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1. Instructional Materials
Prepared by :-
Taghreed Hawsawi
Supervise By :-
Dr. Nahead Sharkasi

2. After completing this chapter, the learner will be able to :
1. Identify the three major variables (learner, task,
and media characteristics) to be considered when
selecting, developing, and evaluating instructional
materials.
2. Cite the three components of instructional
materials required to effectively communicate
educational messages.
3. Discuss general principles applicable to all types of
media.

3. After completing this chapter, the learner will be able to :
4- To apply the steps of development process of
learning resource materials.
5- discuss the importance of learning resource
materials in nursing education.
6-Determine the barriers in developing learning
resource materials

4. Instructional materials are tangible substances and real objects
that provide the audio and/or visual component necessary for
learning. Many of them can be manipulated.
 They stimulate a learner’s senses and may have the power to
arouse emotions.
They help the teacher make sense of abstractions and simplify
complex messages .
(Babcock & Miller, 1994).

5. Definition
Instructional materials are the
resources and tools used as
vehicles to help communicate the
information.
OR
Educational resources use to
improve student knowledge and
abilities and skills to monitor their
behavior by information and
contribute to their overall
development .

6. The purpose of instructional media
To help the nurse educator deliver a message creatively and clearly.
Assist learners in gaining & increasing awareness and skills as well
as retaining more effectively what they learn
Stimulate the learners’ bodily senses, help clarify abstract or
complex concepts, add variety to the teaching–learning experience .
Reinforce learning, and potentially bring realism to the experience .
saving time and energy on the part of both the teacher and the
learner .
 Research indicates that the use of audiovisual aids does, indeed,
facilitate learning

7. GENERAL PRINCIPLES
The teacher must be familiar with media content before a tool is used.
Print and nonprint materials do change learner behavior by influencing a
gain in cognitive, affective, or psychomotor skills.
 No one tool is better than another in enhancing learning.
The tools should complement the instructional methods.
The choice of media should be consistent with subject content and match
the tasks to be learned to assist the learner in accomplishing
predetermined behavioral objectives

8. Cont …….
 The instructional materials should reinforce and supplement—not
substitute for— the educator’s teaching efforts.
 Media should match the available financial resources.
 Instructional aids should be appropriate for the physical considerations
and the learning environment, such as the size and seating of the
audience, space, lighting, and display hardware (delivery mechanisms)
available.
Media should complement the sensory abilities, developmental stages,
and educational level of the intended audience.

9. Cont…..
 The message imparted by instructional materials must be
accurate, valid, authoritative, up-to-date, state-of-the-art,
appropriate, unbiased, and free of any unintended messages.
 The media should contribute meaningfully to the learning
situation by adding diversity and additional information.

10. CHOOSING INSTRUCTIONAL MATERIALS
Learner
L
And
A
Material
M
Task
T
“LAMT”
A useful mnemonic for remembering these variables is

11. As variables in the learner
are known to influence
learning, it is important to
“know your audience” so as
to choose media that best
suit their needs. You must
consider the learners’
perceptual abilities, physical
abilities, reading abilities,
motivational levels (locus of
control), developmental
stages, and learning styles.
learner:
The nurse educator has the
opportunity to choose from a wide
variety of media, print and
nonprint, to enhance methods of
instruction. Nonprint media include
the full range of audio and visual
possibilities. An enormous variety
of educational materials is
available. The tools selected are the
form through which the
information will be communicated.
No single medium is most effective.
Therefore, the educator must be
flexible, sometimes combining a
multimedia approach.
media:
Task characteristics are
defined by the
predetermined
behavioral objectives. The
task to be accomplished
depends on identification of
the learning domain and the
complexity of behavior
required by the task.
task:

12. THE THREE MAJOR COMPONENTS OF
INSTRUCTIONALMATERIAL
delivery system
content
presentation
(Frantz, 1980) &(Weston & Cranston, 1986),

13. Delivery System
both the physical form of the materials and the hardware used
to present the materials. For instance, a person is the delivery
system for a lecture. This lecture might be embellished through
other delivery systems, such as :-
 the use of overhead transparencies or slides.
projector
Videotapes in conjunction with VCRs
A computer programs in conjunction with the
computer are other examples.
(physical form)
(hardware).
(physical form) (hardware)
(physical form)
(hardware)

14. Delivery System

15. Note for that ….
The delivery system is independent of the content of the
message.
 The choice of the delivery system is influenced by the size of
the intended audience, the pacing or flexibility needed for
delivery .
The sensory aspects most suitable to the audience.

