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Selection and Organization of Learning Experience Sam

This document discusses the selection and organization of learning experiences in nursing education. It defines learning and learning experiences, and outlines the objectives and components of learning experiences. It provides criteria for selecting learning experiences, including that they should be consistent with educational philosophy, varied and flexible, provide practice opportunities, and develop independent thinking. It also discusses principles for providing learning experiences, the role of instructors, and elements of organizing experiences like grouping them into subjects and preparing a master curriculum plan. Finally, it outlines different teaching systems like block, partial block, and daily classes.

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Diksha chaudhary
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6K views20 pages

Selection and Organization of Learning Experience Sam

This document discusses the selection and organization of learning experiences in nursing education. It defines learning and learning experiences, and outlines the objectives and components of learning experiences. It provides criteria for selecting learning experiences, including that they should be consistent with educational philosophy, varied and flexible, provide practice opportunities, and develop independent thinking. It also discusses principles for providing learning experiences, the role of instructors, and elements of organizing experiences like grouping them into subjects and preparing a master curriculum plan. Finally, it outlines different teaching systems like block, partial block, and daily classes.

Uploaded by

Diksha chaudhary
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 20

Selection and

organization of
learning
experiences
Sameeksha Nursing Tutor ACN

DEFINTION
Learning  “Any relatively permanent
change or
modification of behavior that results as a
result of practice or experience”
- Murthy, Gates andothers Experience
• It is lesson one learns as a result of or

from his/her interaction with people in


various and varied situation and/or with
the environment.
2

LEARNING
EXPEREINCE
It is defined as deliberately
planned experienced in
selected situations, where
students actively participate,
interact, and which result in
the changes of behavior in
the students.
3

OBJECTIVES OF
LEARNING EXPERIENCE
Imparting the knowledge
The acquisition of skills
Development of
aesthetic sense or taste
(Appreciation)
Motivation
4

SELECTION
OF
LEARNING
EXPEREINCE
7/15/2019 5

CRITERIA FOR THE

SELECTION OF LEARNING

EXPEREINCES  Learning
experience selected should be
consistent with the
educational philosophy  Learning
experience should be varied andflexible
 Provide sufficient opportunity to
practice or self-activity,  It should
provide opportunity for the development

of independent thinking and study,

decision-making, good judgement,

intellectual resourcefulness,

self-discipline etc.
8

CRITERIA FOR
THESELECTION OF
LEARNINGEXPEREINCES
 Learning experience should be adapted
to the needs and concern
of the student  learning experience are
arranged in a manner that provides
continuity, sequential development, logistic
manner, correlation and integration of
theory, practice andclinical learning
experience which will facilitate effective
learning.
CRITERIA FOR THE

SELECTION OF LEARNING

EXPEREINCES
Learning experience are
8 7/15/2019 
selected and arranged to give the

appropriate emphasis andweightage 


Learning experience is consistent with

the aims of democratic society. 


Learning experience are structured so
that general and specific
objectives will be attained  Encourage
and promote motivation at appropriate
time and in a
manner that will stimulate curiosity of the
students  Provide variety of learning
experience with selectedcontent  It has
involve all the senses in the learning

process to achieve maximum learning

CRITERIA FOR THE

SELECTION OF LEARNING

EXPEREINCES
9
7/15/2019  By learning experience maximize
the responsibilities ofthe learner  Utilize
resources and media in organizing
learning
experience  Create interest and desire
for morelearning  Learning experience
should be planned ahead oftime  It will
deeper and broader understanding &
increases skillon
the students  It should be in
chronological order  Use maximum of
teaching in planning learning experience

COMPONENTS OF
LEARNING
EXPEREINCE
• There are 3 components of learning
experience:
• Selected learning situations,
• Learning activities undertaken by
concerned students
• Interaction between learning situations
and Learning activities
• These learning experiences in theory are
theoretical learning experiences, can be in
practical, i.e. skill learning in the laboratory and
live setting i.e.in hospitals, clinical and various
community setting. Many experiences will also
comprise combination of both theory and
practical simultaneously.

COMPONENTS OF
LEARNING
EXPEREINCE
7/15/2019 11

PRINCIPLES TO BE
FOLLOWED IN SELECTING
LEARNINGEXPERIENCE 12
Purposes and objectives in view
 Learning

activities related to life situation where the


students are
expected to practice after being qualified 
Integration of learning experience between
theory and practice  Identified tasks and
their expected jobs.  Focus of selecting
learning activities should be: - Need and
demands of learners,community,national

and the world population - Community


oriented and hospital oriented - Level of
prevention - Nursing care practice at all 3
levels of healthcare  Development of
student’s logical and analytical thinking
PRINCIPLES TO BE FOLLOWED
WHILE PROVIDING LEARNING
EXPERIENCE
 Proceed from  Principle of aim 
Learning by doing  Principle of linking
 Principle of planning  Principle of
interest
& motivation  Principle of sympathy &

kind atmosphere  Principle of flexibility

& cooperation
13
7/15/2019  Principle of diagnostic and

remedial teaching  Principle of looking


ahead  Principle of creativity 
Systematic exposition  Clear
understanding  Principle of revision
and
fixation  Area to be selected for
learning experience
ROLE OF INSTRUCTOR IN
SELECTION OF LEARNING
 The teacher has to
EXPERIENCE 14
prepare relevant instructional objectives

for the
tasks  Principles of learning
have to be kept in mind while planning

learning experience  Arrange content


in accordance with the planning  List
teaching points, student’s abilities to
bedeveloped, decide on
teaching method  Analyze and
organize the elements of topics skills

into effective learning experience 


From specific objectives identify the
abilities to be developed  Choose
learning aids based on student abilities

andthe specific objectives


ROLE OF INSTRUCTOR IN
SELECTION OF LEARNING
EXPERIENCE
15
 Suitable references have to be
referred  Provide learning experience,
evaluate, verify theachievements
of the objectives  Interpret results of
evaluation for medical work  Provide
guidance and counselling for thelearner
 Estimate the time to be taken to teach
the topic i.e. number of
hours for theory and practical's.
ORGANIZATIO
N OF
LEARNING
EXPEREINCE
17 www.nursingpath.in
7/15/2019

CONCEPT...
 Organization of learning
17

experiences has to be done carefully,

systematically, and sequentially. 


Organizing involves identification and
grouping of activities to be performed
along with establishment of authority
responsibility relationships.  In
organizing learning experience two
aspect arenecessary: - Grouping
learning experience under
subjectheadings - Placement of the
selected learning experience
ELEMENT OF
ORGANIZINGTHE LEARNING
EXPERIENCE
18
Grouping learning experiences under subject headings
Preparation of master plan for curriculum
Placement of learning experiences in the total curriculum
Preparation of the correlation chart
Organization of clinical experience
Types of teaching system to be followed
Grouping learning
experiencesunder subject
headings...
19
 Subject matter can be grouped into
humanities,
behavioral sciences, nursing
sciences, medicine,etc.
Preparation of master plan for
curriculum
 It will guide the teacher in the
20

placement of subject matter and clinical

experience.  It will give clear picture as to

how, in which year, and what stage is the


subject matter going to be taught & plan for

clinical experience  It should be

accordance with requirements prescribed

by the statutory bodies like INC &

Universities
Placement of learning experiences
in the total curriculum
 All elements of the curriculum
21

should be related to one

another.  Following the principle of


sequence, integration and correlation
will help to organize the learning
experiences in an effectivemanner.
Preparation of the correlation
chart
 Preparation of correlation chart will
22

help to identify the


extend of correlation
achieved in the total curriculum in
relation to the different courses of study
and the various subjects and clinical
experience offered in the programme.
Organization of clinical experience
 It is the vital element in the
23

curriculum of any nursing educational

programme.  How the students will


develop nursing expertise will be
determined by the volume and quality of
clinical experience they receive.
Teaching system
 Teaching of various subjects can be
24

organized in different ways


like complete
block or teaching block system,partial
block system,study day system and
daily classes.

Teaching system
• Teaching Block System:
• For each course or subject, there is a
prescribed theory hours. While planning for a
course, we have to plan for both theory and
practical. In teaching block, only the subject
content or theory is taken for a prescribed
period.
• It is so planned that it is spread at intervals
throughout the curriculum.
• Partial block system
• The study, teaching block can be partial
teaching block. In partial teaching block the
students have theory instructions in the
morning and clinical experiences in the
afternoon or vice versa. In this system daily
classes will be required for longer duration to
finish the courses.

Teaching system
• Study Day system:
• One day in a week can be completely planned
for theory classes for students.
• Daily classes:
• The classes for students are held daily,
regularly each day. The students will be in the
field in the morning and attended the classes in
the afternoon or vice versa.
nom

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