Learning Principle

Helpful in motivating people to learn and in planning for the most effective educational experience as possible

Accomplished through frequent encouragement and positive feedback and people learn when obvious progress is being made Frequent recognition of accomplishment even for seemingly small successes can go a long way to successful education if patients are allowed to 9.

1.

Use several senses

Learning occur practice what they are being taught

Begin

with what is known, moving toward what

is unknown Information should be presented in organized fashion and it should begin with basic or general info. that is known and move toward in new info or what is unknown which contribute to pleasant experience

2.

Actively

involved

the

patient/client

in

the

learning process Principle relates to the teaching method used, whether they are passive or active learning Passive Methods: Lectures, Videos and Print

Materials
Active Methods: Discussion, Role Playing, Small

Teaching Psychomotor Skills

Factors: 1. 2. 3. 4. 5. Type of Program Numbers of educators available Nature of the student body or number of practicing nurses to be taught Availability of technology Philosophy of program

Group Discussion, Q&A, Case Study (from

which questions can be generated) 3.

Provide an environment conducive to learning

Learning takes place best when people are comfortable and extraneous interference is kept to a minimum good lightning, temperature

control and comfortable seating arrangement with good spare between seats and free from unpleasant odors
4.

Approaches in Teaching Psychomotor Skills 1. Independent Learning vs. Teachers Instruction One approach to use the skills in laboratory primarily as a place of independent learning Education MUST DO: o o o o Great deal of preparation Syllabus must be developed with instructions Background reading materials should be identified and available Hardware and software must be selected and prepared for use o Supplies must be ordered and made available Haukeness and Halloram o College Laboratory in which selfinstruction method: Learners containing curriculum Each skills has an and objective, reading, required media are all provided skills skills with in psychomotor handbook taught is primary teaching

Assess
learn

the extent in which learner is ready to

Obtained directly from the client/family or it can be gathered from a variety of sources such as charts or reports All concerns of the patient must be addressed 5.

Determine
information perceived

the

perceive

relevance

of

the

People are generally willing to learn what they is being important which is not consistent with what we see is important and what is not is simply to ask 6.

Repeat information
Repetition enhances LEARNING
New information should be presented several times in a variety of ways

Reward information, Discuss practical application of the information, have a person provide a
situation in which information can be used for long term 7.

Generalize information
Information are more readily learned if applied to more than one situation Learners

equipment and its location and skill test procedures proceed at their own pace, deciding to visit the college lab, how much time to spend with audiovisuals and practice and when to schedule written and performance test Laboratory Instructors assist the students and monitor testing procedures

Use
life

variety

of

examples
and

and

applying
to a

information to a specific situations in the client

promote learning contributes better compliance 8.

Making learning a pleasant experience

2. Demonstration Research: effectiveness of demonstration as a teaching strategy for learning skills that are entirely new to the learner Banduras Social Learning Theory explains why demonstration is effective pedagogical method 3. Simulation Techniques o can be a with is real help in in psychomotor skills: Practically laboratory experience o Practice setting in like a real world equipment a stimulated

2. Practice Session

Assessment of Psychomotor Skill Learning: 1. Skill Performance Checklist a. b. c. Common means of organizing skill activity A step by step progression of skill activity Teachers use them for providing skills d. e. demonstration to be sure nothing will be forgotten Teachers use them for evaluating student skills demonstration Contain a number of items to be checked off when completed

CLINICAL TEACHING Purpose: Learners should have the opportunity to apply the theoretical concepts, rules and propositions they have learned Many skills are perfected in the clinical laboratory There is an opportunity for observation is an essential element Problem- solving and decision making skills are also refined Learners also gain organization and management skills in clinical setting Cultural competence is a skill that can be learned Become socialized Conducting a Clinical Laboratory Session 1. Pre- Conference Time when you plan your activities Learners usually share some of the result of the research from the previous day Making tentative diagnosis, best time for the teacher to answer Qs of the student to alleviate anxiety Used to help learners to organize their day and prioritize care