16. Content
The content, or message, is the actual information that is
communicated to the learner,
which might be on of any topic from
When selecting the media, the nurse educator must consider
several aspects:
• Is the information presented accurately?
• Is the medium chosen appropriate to convey particular
content?
• Is the readability of the materials appropriate for the audience
to accomplish a given task?

17. STEPS OF DEVELOPMENT PROCESS OF
LEARNING RESOURCE MATERIALS

18. Review curriculum
Pin down notes
Enlist possible teaching material
Budgeting
Selection of appropriate idea
Supply needed material

19. •On review, make notes on ideas for
teaching materials in order to teach the
skills and knowledge listed in the
curriculum or syllabus.
•Create the teaching materials that are
relevant to the curriculum or the
syllabus to teach.

20. Review curriculum
Preliminary step
who the learning resource is for ?
what the learning resource is designed to do ?
how the learning resource will be used ?
where the learning resource will be used ?
possible mediums to be used ?

21. Pin down notes
• Make notes on the basis of :
• the class
• the students
• the level of students.

22. •Characteristics of the learners
• prior experience/knowledge of
content area
• skill/ competency profile
• range and response to previous
learning experiences
• level of education
• socio-economic background
• age and gender
• current work
• work culture
• cultural and ethnic background
• disability or learning support
needs
• preferred learning styles
• motivation for learning
• language, literacy and
numeracy needs

23. Enlist possible teaching material
•Make notes on different kinds
of activities relevant for
learning in or outside of the
class.

24. Budgeting

25. Selection of appropriate idea
Choose best ideas from list of ideas for class
materials.
Include materials for beginning, middle, and
ending sections of the curriculum or syllabus.
Run careful price checks with the help of
internet shopping search engines such as
Google Shopping or Price grabber to make
sure that the materials choose will fit within
budget.

26. Supply of needed material
• For each class material item that have decided to make
• create a list of supplies needed.
• Buy the supplies if necessary
• use appropriate tools such as your computer, printer, a copier,
scissors, die-cut machine, laminating machine, and others, to
create the materials.

27. TYPES OF INSTRUCTIONAL
MATERIALS

28. I. WRITTEN MATERIALS
1. HANDOUTS:
A piece of printed information provided free
of charge, especially to accompany a lecture or
advertise something

29. 2. LEAFLETS:
A small flat or folded sheet of printed
matter, as an advertisement or notice,
usually intended for free distribution
I. WRITTEN MATERIALS

30. 3. BOOKS:
A written or printed work consisting of
pages glued or sewn together along one
side and bound in covers.
I. WRITTEN MATERIALS

31. 4. PAMPHLETS:
A small booklet or leaflet containing
information or arguments about a
single subject
I. WRITTEN MATERIALS

32. 7. INSTRUCTION SHEET:
Instruction sheets are clear and detailed information on
how to do something
I. WRITTEN MATERIALS

33. Advantage
1- written materials are available to the learner as a reference for
information when the nurse educator is not immediately present to
answer questions or clarify information.
2- Are widely used at all levels of society, so this type of
media is acceptable and familiar to the public.
3- Available through commercial sources and are easily obtainable,
usually at relatively low cost, for distribution by educators.
4- They often come in convenient forms, such as pamphlets, which
are portable and usually contain concise amounts of information.

34. Disadvantage
1- they are the most abstract form of reality, possibilities for
immediate feedback are limited, and the proper reading level is
essential to realize their full usefulness.
2- Learners with low literacy skills or those persons who are
visually or cognitively impaired may not be able to take full
advantage .
3- individuals with low literacy skills understand less healthcare
advice and are less likely to take timely actions to reduce their
health risks.

35. COMMERCIALLY PREPARED MATERIALS
• A wealth of commercially prepared brochures,
posters, pamphlets, and patient-focused texts is
currently available.
• Attention must also be paid to the cognitive level at
which materials are aimed.

36. COMMERCIALLY PREPARED MATERIALS
Foster (1987) has given 3Ps to be considered while
reviewing commercial materials
• P= Producer
• P= Preview of item
 examine the accuracy
 appropriateness of content
• P= Price
 Consistent price of tool
 cost consideration is on the basis of how quickly the
information will become outdated.

37. COMMERCIALLY PREPARED MATERIALS
Advantages:
• Ready availability.
• Less time-consuming
• Cheaper than designing own instructional
materials.

38. COMMERCIALLY PREPARED MATERIALS
Disadvantages:
Issues of cost, accuracy and adequacy of content, and
readability of the materials
Some educational booklets are expensive to purchase
and impractical to give in large quantities to learners.
The actual usability of commercially prepared
instructional materials for particular learners must be
evaluated on an individual basis

39. SELD COMPOSED MATERIALS
Educators may choose to
write their own
instructional materials for
several reasons, which
might include cost saving or
the need to tailor content
to specific audiences.

40. DEMONSTRATION MATERIAL
illustrations
posters, diagrams, illustrations,
charts, bulletin
boards, flannel boards, flip charts,
chalkboards,
photographs, and drawings.

41. DEMONSTRATION MATERIALS
• All represent unique ways of communicating
messages to the learner.
• They stimulate the visual senses but can
combine the sense of sight with touch and
sometimes even smell and taste.
• The educator can choose one or more to
complement teaching efforts in reaching
predetermined objectives.

42. DEMONSTRATION MATERIALS
• Bring the learner closer to reality and actively
engage him or her in a visual
• Demonstration tools are useful for cognitive,
affective, and psychomotor skill development.

43. Advantage
• A quick way to attract attention and get an idea across
• Flexible (especially if made for easy modification)
• Portable (Many posters can be folded for storage and unfolded for
mounting. Some blackboards and bulletin boards are onrollers.
• Reusable
• Stimulate interest or ideas in the observer
• Can change or influence attitudes
• Purchasable, and depending on the educator’s budget, many can be
made. Figure
12–7 shows an “Aspiration Precautions” sign made by an educator to
be displaye for use by nurses

44. Disadvantage
• Take up a lot of space
• Time-consuming to have prepared, and for that reason tend to be
reused again and again, which increases the risk of their becoming
outdated
• May be overused—they need to be used as supplements to
learning, not as an end in themselves
• Unsuitable for large audiences if information is to be viewed
simultaneously
• Cannot present large amounts of information at one time
• Not good for teaching psychomotor skills when movement needs to
be demonstrated
• Get too cluttered when too much information is placed on them

45. AUDIO VISUAL MATERIALS
Audiovisual materials support and enrich the
educational process by stimulating the
learner’s visual and auditory senses,
They are exceptional aids because many can
influence all three domains of learning
They increase retention of information
It is extremely costly, in terms of time and money

46. AUDIO VISUAL MATERIALS
Three issues (Smith, 1987) must be addressed
Technical feasibility:
technical expertise, professional and repair service
support, equipment fit and replacement
Economic feasibility
budgetary allowance and justification of cost
Social/political acceptability
learner’s willingness to use, impersonality of machines,
acceptance by institutional administrations

47. ADVANTAGES & DISADVANTAGES

48. • Help the nurse educator to deliver a message
creatively and clearly
• Multimedia approach assist learners in gaining
increased awareness and skills as well as
retaining more effectively what they learn
(Rankin & Stallings, 2001)
• Stimulates the learner’s bodily senses.

49. • Help clarify abstract or complex concepts.
• Add variety to the teaching and learning experiences
(Babcock & Miller, 1994)
• Reinforcing learning
• Potentially bring realism to the experience
• Saving time and energy on the part of both the
teacher and the learner.

50. BARRIERS IN DEVELOPING LEARNING RESOURCE MATERIAL
• Lack of systematic programme planning in large scale
• Low budget allocation
• Inadequate training for teachers and facilitators
• Selection system of teachers
• Community mobilization plans for resource generation at
the local level.

51. Thanks for you listing
Reference :-
Susan B. Bastable (2003). Nurse as Educator :
Principles of Teaching and Learning for Nursing
Practice. USA: Jones and Bartlett Publishers, Inc.. 343-
351.