nowadays, needs broad general

education and the opportunity to study

a small broad general education and
the opportunity to study a small
number of subjects in depth.
Chapter 2: concepts of teaching and learning
- Jacques Delors, UNESCO
“A teacher who does not have a sound philosophy in life as not capable of formulating a sound concept
of education”

-Loretta Heidgerken

Learning objectives:

At the end of this of chapter, the students will be able to:

 Define the various concepts in the learning and teaching process;

 Differentiate the education process from the nursing process;
 Explain the purposes and nature of the nursing process;
 Expound on the characteristics of the nursing process;
 Discuss the different steps of the nursing process;
 Explain the different implication of teaching on nursing practice.

Definition of terms

The following terms are defined for clearer understanding of meaning and use.

1. Education - an attractive process of imparting knowledge through sharing, explaining, clarifying

and synthesizing the substantive content of learning process in order to arrive at a positive
judgement and well-developed wisdom and behavior (Kozier: 2004)
- Is likewise an application of several teaching and learning principles which comprise a body of
knowledge and research finding ultimately meant to result in the formation of expected behavior
of an individual (Heidgerken: 1971). Education must provide adequate learning opportunities
which allow an individual to demonstrate lifelong values which enable her to contribute fully to
the development of a peaceful and just society.

2. Health – is sense of being physically fit, mentally stable and socially comfortable. It encompasses
more than the state of free of disease (Kozier: 2004). According to WHO, health is a “state of
absence of disease or infirmity”. This encompasses the ability of an individual to perform tasks
expected even if some manifestations of illness are felt.
 - A condition that permits optimal functioning of individual to live most and to serve best in her
personal and social relationship (Sharman: 1948)
- is the process y which an individual strives for a stable equilibrium and a forward movement of
one’s personality. It is the ability of an
-
- Individual to adapt to constant change which will make life easier and faster. (Hildegarde Peplau)
- A state when an individual has met needs and no anticipated or actual impairment of the body
that is manifested.
3. Learning – is the acquisition of knowledge of all kinds such as abilities, habits, attitudes, values
and skills (Calderon: 1998) primarily to create change in an individual. It is a gradual, continuous
process throughout life.
4. Patient teaching – is basic function of nursing, the concept of patient teaching is perceived as a
legal and moral requirement and function of licensed nursing personnel and defined as a system
of activities intended to produce learning and change in client behavior (Nursing Fundamental:
1995)
- A dynamic interaction between the nurse as a teacher who provides all the needed information
for the learners to acquire knowledge. The patient as a learner internalizes this information as
basis for his daily routines and activities in promoting and maintaining health.
5. Teaching – is a process of providing learning materials, activities, situations, and experiences
that enable the clients or learners to acquire knowledge, attitudes, values and skills in order to
facilitate self- reliant behavior (Calderon: 1998). Teaching is a consequential process, where the
teacher demonstrates and the learner appreciates what is shown and to internalized what is
seen and heard.

The Educational Process

The educational process is a systematic, sequential, logical, scientifically based, planned course
of action consisting of teaching and learning (Bastable: 2007). It is a cycle that involves a teacher
and a learner. A teaching learning process occurs before eh lesson begins and continues after
the last lessons ends. This includes the following:
1. Assessment
 A process which provides the nurse educator with information regarding the
students’ transfer knowledge and skills to the learners.
 Refer to the gathering of data about the learner’s group of learners demographic
profile, skills and abilities needed in identifying the most appropriate teaching
strategies.
2. Planning
  Is a carefully organized written presentation of what the learner need to learn and
how the nurse educator is going to initiate the teaching process.
 Includes culturally-relevant skills for the learner, the goals of learning, type of
teaching-learning setting such as: classroom, laboratory, clinical or ward setting.
 It indicates teaching timeline and specific sets of learner activities.
3. . Implementing and appreciation of teaching plan
 Is the point where the theoretical and the practical aspect of the teaching –learning process
meet as the teacher implies the plan
 This includes the procedure or techniques and strategies that the teacher will use to best
implement the plan.
4. Evaluating
 Evaluation is the measurement of the teaching-learning performance of both the teacher
and the learner
 The evaluation must be constructive and objective with the purpose of creating effective
change in the behavior of both the teacher and the learner in terms of input, process and
output.
The Nursing Process
- Provides the necessary tool to enable the nurses to render quality nursing care to patients. It
helps determine the clients’ health needs. It emphasizes the need to manage and maximize health
by managing risk factors and encouraging healthy behaviors.
- Is a scientific, and systematic, problem-solving approach used to identify, prevent and treat actual
or framework in which nurses use their knowledge and skill to express human caring.
- Is an orderly, systematic manner of determining the client’s problems, making plans to solve the
problems, initiating the plan or assigning others to implement the plan, and evaluating the extent
o which the plan has effectively resolved the problems identified (Kozier: 2004).

