Teaching Strategies

Learning Objectives
• Discuss the different teaching strategics available to the nurse
educator;
• Identify different traditional teaching strategies;
• Discuss activity-based teaching strategies;
• Explain the different computer teaching strategies;
Learning Objectives
• Discuss the concept of distance learning;
• Describe clinical teaching;
• Explain various guidelines in teaching psychomotor skills
"The teacher is the best audiovisual
aid in teaching who influences the
learners' heart, mind and spirit for
personal and professional
development “
-St. Thomas Aquinas
Review of the Teaching Strategies
Lecture
Discussion
Question and Answer
Use of Audiovisual aids
Types of audiovisual aids
ACTIVITY-BASED
TEACHING STRATEGIES
Cooperative learning

Writing to learn

Concept-mapping

Debate

Simulations

Problem-based learning

Self-learning modules
1. Cooperative Learning
Key features
1. Class is formed in small groups
2. Based on the premise that Brainstorming learners help each
other work together
● Jigsaw
● Think-Pain-Share
● Numbered-Heads Together
● Talking Chips
● Murder Script
Advantages of Cooperative Learning
• Group members learn to function as part of a team.
• Teaches or enhances social skills.
• Inculcates the spirit of team-building.
Disadvantages of Cooperative
Learning
• Students who are fast learners may lag behind.
• Learning gap may exist between the fast and slow learners.
 2. Writing to Learn
Actively influences students' dispositions toward thinking and takes active
participation in learning. Writing serves as a stimulus of critical thinking by
immersing students in the subject matter for cognitive utilization of knowledge
and effective internalization of values and beliefs.

These activities include journal writing, journal papers, creative writing

assignment, research articles, paper critique, etc
3. Concept Mapping
3. Concept Mapping
 4. Debate
A strategy that fosters critical thinking which requires in-depth recall of topics for
supporting evidence and for developing one's position in a controversial issue.

It encourages analytical skills, recognizes complex issues or concerns, permits

students to consider alternative options with freedom to change one's mind based
on information, data and enhances communication skills and listening skills.
 5. Simulations
The students representing controlled manipulation of reality. These are exercises
which learners engage in, to know the real world without the risks of harm and
make learning enjoyable.
Are intended to help learners in decision-making and problem-solving, develop
human interaction abilities and learn psychomotor skills in a safe and controlled
setting. Simulations are used to evaluate students' learning and competence.
 5. Simulations
Examples:
Simulation Exercise
Role-playing
Case Studies
6. Problem-based Learning
An approach to learning that involves confronting students with real life
problems which they are meant to solve on their own. It provides
stimulus for critical thinking and self-taught content.
 7. Self-learning Modules
Minimal to no intervention of a teacher

Self-learning modules are done in a class with a relatively low student-to-teacher

ratio, in which a single topic or a small section of a broad topic is studied for a given
period of time.

Consist of: introduction and instructions, behavioral objectives, pretest, learning

activities, self-evaluations, and post test.
Computer Teaching
Strategies
A. Computer-assisted Instruction
Advantages
Are used to communicate information to students and nurses in a time-
saving way and to teach critical thinking and problem-solving process.
These provide simulations of reality, educate from a distance where
students can study without going to the school.
They can provide instant feedback.
Advantages and Disadvantage
They can also individualize learning to an extraordinary degree time
efficient and effective.

