fon 1 BSN

1. CONCEPTS OF TEACHING AND
LEARNING

2. OBJECTIVES
At the end of this unit; the learners would be
able to:
1. Define teaching and learning
2. Identify the learning needs of the patient at
the clinical site
3. Develop teaching learning plan
4. Perform health teaching at the clinical site

3. Definition
Teaching: It is an active process in which one
person shares information with other to provide
them with the information to make behavioral
changes.
Learning : It is the process of assimilating
information with a resultant change in behavior.
or
Learning refers to relatively permanent changes in
behavior resulting from practice or experience

4. Cont..

5. Teaching learning process
Teaching learning process is a planned
interaction that promote behavioral change
that is not a result of maturation and
coincidence.

6. Teaching Process
Plane implement Evaluate

7. Planning Phase
It includes decision like:
• The needs of the learner
• The achievable goals & objectives to meet the
needs
• Selection of the content to be taught
• Motivation to carry out the goal,
• Strategies most fit to carry out the goals
• Evaluation process to measure learning outcome

8. Considerations in planning
• Learner
• Availability of materials
• Time requirement of particular activity
• Strategy need to achieve the objective
• Teacher

9. Implementation phase
• Based on the objective, implementation
means to put into action the different
activities in order to achieve the objectives
through the subject matter.
• Interaction of the teacher and learner is
important in the accomplishment of the plan
Use of different teaching style and strategy are
included in this phase

10. Evaluation phase
• A match of the objective with the learning
outcome will be made
• Answer the question if the plans and
implementation have been successfully
achieved

11. Feedback and Reflection
A continuous process of feedback and reflection
is made in this three phases of teaching.
Feedback is the reflection of the information ;
Reflection is the process embedded in
teaching where the teacher inquires into his
action and provides deep and critical thinking

12. Learning
• Defined as a change in an individual’s behavior
caused by experiences or self activity
• Implies that learning can only happen
through the individuals activity or his own
doing
• Can be intentional or unintentional

13. Learning Styles
Information enters your brain three in main
ways: sight, hearing and touch, which one you
use the most is called your Learning Style
• Visual Learners learn by sight
• Auditory Learners learn by hearing
• Tactile Learners (kinesthetic) learn by touch

14. Visual Learners
• Prefer to see information such as pictures, diagrams,
demonstrations
• Picture words and concepts they hear as images
• Easily distracted in lecture with no visual aids
• Benefit from using charts, maps, notes, and flash
cards when studying

15. Auditory Learners
• Prefer to hear information spoken
• Can absorb a lecture with little effort
• May not need careful notes to learn.
• Often avoid eye contact in order to concentrate
• May read aloud to themselves

16. Tactile or Kinesthetic Learners
• Prefer touch as their primary mode for taking in
information
• In traditional lecture situations, they should write out
important facts
• Create study sheets connected to vivid examples
• Role-playing can help them learn and
remember important ideas

17. Remember!
No matter what your Learning Style is it’s very
important to-
• Be involved in class – participate!
• Link classroom experience to the outside world
• Relate class concepts to your own life.
• Ask questions and offer criticism.
• Stimulate further relevant discussion.
• Don’t get distracted – stay “on-task”
• Keep an open mind: there are many ideas beyond your
own.

18. Health education
Teaching process providing basic knowledge and
practice of health, so as to be interpreted into
proper health behavior.

19. Aims of Health education
1. Health promotion and disease prevention.
2. Early diagnosis and management.
3. Utilization of available health services.

20. Specific objectives of health education
1. To make health an asset valued by the community.
2. To increase knowledge of the factors that affect
health.
3. To encourage behavior which promotes and maintains
health.
4. To encourage appropriate use of health services
especially preventive services.
5. To inform the public about medical advances, their uses
and their limitations.

21. Teaching Strategies
• Lecture
• Drill & Practice
• Compare & Contrast
• Demonstrations
• Guided & Shared - reading, listening, viewing,
thinking

22. Teaching Learning Plan
• A teaching learning plan is a written guide for
trainers, plans in order to achieve the
intended learning outcomes. It provides
specific definition and direction on learning
objectives, equipment, instructional media
material requirements, and conduct of the
training

23. learning needs of the patient at the
clinical site
The information given to the patient should be
appropriate for the patient's age, literacy level,
education, and language skills.
Use of medical terminology or jargon should be
avoided. For example, the term's "myocardial
infarction" and "MI" should not be used in place of
"heart attack" unless they have already been defined
for the patient.

24. learning needs of the patient at the
clinical site
Family members are the vital links in the
transition from hospital to home care. Families
must be included in discussions and
demonstrations. Family is any person who
plays an important role in the patient's life.

25. learning needs of the patient at the clinical site
• Patient Assessment:
• Individualized Teaching:
• Safe and Effective Use of Medications:
• Medical Equipment and Supplies:
• Diet and Nutrition:
• Rehabilitation:
• Pain Management:
• Personal Hygiene:
• Psychosocial:
• Community Resources:
• Patient Rights:
• Patient Responsibilities:
• Follow-up Care:

26. Patient Teaching
• Patient education is the process by which
health professionals and others impart
information to patients and their caregivers
that will alter their health behaviors or
improve their health status.

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44. References
kozier & Erb’s Fundamental of Nursing ,8th edition
( Audrey Berman ,Shirlee J. Synder).
Fundamentals of Nursing: Standards & Practice, 2nd Edition
( Sue C. DeLaune Patricia K. Ladner.)
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