Purposes of the Nursing Process

1. Provides a tool to enable the nurse to render quality – nursing care to client.
2. Helps identify the client’s health care needs, and determine priorities of care and expected
outcomes
3. Establishes nursing intervention to meet client-centered goals
4. Provides nursing intervention to meet the needs of the clients.
5. Achieve scientifically-based, holistic and individualized care.
6. Takes the opportunity of working collaboratively with clients and other members of the
health care team.
7. Achieves continuity of care to the clients.

Nature of the Nursing Process

1. The nursing process is dynamic and cyclic. Each step may be reviewed and revised according to
changing client responses to nursing interventions, which may require revisions in the plan of
care.
 2. The nursing process is organized and goal-directed, he plan of care and nursing intervention is
organized carefully to meet the client’s goal of care.
3. The nursing process is an intellectual process. Nurses knowledge in problem-solving, decision-
making and critical thinking to assess their client’s problems, plan their care, implement plans,
and evaluate the effectiveness of the care given.

Characteristics of Nursing Process

1. Systematic
- nursing process has an ordered sequence of precise and accurate activities. Preceding activities
influence activities following them.
2. Dynamic
- NP provides active interaction and interaction among activities. Current activity is necessary to
influence future activities.
3. Interpersonal
- NP ensures that nurses are client-centered rather than task-centered. The nursing process
encourages nurses t work and help clients use their strength to meet their own needs.
4. Goal-directed
- NP is a means for nurses and clients to work together in order to identify specific goals related to
wellness promotion, disease and illness promotion, disease and illness prevention, health
restoration and coping with altered functioning
5. Universally Applicable
- NP allows nurses to practice nursing with well or sick people young and old, regardless of race,
creed and religion in any practice setting.

Setting in the Nursing Process

Following are the steps in the nursing process (Kozier: 2004)

1. Assessment – includes gathering of data

about the system , the individual, family, or community and recording of all needed information. Data
are gathered through interview, physically examination, research and review of records.

Purposes of assessment

 Predict, detect, prevent, manage or eliminate health problem.

 Clarify expected outcomes
 Develop specific plan
 Review of records. Nursing assessment involves data gathering about the patient from a variety
of sources.
 Initiates the intellectual process in sorting and classifying gathered data, recognizing patterns
and discrepancies, comparing these data with norms and identifying client response to health
problems that are amenable to nursing interventions (Kozier: 2004).
 2. Planning – is the formulation of nursing care plan on which the nurse works with the client to
set goals and objectives and predict outcomes. Planning identifies nursing actions for
preventing, correcting and relieving health problems and developing specific interventions as
stated in the nursing care plan.

Planning is done in order to:

- Detect, prevent, and manage health problems

- Promote well-being and anticipate potential problems
- Allocate and utilize possible resources to achieve desired outcome.
3. Implementing – is the actual outcome of the plan. This helps determine client’s progress
towards meeting expected outcomes and goals. Nurses document this plan in appropriate forms
such as “nursing progress notes”. They put the plan into action in order to:
- Assess appropriateness of intervention
- Perform intervention
- Make immediate changes
Nsg. process
- Chart and monitor progress of clients Education process

4. Evaluating – involves the collection of pertinent and reliable data about the process and
outcome of care. The quality of nursing care that is provided is analyzed and results are
compared with expected outcome criteria.
5. Documentation – establishes a written record of assessment. The care provided and patient’s
response which is an integral part of each step of the nursing process.

Education and the Nursing Process Differentiated

 The education process is often confused with the nursing process because both have the same
elements such as assessment, planning, implementation and evaluation. The two are however in
terms of focus.
 Nursing process focuses on the planning and implementing of care based on the assessment and
diagnosis of physical and psychological needs of client, while the education process focuses on the
planning and the implementation of teaching based on the assessment and prioritization of
students’ needs, readiness to learn and learning styles.
 Appraise physical and
psychological needs Ascertain learning needs,
Assessment readiness to learn and
learning style

Develop care plan Planning

based on mutual goal
setting to meet
individual needs Develop teaching plan

Implementation

Carry out nursing care Evaluation Perform the act of

interventions using teaching based on
standard procedure instructional methods
and tools

Determine physical and

psychosocial outcomes.
Determines behavior
and changes

Fig.2 adapted from Bastable’s education process parallel’s nursing process.

Implication of the concepts of the teaching and learning in nursing practice

Planning of care is a complex process involving several individual. It is designed to achieve

specific goals like health promotion or improvement. Nursing is synonymous to “care” where nurse
responsibility is is beyond care for the patient by doing his or her clinical duties such as giving
comfort measurement and administering treatment modalities. These include cleaning of wounds,
changing patient’s clothes, ensuring that prescribed medicines are taken on time with accurate
dosage (Cresia and Parker: 2007).
 Nursing also means teaching the patient proper self-care, health promotion, illness or
disease prevention, factor affect health and illness, and treatment options. Relatively, it is important
to have a clear understanding of the importance of teaching in the practice of nursing. Teaching
plays an essential role in the efficient and effective dissemination of information and in developing
practical clinical skills of students by means of demonstration, laboratory activities and similar hands
on exercises.

