material-HE

• Teaching method


  The way information is taught that brings the learner into contact with what is to be learned
• As the use of technology evolves, teaching methods are being offered as blended opportunities by integrating online and hybrid learning strategies
• There is no one perfect method for teaching all learners in all settings
• No one method is necessarily more effective for changing behavior in any of the three learning domains (cognitive, affective, and psychomotor)
• People learn best when a teaching method is used in conjunction with another method or with one or more of the instructional materials available to accompany the teaching approach

  
• Factors in deciding which teaching method(s) to select

  • Audience characteristics (size, diversity, learning style preferences)
  • Educator's expertise as a teacher
  • Objectives of learning
  • Potential for achieving learning outcomes
  • Cost-effectiveness
  • Setting for teaching
  • Evolving technology

  
• Lecture


  A highly structured method by which the educator verbally transmits information directly to a group of learners for the purpose of instruction
• Lecture

  • Use opening and summary statements
  • Present key terms
  • Offer examples
  • Use analogies
  • Use visual backups

  
• Parts of a lecture

  1. Introduction - present learners with an overview of the behavioral objectives and explain their significance

  2. Body - deliver the content in an organized, accurate, logical, and interesting manner

  3. Conclusion - summarize the major concepts and allow time for questions and answers
• Educator's speaking skills in a lecture

  • Volume
  • Rate
  • Pitch/tone
  • Pronunciation
  • Enunciation
  • Proper grammar
  • Avoiding annoying habits such as "ums"
• Educator's body language in a lecture


  • Demonstrate enthusiasm
  • Make frequent eye contact
  • Use posture and movement
  • Convey self-confidence
  • Demonstrate professionalism
  • Use gestures
  • Avoid repetitive movement
  • Rely on head and hands to emphasize points
• Guidelines for developing PowerPoint slides

  • Do not put all content on slides, but include only the key concepts
  • Use the largest font possible
  • Do not exceed 25 words per slide
  • Choose colors that provide high contrast
  • Use graphics to summarize important points
  • Do not overdo the use of animation
• Group discussion


  A method of teaching whereby learners actively exchange information, feelings, and opinions with one another and with the educator
• Team-based learning


  An innovative and newly popular teaching method in nursing education, structured, student-centered learning environment
• Key principles of team-based learning

  • Forming heterogeneous teams
  • Stressing student accountability
  • Providing meaningful team assignments focusing on solving real-world problems
  • Providing feedback to students
• Cooperative learning


  A methodology for transmitting foundational knowledge, distinguished by the educator's role as the center of authority in the class, with group tasks usually more closed-ended and often having specific answers
• Key components of cooperative learning

  • Extensive structuring of the learning tasks by the teacher
  • Strongly interactive student-student execution of the tasks
  • Immediate debriefing or other assessments to provide feedback
  • Instructional modifications by the teacher based on feedback
• Case studies


  Lead to the development of analytical and problem-solving skills, exploration of complex issues, and application of new knowledge and skills in the clinical practice arena
• Seminars


  Consist of several sessions in which a group of staff nurses or students, facilitated by an educator, discuss questions and issues that emerge from assigned readings on a topic of practical relevance
• One-to-one instruction


  Involves face-to-face delivery of information specifically designed to meet the needs of an individual learner
• Stages of change in one-to-one instruction

  1. Precontemplation - provide information in a non-threatening manner

  2. Contemplation - support decision making for change

  3. Preparation - support a move to action

  4. Action - encourage constant practice of the new behavior

  5. Maintenance - continue encouragement and support
• Demonstration


  Done to show the learner how to perform a certain skill
• Return demonstration


  Carried out as an attempt to establish competence by performing a task with cues from the educator as needed
• Scaffolding


  Incremental approach to sequencing discrete steps of a procedure
• Gaming


  A method of instruction requiring the learner to participate in a competitive activity with preset rules
• Simulation


  A trial-and-error method of teaching whereby an artificial experience is created that engages the learner in an activity that reflects real-life conditions but without the risk-taking consequences of an actual situation
• Role play


  A method of instruction by which learners actively participate in an unrehearsed dramatization
• Role model


  A teaching method primarily known to achieve behavior change in the affective domain, where learners acquire new behaviors and social roles through identification
• Self-instruction


  A teaching method used by the educator to provide or design instructional activities that guide the learner in independently achieving the objectives of learning
• Evaluation criteria for teaching methods

  • Does the method help learners achieve the stated objectives?
  • Is the method accessible and acceptable to the targeted learners?
  • Is the method efficient given the time, energy, and resources available?
  • Does the method allow for active participation to accommodate learner needs, abilities, and styles?
  • Is the method cost effective?

  
• Techniques to enhance the effectiveness of verbal presentations

  • Present information enthusiastically
  • Include humor
  • Exhibit risk-taking behavior
  • Deliver material dramatically
  • Choose problem-solving activities
  • Serve as a role model
  • Use anecdotes and examples
  • Use technology
• General principles for teaching across methodologies

  • Give positive reinforcement
  • Project an attitude of acceptance and sensitivity
  • Be organized and give direction
  • Elicit and give feedback
  • Use questions (factual, clarifying, higher order)
• Be Organized and Give Direction

  • Elicit and Give Feedback
  • Use Questions
• Three types of questions

  • Factual or descriptive questions
  • Clarifying questions
  • Higher order questions
• Factual or descriptive questions


  Begin with words such as who, what, which, where, how, or when and ask for recall-type responses from the learner
• Clarifying questions


  Ask for more information and help the learner to convey thoughts and feelings
• Higher order questions

  Require more than memory or perception to answer. They ask the learner to draw conclusions, establish cause and effect, or make comparisons
• Teach-Back or Tell-Back Strategy

  Use this strategy
• Know the Audience

  • Use Repetition and Pacing
  • Summarize Important Points
• Settings for Teaching

  • Healthcare setting
  • Healthcare-related setting
  • Nonhealthcare setting