E.

Teaching Psychomotor Skill - Psychomotor skills are skills in which the processes involved are primarily muscular or are described in glandular or in muscular terms. Examples include typing skills and other motion derived skills. Advantages in teaching Psychomotor Skills Psychomotor skills have an important influence on concept

learning. It is possible to analyse the task and make a description of a

response pattern optimally suited to carrying out the activity in question. Knowledge of skill learning could help them to help themselves if

they have not already acquired the skills. Disadvantages in teaching Psychomotor Skills Unless the initial training is satisfactory, it is quite possible for a

learner to acquire unsatisfactory response patterns in the learning stage and practise these responses in an overlearning stage so that the bad habits becomes habitual and the performance is rendered unsatisfactory. Purposes of teaching Psychomotor Skills To develop in the client at least 70% awareness, acceptance and

implementation of healthy behaviors that will lead to promotion of health, prevention of illness, and maintenance of health in the community and other health care settings. To develop the attitudes, skills, and competencies with at least 75%

compliance in adapting and using the teaching content and strategies to address the needs and level of understanding of the clients. Approaches to Teaching Skills 1. Inductive Approach a way of thinking from specific observations to more general rules. The process of rationalization from a simple to a specific situation to a complex or general one is inductive reasoning. a. Begins with a particular statement moving on to a general statement.

b. It is also known as discovery method because as the learner is presented with related details, specific or particular data, incidents or characteristics, he is able to discover or arrive at a truth, fact, conclusion or generalization. 2. Deductive Approach a. Begins with general statements to specific statements. b. Solving a problem or difficulty is done by applying to it a generalization that has already been performed. Assessment of Psychomotor Skill learning 1. Written or oral tests, return-demonstrations, case study 2. Observation, Interview, self-reports and self-monitoring 3. Provide feedback and remediation - Dispense suggestions on how to perform the skill and help learner understand what to do next. F. Clinical Teaching What is Clinical Teaching? - Teaching Students in the Clinical Area- Educating Students in the Clinical setting, away from the classroom setting. Purposes of Clinical Laboratory This will emphasize the importance of good specimen collection and improve their interpretation skills. It maximizes the use of the microbiology services in management of infectious diseases. It keeps knowledge of emerging microorganisms, new laboratory techniques, antibiotics and emerging resistance up to date. Expect theory and practice to come together in the clinical laboratory.-It is in the clinical laboratory that many skills are mastered Opportunity for observation

Models of Clinical Teaching Traditional Model In the traditional model of clinical teaching, the educator provides the instruction and an evaluation for a small group of nursing students and is on site during the clinical experience. A benefit of this model is the opportunity to assist students in using the concepts and theories learned in class, through online instruction, in reading and through other learning activities in learning care. Preceptor Model In the preceptor model of clinical teaching, an expert nurse in the clinical setting works in the student on a one-to-one basis in the clinical setting. Preceptors are staff nurses and other nurses employed by the clinical agency who, in addition to their on-going patient care responsibilities, provide on-site clinical instructions for the assigned students. Partnership model these are varied types of partnerships in nursing education. Some of these are the result of nursing program faculties and administrators searching for ways to increase student enrolment and cope with budgetary constraints, a nursing faculty shortage, and not enough clinical sites, combined with health care agencies experiencing a nursing shortage.

Preparation of Clinical Instruction Selection of Clinical Sites It must be done methodically Consider learning experience such as variety of learners experiences, enough room for learners to read patients charts and available role models for learners. Meeting with agency staff that will be involved with education process They may include staff dev. Educator, unit manager or head nurse Expectations on both practice can be discussed Actual implementation of learning experience can be worked out Time to share clinical learning objectives

 Drawing up contract between the school and clinical agency Data that will lead to contract includes: Available clinical unit for certain days and weeks Available conference space, parking and locker space Max. student faculty ratio Evidence of completion of health records Evidence of malpractice and gen. liability insurance Making specific assignments for learners in daily or weekly basis Last step after arrangements were done Educators and learners together may choose assignments Even if learners are not involved in choosing assignments, they must be held responsible for clinical preparation Conducting a Clinical Laboratory Session Preconference 1. Discuss possible nursing interventions with learners and educator 2. This is a good time to answer students questions and to try to alleviate anxiety 3. Help organize time of the learners 4. Discuss the patients with the learners The Practice Session The Learners Begin to practice. At first the learners must be acquainted with the place Scavenger Hunts can be used to familiarize the learners to the facility. Combining Strategy Use demonstration with explanation, asking and answering questions, and coaching techniques. Questioning can be used to assist learners in developing problem-solving and decision-making skills

 Coaching techniques can be used to help learners to set goals for themselves, to guide learners through psychomotor skills, to help them refine their thinking process. (In a study, student learning was significantly relate to preceptor s behaviour)

Effective Teaching Strategies: Observation assignments Nursing rounds Shift report Technology use Learning Contracts Journal Writing Post Conference Ideal time for pointing out application of theory to practice Analysing Patient treatment response Group problem solving Evaluating Nursing Care Let the learners take the lead of direction of conference G. Assessment and evaluation Assessment is designed to help the teacher find out how much and how well the students are learning. It is concerned with the different approaches that measure educational effectiveness basically to provide feedback without any intent to give a grade. Evaluation is the act of considering or examining something, like the teaching and learning process in healthcare education, in order to judge the value, quality or importance of a thing or an endeavour. The data that are gathered and summarized deal with how effective are the teachers teaching and the basis is usually through grades that are given to students.

