Академический Документы
Профессиональный Документы
Культура Документы
PREPARED BY:
OBJECTIVES:
At the end of the 1 hour lecture-discussion, the students will be able to:
I. Cognitive:
KNOWLEDGE: Define and describe what are activity-based teaching strategies.
COMPREHENSION: Classify the teaching strategies into four categories.
APPLICATION: Apply this teaching strategy.
ANALYSIS: Contrast it with the previous teaching strategies.
SYNTHESIS: Create new way of teaching strategies focusing on activity-based teaching
strategies.
EVALUATION: Evaluate the relevance of the said teaching strategies.
II. Psychomotor:
Organize a group and apply one of the activity-based teaching strategies.
III. Affective:
Integrate Christian values.
o COOPERATIVE LEARNING
- Cooperative learning is not new. It is based on the premise that learners work together and
are responsible for not only their own learning but also for the learning of the other group
members (Lindauer and Petrie, 1997).
- A working definition of cooperative learning is that involves structuring small groups of
learners who work together toward achieving shared learning goals.
• You may set up a formal cooperative learning group in a nursing research course, for
example, if you assign groups of students to develop a proposal for a clinical research
study.
• Group learning can be measured by evaluating the finished project and assigning a group
grade.
• Formal cooperative learning is probably most useful in academic settings rather than in
service or patient education situations.
• Informal cooperative learning groups can be used in any setting. An application in patient
education would be a situation where you are teaching about the childbirth experience to a
group of parent-to-be.
• Base cooperative learning groups could be applied easily to new staff orientation or pre-
ceptorship programs.
There are really no disadvantages to cooperative learning, except the belief that if you use class
time in cooperative learning, you won’t be able to “cover all the content.”
o SIMULATIONS
Simulations are controlled representations of reality. They are exercises that learners
engage in order to learn about the real world without the risk of real world thereby it adds fun.
There are 4 types of simulations namely: simulation exercises, simulation games, role-
playing and case studies. Simulation exercise is a controlled representation of a piece of reality
that learners can manipulate to better understand the corresponding real situation. It primarily
focuses on process learning. Participants learn how to make decisions, solve problems or
application of theory. Many organizations apply this process like for instance Wildman and Reeves
(1997) used a simulation exercise to teach nursing students how to apply management theories to
organize the work of a hospital clinical unit. It is designed to help learners apply and master
psychomotor and clinical skills.
Simulation games focus on either content or process learning. Content games focus on
teaching or reinforcing factual information. Crossword puzzles and Bingo games are examples that
o PROBLEM-BASED LEARNING
-It is an approach to learning that involves confronting students with real-life problems.
-It is based on the premise that students:
Working together in small groups
Analyze a case
Identify their own needs for information
PBL unit would go something like this: a class of 20 undergraduate senior nursing students is going
to use PBL to several learning units in a leadership course. After few weeks of some lecture-
discussion classes on general leadership theory, the first problem is given to them.
The problem is: A small community hospital is confronted with a severe nursing shortage. They are
considering a change in the nursing care delivery system to a model that involves cross-training of
personnel and increased used of assistive personnel. Rumors about a change begin to circulate
around the hospital and many staff seems unhappy. They brainstorm as to what the key concepts
are in the problem description and may develop a list of “what we know” and “what we don’t
know”.
Learning issues:
1. Nursing Shortages
a. How often they occur?
b. How severe do they get?
c. What causes them?
2. Nursing care delivery system
a. What is this one called?
b. Is it being used anywhere?
c. How would it work?
3, Can we predict how people respond to change?
a. How can change be handled?
b. How should the leader deal with the rumors?
c. Is there any way to predict whether this would be a good change?
The list of what we know is updated. The learners will brainstorm about the problem and if
they feel ready, they will write the problem definition and begin o develop hypotheses as to
causes of the problem.
There are several reports that found PBL to be atleast as effective or more effective than
traditional method.
Researchers are even more confident that PBL is motivational and enjoyable and that
learners are more satisfied with their educational experience than students in traditional
classroom.
Celia and Gordon (2001) have reported one of the first application of PBL to staff development in
their use of problems to enhance novice nurses
Ability to think critically;
Ant to prioritize patient care
o SELF-LEARNING MODULES
Self-directed learning is based on some of the principles of adult learning such as:
1. Adults are self-motivated to learn material for which they see relevance.
2. Adult’s prior experience is a resource for further learning.
3. Adult’s are problem focused and readily learn material they can use to solve problems.
• BEHAVIORAL OBJECTIVES
-express in clear language, what the learner will be able to do on completion of the module.
• PRETEST
- Include questions about the main topic
- Also include some questions that assess knowledge of the content of the module itself.
-
• LEARNING ACTIVITIES
-make up the most creative portion of the self-learning module
-designed that will help the learner achieve the objective
-activity should also appeal to people with differing learning styles.
• SELF-EVALUATION
-usually included at the end of every lesson or sub concept
-generally some form of quiz, either multiple choice questions or short answer questions.
• POST TEST
- Used to determine whether learners have mastered module objectives
DEVELOPING A MODULE
-Plans should be undertaken weeks or months before it will be needed.
ADVANTAGES
-ability to learn independently in one’s own time
-promote active learning and provide immediate feedback on performance
DISADVANTAGES
-Some learners may miss learning with other people and may miss the interactions that
take place in a classroom.
-in settings where the module post test is taken without supervision, learners may be less
than honest about their result and thus forgo needed learning.
-modules take many hours to design and test
GRANT(1993)
-found that nurses preferred to use module rather than attend lecture classes.
LIPE and COLLEAGUES (1944)
-reported 95 to 100 percent favorable evaluations among nurses who learned from
modules.
Source:
DeYoung, Sandra (2003) Teaching Strategies for Nurse Educators. Published by Pearson
Education,Inc.
Pages 141-165
There is a physical, not moral, impossibility of supplying the wants of the intellect
in the state of civilisation at which we have arrived. The stimulus, the training,
the time, are all three wanting to us; or, in other words, the means and
inducements are not there. Look at the poor lives we lead. It is a wonder that we
are so good as we are, not that we are so bad. In looking round we are struck
with the power of the organisations we see, not with their want of power. Now
and then, it is true, we are conscious that there is an inferior organisation, but, in
general, just the contrary.
-Florence Nightingale (1820-1910)