Professional Documents
Culture Documents
TEACHING
STRATEGIES
SHEBBOBELLE
ARANETA
REHANA KINDO
SHANABAI
SALAMPONG
SITTIE SULTAN
Psycho
Motor
HISTORY OF
PSYCHOMOTOR
LEWIS 1971, GUDMUNDSEND 1975
Bringing back ART into the practice of nursing can only be done
if the procedures are properly, and smoothly executed and the
equipment and machines are dexterously handed.
Benner 1984
Used Dreyfuss model (1981) of skills acquisitions in describing the
development nursing competencies
A.) Freshmen are in the novice stage of skills acquisition who
follow procedural steps and rules rigidly
B.) New graduates are at advance beginner stage who posses
acceptable/competent levels of performance and critical thinking
skills
C.) Practicing nurses are experts whose performance is fluid
flexible and highly proficient. They have incorporated clinical
ADVANTAGES IN TEACHING
PSYCHOMOTOR SKILLS
DISADVANTAGES IN TEACHING
PSYCHOMOTOR SKILLS
Demonstration.
Supervised practice.
Return demonstration.
EXAMPLES
STAGES OF
PSYCHOMOTOR SKILLS
Novice
Expert
PHASES IN
PSYCHOMOTOR
DEMONSTRATION PHASE: WATCH AND LEARN
Crucial phase where instructor must smoothly, skillfully,
and successfully demonstrate the procedure step by step
which students must be able to see and hear clearly.
GUIDED PRACTICE PHASE
Explore and manipulate the equipment right after the
demonstration.
Feedback should be given immediately to reinforce good
behavior and eliminate error.
SUPPORTING PSYCHOMOTOR
LEARNING
ConceptualizationVisualization Verbalization
Practice
Feedback
SIMPLIFIED MODEL IN
TEACHING PSYCHOMOTOR
SKILLS
Introductory
Phase
Practice
Phase
A. Prepare
students for
learning the
skill
B. Provide
information
about the skill
C. Require
analysis of the
skill
A. Require
practice of the
skill
B. Observe
student
practice and
prompt when
needed
C. Provide
feedback
when needed
Perfecting
Phase
A. Require
precision
performance
B. Observe and
prompt on
details
C. Provide
feedback on
fine points