Memory aid

I. Remember the following concepts

1. Definition of terms
a. Education – an intensive process of imparting knowledge, through sharing, explaining
clarifying and synthesizing the substantive content of the learning process, for the
learner to arrive at positive judgement and well- developed wisdom and behavior.
b. Health – a condition that permits optimal functioning of the individual, enabling her to
live most and to serve best her personal and social relationship (Sharman, 1948).
c. Learning – acquisition of knowledge of all kinds, abilities, habits, attitude, values and
skills (Calderon: 1998) to create change in an individual.
d. Patient teaching – dynamic interaction between the nurse as a teacher and the patient
as a learner.
e. Teaching – the process of providing learning materials, activities, situation and
experiences to enable clients or learners to acquire knowledge, attitudes, values and
skills to facilitate self-reliant behavior (Calderon: 1998).
f. Education process – a systematic, sequential, logical, scientifically based, planned course
of action consisting of teaching and learning (Bastable: 2007). It is a cycle that involves
the teacher and the learners.
g. Nursing process – this emphasize the need to manage and maximize health by
preventing risk factor and by encouraging healthy behaviors.
2. Evaluation – the measurement of both teacher and learners.
3. Steps in the nsg. Process
a. Assessment- data collection and recording of all information
b. Planning – setting priorities, goals and objectives and treatment options.
c. Implementation – putting the plan into action
d. Evaluation – assessing the patient, if the desired outcomes have been met.
4. Difference between the education process and nursing process
a. The nursing process focuses on planning and implementation of car based on
assessment and diagnosis of the physical and psychosocial needs of a patient.
b. The education process focuses on planning and implementation of teaching based on
assessment and prioritization of learners’ needs, readiness to learn, and learning styles.
 Chapter 3: roles and responsibilities of the nurse as health educator and in patient teaching
“Teaching is not a matter of chance, it’s a matter of choice. It is not something you are
destined or obliged to do but sometimes you have chosen to do. Blessed are the teachers
for they are God’s gift to everyone”.
- William Jennings Bryan
Learning Objectives:
At the end of this chapter, the student will be able to:
 Define a nurse educator in terms of his or her roles;
 Expound on the function s of the health educator;
 Explain the importance of patient teaching;
 Discuss the purposes of patient teaching;
 Explain principles of patient teaching; and
 Discuss different ways of documenting patient teaching.

Definition of a nurse educator and her roles

The nurse educator is:

1. The primary source of knowledge of learners in nursing;

2. The primary catalyst for the learning process;
3. A role model for nursing students;
4. An active facilitator , who demonstrates and teaches patient care to nursing students in the
classroom and clinical settings;
5. A source of health care information and patient care to clients of care; and
6. Is diligent; keeps abreast of developments in his or her field through continuing education,
reading of nursing journals, ad active participation in workshop and seminars.

Function of a health educator

A health educator is a practitioner professionally prepared in the field of health education, who
demonstrate competence in both theory and practice and accepts responsibility in advancing
the aims of the health-education process (De Young: 2003)
A health educator performs the following:
1. Collaborates with health specialists and civic groups in assessing community health needs
and availability of resources and services and in developing goals for meeting health needs
of clients.
2. Designs and conducts evaluation and diagnostic studies to assess the quality and
performance of health educations programs.
3. Develops and implements health education and promotion programs such as training
workshops, conferences and school or community projects.
4. Develops operational plans and policies necessary to achieve health education objectives
and services.
5. Develops, conducts, or coordinates health needs assessment and other public health survey.
6. Prepares and distributes health education materials, such as reports, bulletins and visual
aids like films, videotapes, photographs and posters.

7. Provides guidance to agencies and organizations in the assessment of health education

needs in the development and delivery of health education programs.

8. Provides program information to the public by preparing and issuing press releases,
conducting media campaigns and or maintaining program-related websites.

9. Promotes and maintains cooperative working relationship with agencies and organization
interested in public health nursing.

10. Develops and maintains health education libraries to provide resources for staff and
community agencies.

11. Develops, prepares and coordinates grant applications and grant –related activities to
obtain funding for health education programs and related work.

12. Documents activities, record information such as number of programs completed, nursing
action implemented, and individual assisted.

13. Maintains databased, mailing lists, telephone networks, and other information to facilitate
the functioning of health education programs appropriate health records. Using these
principles ensures that the nurse meets the requires standard of care in any nursing
situation.