty Roles - chairwomen

  Individual roles - member of a family