Purpose of assessment and evaluation There are many forms and purposes for assessment and evaluation, and each can provide clues in the mystery of answering "how can we improve." The key is to carefully plan and design the different forms of evaluation or assessment so that we may obtain the maximum amount of information. This information may generate new knowledge or verify knowledge that we already know. Evaluation implies a standard and can yield an implication of worth. The outcome of our combined forms of assessment or evaluation may be the basis for immediate and/or future decisions or policies. This is true regardless of the context face-to-face or technology-based courses and programs. However, with the use of technology, there are some additional factors that must be considered. We will look at these factors as we also examine the different forms of evaluation and assessment relevant to distance education.

Advantages of assessment and evaluation Reduces or eliminates faculty time demands in instrument development and grading. Provide for external validity. Provide reference group measures.

Disadvantages of assessment and evaluation Measures relatively superficial knowledge or learning. Unlikely to match the specific goals and objectives of a program/institution More summative than formative (may be difficult to isolate what changes are needed). Norm data may be user norms rather than true national sample. May be difficult to receive results in a timely manner. Learning assessment of clients Educators must decide which general areas and which specific behaviours should be observed and evaluated 1. Use of the nursing process 2. Use of health promoting strategies

3. Psychomotor skills 4. Organization of skills 5. Ability to provide rationale for nursing care 6. Ability to individualize care planning intervention 7. Therapeutic communication 8. Ability to work with a professional team 9. Professional behaviours 10. Written documentation of care Methods of evaluation 1. Multiple-choice questions Multiple-choice questions are most commonly used in nursing licensure and certification examinations because they are often easy to score manually and by computer. Some people claim that these types of exams cannot test the higher levels of learning and critical thinking skills. a. Test for comprehension b. Test for application c. Test for Evaluation 2. True or false questions True-false questions test the lowest levels of learning which are acknowledge and comprehension and have limited use for nursing exams but can be used to test patient learning or ancillary staff learning. 3. Matching questions Matching questions are the lowest level of knowing which test knowledge, specifically recall of the relationships between two things such as dates and events, structures and functions, terms and their definitions. 4. Essay type questions Essay type questions test the highest levels of knowing which are analysis, synthesis and evaluation but are used sparingly because

they are time-consuming to answer as far as students are concerned and time-consuming to score. Qualities of Good Measurement 1. Direct measures of student learning are those designed to explicitly measure what a student knows or is able to do. They use actual student work products for evaluation. Commonly used direct measures include evaluation of: Capstone projects or exams Culminating experiences (for example, an internship summary or senior thesis) Juried review of student projects or performances Exit exams (standardized or proprietary exams or locally developed exams) Preand post-tests Retention and graduation data Demographics of the student population Focus group

H. Interaction Process Analysis/Process Recording Process recording is a system used for teaching nursing students to understand and analyse verbal and nonverbal interaction. The conversation between nurse and patient is written on special forms or in a special format. The student nurse is instructed to record observations, perceptions, thoughts, and feelings, as well as conversations. The student also is asked to analyse his or her communication, determining and naming both therapeutic and nontherapeutic techniques used within an interaction. The process recording is then studied by the nursing instructor to discover patterns of difficulty in communicating with the patient and to help the student nurse identify them. A. They are primarily useful as a teaching learning tool. The process recording helps the Student to recall the interview in an objective manner, and to see the interview in a different Light. By providing an approximate text of the interview, the process recording allows the Field Instructor to

follow the interview, see the steps taken by the student, and then either affirm the process or suggest alternative approaches for future reference. Field Instructor may see problems or issues that a student may not pick up on, and thereby may alert the student to different directions for the future. B. Process recordings do give the pertinent information that assures appropriate follow-up in case the student is not available in a time of crisis. C. An important learning experience for students is learning about themselves, particularly in their relationships with other people. Through process recording, the student learns how he/she relates to other people. Space is reserved in the process recording format for the student to identify his/her feelings relating to interactions with clients (see col. 3 on sample).Through the use of the process recording, the Field Instructor can assist the student in understanding his/her feelings and behaviour in interactions with clients. Advantages in process recording identify clients feelings during the interview assess clients feelings present summary comments