However, they may deprive students and teachers to interact and

discuss topics face-to-face (Bradshaw and Lowenstein: 2007).
Computer Assisted Instructions
• These terms refer either to stand-alone computer learning activities
or to computer activities which reinforce material introduced and
taught by teachers.
B. Internet
Is a worldwide and publicly accessible series of interconnected
computer networks that transmit data by packet switching using the
standard Internet Protocol (IP). It is a network of networks that
consists of millions of smaller domestic, academic, business and
government networks which together carry various information and
internet-based services of the world wide web.
C. Virtual Reality
 C. Virtual Reality
• Allows the user to interact with a computer-simulated environment.
• It is currently very difficult to create a high-fidelity virtual reality experience, due
largely to technical limitations
• However, those limitations are expected to eventually be overcome as processor,
imaging and data communication technologies become more powerful and cost-
effective over time.
Distance Learning
• Includes computer learning and other ways of giving instructions to
students without the usual FTF classroom setting. It encompasses
correspondence courses and courses delivered by satellite, television
and broadcasting, or telephone lines. It involves a two-way audio and
video technology (Bradshaw and Lowenstein: 2007).
Advantages of Distance Education
• People from the rural areas or those who are homebound can have
greater access to information and even educational degrees.
• A larger variety of courses are accessible.
• Ability to learn on one's own time frame, the self-directed nature of
the learning experience and the opportunity to learn more about
technology.
Disadvantages of Distance
Education
• There is lack of face-to-face contact or non-interactive process with
the teacher.
• Technology problems which may be similar to systems shutting down
and being inaccessible.
• Some may not learn well with less structured educational experience.
• Others may struggle to use the technology while learning the content
at the same time.
Clinical Teaching
To improve and maintain a high standard of
clinical instruction the teacher in nursing
should show academic excellence, concern
and commitment. The future of nursing
students rests on the qualifications and
competence of the nursing instructors
1. Diagnose student's needs, interest and abilities
2. Set objectives and select content
3. Prepare areas for learning and select appropriate teaching strategies.
4. Plan instructional units and make lesson plans.
5. Motivate students in guided learning activities
6. Tasks that focuses on evaluating performance and progress.
7. Put up plans for follow-up
Clinical practice provides supplemental role to the
knowledge learned or taught in the classroom. In
related learning experiences (RLE), students
learn to apply theory and skills
conceptualized in the classroom and
laboratory to real life situations, such as the
following:
1. RLE or Laboratory
• Learning by doing
• Takes place in the laboratory, hospital, community, field practice
industry, schools, health care agencies, government and
nongovernment organizations, among others.
2. Models of Clinical
Teaching
A. Traditional Model
• Oldest and most common model
• The instructor is on-site during the clinical experience.
• The CI has the primary responsibility for instruction, supervision, and
evaluation for a small group of nursing students (8-10)
• The clinical instructor has maximal control of both learning and
evaluation.
B. Faculty directed Independent
Experience Model
Used in community-based settings and to minimize the number of students
requiring direct faculty supervision.
This is situated in large geographic area and the faculty are miles away from their
students.
Examples: school nursing clinics, out-patient, ambulatory care centers, day care
centers, orphanages, health care agencies, among others.
 C. Collaborative Model
Addresses the issue concerning cost associated with clinical instruction. Hospital
staff and clinical faculty share the teaching role. Staff nurses assumes preceptor
role; hence, the staff nurse must be knowledgeable about the nursing program and
its curriculum, including:
Concepts, Procedures, Evaluation methods
Types of Collaborative Models
• Clinical teaching associate (CTA) model. - Staff nurses assist clinical
faculty by supervising a set number of students, allowing faculty to
focus on other responsibilities
Types of Collaborative Models
• Clinical teaching partner (CTP) model - A hospital-based clinical nurse
specialist (CNS) and academic faculty collaboratively manage
students, with the CNS serving as adjunct faculty and adhering to
clinical policies
Types of Collaborative Models
• Clinical educator/Paired model - Staff nurses supervise students in a
paired system, with faculty overseeing multiple pairs, integrating
theory with practice, and evaluating student progress
D. Preceptor Model
An expert nurse in the clinical setting works with the student on a one-
on-one basis. Preceptors are staff nurses and other nurses employed by
the clinical agency who can provide on site clinical instructions for
assigned students. The preceptor guides and supports learners and
serves as a role model.
Criteria for Choice of a
Clinical Teaching Model
1. Educational philosophy of the nursing program.
2. Philosophy of the faculty about clinical teaching.
3. Goals and intended outcomes of the clinical course and activities.
4. Level of nursing students.
5. Type of clinical setting.
6. Availability of mentors in the practice setting to provide clinical instruction.
7. Willingness of the clinical agency personnel and partners to participate
 TEACHING PSYCHOMOTOR SKILLS
Appropriate for the objective of the course;
Adapted to the capacity of students;
According to sound psychological principles, motivation and interest of the
students;
Appropriate to the teacher's personality and capitalize on her special assets; and
Creative and stimulates students' interest to learn.
Review other Teaching
Strategies
1-17
 Classroom Management
Refers to the operation and control of classroom activities, the mechanical aspects
of handling classes such as classroom policies and regulations for seating
arrangement, attendance, handling instructional materials and equipment and
discipline during the class period. The teacher who can manage the classroom
well provides students with opportunities for mental growth and development
Principles of Classroom
Management
1. Design classroom activities appropriate to the course content
2. Orient the students on the first day of class
3. Comply with administrative policies
4. Allow adequate student-teacher interaction to arouse enthusiasm.
5. Be more positive and optimistic in dealing with students
Principles of Classroom
Management
6. Sanction for misbehavior should be constructive
7. Come to class or to the clinical area on time and prepared
8. Present the learning expectations or the do's and don'ts of learning.
9. Demonstrate to students' desired behavior
10. Develop a sense of familiarization in order that everyone in the class
has a feeling of belongingness in sharing the same values and goals.