Scribd
Upload
152 views17 pages

Six Hallmarks

The document outlines six hallmarks of effective teaching in nursing according to Jacobsen: 1) professional competence, 2) possession of interpersonal skills, 3) desirable personal characteristics, 4) effective teaching practices, 5) strong evaluation practices, and 6) availability to students. It also identifies barriers to education provided by nurses and obstacles to students' learning, such as lack of time, stress, and environmental factors that can hinder the teaching-learning process.

Uploaded by

nonel
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
152 views17 pages

Six Hallmarks

The document outlines six hallmarks of effective teaching in nursing according to Jacobsen: 1) professional competence, 2) possession of interpersonal skills, 3) desirable personal characteristics, 4) effective teaching practices, 5) strong evaluation practices, and 6) availability to students. It also identifies barriers to education provided by nurses and obstacles to students' learning, such as lack of time, stress, and environmental factors that can hinder the teaching-learning process.

Uploaded by

nonel
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/ 17

SIX HALLMARKS OF GOOD OR

EFFECTIVE TEACHING IN
NURSING (JACOBSEN)
At the end of the presentation the students will be able to :

1. identify the six hallmarks of good/effective teaching in nursing ;


2. share personal views and experiences related to the six hallmarks ;
3. distinguish barriers to teaching from obtacles to learning ; and
4. state their insights regarding the factors identified .
SIX HALLMARKS OF GOOD OR EFFECTIVE
TEACHING IN NURSING (JACOBSEN)
1. PROFESSIONAL COMPETENCE -
is evidenced by :
A. THOROUGH
KNOWLEDGE ( subject matter and
proper demonstration of skills )
B. READING , RESEARCHING,
UNDERTAKING CONTINUING
PROFESSIONAL EDUCATION , and
has CLINICAL PRACTICE AND
EXPERTISE
2. POSSESSION OF SKILLFUL
INTERPESONAL SKILLS WITH
STUDENT-rated as the MOST
IMPORTANT The taeacher :

A. takes personal interest in


the wefare of the student
B. FAIR and JUST
C. sensitive to their feelings
and problems
D. Conveys respect to the students
E. allows learner to freely express
themselves and ask questions
F. accessible for conference and
consultations
G. conveys a sense of warmth
THREE BASIC APPROACHES BY WHICH INSTRUCTOR
CAN INCREASE SELF ESTEEM AND REDUCED ANXIETY
ARE THROUGH :
A. emphathic listening - seeing the world through his/her own eyes
B. accepting the learners as they are
C. communicating honestly with your students ( ex. expectations ,
responsibilities )

NOTE: in the performance of the duties and responsibilities as a


memntor , the teacher is guided by the principle of ” in loco parentis”
3. Desirable personal characteristics of the
teacher which includes charisma or personal
magnetism, enthusiasm, cheerfulness, self
control, patience , flexibility, sense of
humor, good speaking voice , self
confidence, willingness to admit error or
lack of knowledge and a caring attitude
( Kotzabassaki 1997 and Fanbrother, 1996)
4. Teaching practices which include :
ü mechanics
ü methods
ü skills in the classroom and clinical practice
ü thorough knowledge of the subject matter
ü presents the materials in clear ,
interesting, logical, and organized manner
5. Evaluation practices which include :

ü clearly communicating expectations


ü providing timely feedback on student progress
ü correcting the students tactfully
ü being fair in the evaluation processes
ü giving test that are pertinent to the subject matter and
assignments
6. Availability to students
especially in the laboratory ,
clinical, and other skills
application area which are mostly
marked by stressful and/or critical
situations
BARRIERS TO EDUCATION AND OBSTACLES TO
LEARNING
BARRIERS TO EDUCATION AND OBSTACLES TO
LEARNING
BARRIERS TO EDUCATION OBSTACLES IN LEARNING
(factors hindering , preventing, the (factors that negatively affect the ability
nurse’s ability to deliver educational of the learner to attend and process
services to the patient / family members information)

FACTORS: : FACTORS:
1. LACK OF TIME TO TEACH (greatest 1. STRESS OF ACUTE AND CHRONIC
barrier) due to : ILLBESS, ANXIETY , SENSORY DEFICITS,
a. short period of confinement LOW LITERACY AMONG PATIENTS can
b. very demanding schedules of nurses result to diminished learners
c very demanding responsibilities motivation and learning
BARRIERS TO EDUCATION OBSTACLES TO LEARNING

2. LACK OF PREPARATION OF 2. NEGATIVE INFLUENCES OF THE


NURSES TO TEACH HOSPITAL ENVIRONMENT ITSELF
a. lack of knowledge on resulting to loss of control , lack
principles of teaching and learning privacy , and social isolation
b. nurse’s don’t feel competent
or confident ( d/t inadequate
preparation for their roles as nurse
educators )
BARRIERS TO EDUCATION OBSTACLES TO LEARNING

3. PERSONAL CHARACTERISTICS OF 3. LACK OF TIME TO LEARN d/t rapid


NURSE AS A TEACHER influence patient discharge can discourage or
outcome of the teaching learning frustrate the learner
process

4. LOW PRIORITY GIVEN TO PT. AND 4. PERSONAL CHARACTERISTICS OF THE


STAFF EDUCATION EDUCATION BY LEARNER ( readiness to learn ,
ADMINISTRATION AND SUPERVISORY motivation and compliance ,
PERSONNEL developmental stage characteristics and
learning styles )
BARRIERS TO EDUCATION OBSTACLES TO LEARNING

5. LACK OF SPACE AND PRIVACY IN VARIOUS 5. EXTENT OF BEHAVIORAL CHANGES NEEDED


ENVIRONMENTAL SETTINGS CAN OVERWHELM THE LEARNER AND
DISCORAGE HIM /HER

6. ABSENCE OF THIRD PARTY REIMBURSEMENT 6. LACK OF SUPPORT AND POSITIVE


TO SUPPORT PATIENT EDUCATION PROGRAMS REINFORCEMENT FROM THE NURSE AND
RELEGATES TEACHING AND LEARNING TO LESS SIGNIFICANT OTHERS
THAN HIGH PRIORITY STATUS
BARRIERS TO EDUCATION OBSTACLES TO LEARNING

7. SOME NURSES AND PHYSICIANS QUESTIONS THE 7. DENIAL OF LEARNING NEEDS , RESENTMENT OF
EFFECTIVITY OF PT. EDUCATION AS A MEANS TO SUPERVISORY AUTHORITY, AND LACK OF
IMPROVE HEALTH OUTCOMES WILLINGNESS TO TAKE RESPONSIBILITY ( locos of
control )

8. CONTENT NEED TO BE STANDARDIZED , TEACHING 8. INCONVENIENCE, COMPLEXITY, INACCESSIBILITY ,


RESPONSIBILITIES NEED TO BE CLEAR , AND LINES OF FRAGMENTATION , AND DEHUMANIZATION OF THE
COMMUNICATION MUST BE STRENGTHENED AMONG HEALTHCARE SYSTEM
HEALTHCARE PROVIDERS
BARRIERS TO EDUCATION OBSTACLES TO LEARNING

9. INADEQUATE TIME TO RECORD / DOCUMENT


PATIENT TEACHING

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy