HEALTHED

Submmited by: Lady Madelou B. Sagusay

Submitted to: Queenever Blase
 CHAPTER 1:
EFFECTIVE LEARNING: What Teachers Need
to Know
Theories of Learning

■ Skinner and Thorndlike described learning as change in behavior and

used stimulus response actions as an example
■ Bandura’s theory of social learning describes human learning to come
from others through observation, imitation and reinforcement
■ Robert Gagne formulated suggestions for sequencing on instruction,
conditions by which learning takes place and outcomes of learning or
categories in which human learning occurs
■ Gardner has described 7 forms of intelligence
1) Linguistic – related to written and spoken words and language
and use meaning of languages
2) Musical/Rhythmic-based on sensitivity to rhythm and beat,
recognition of tonal patterns and pitch and appreciation of
musical expression
3) Logical/mathematical- related to inductive and deductive
reasoning
4. Visual- abitility to visualize an object or to create internal images thus
able to transfer or re-create
5. Bodily Kinesthetic- taking in and processing of knowledge through use
of bodily sensations
6. Interpersonal- emphasize communication and interpersonal
relationships, recognition of mood, temperament and other behaviors
7. Intrapersonal- related to inner thought processes such as reflection
and metacognition includes spiritual awareness and self-knowledge
Approaches to Learning

■ Cognitive Style deals with information process, the natural

unconscious internal process concerned with thinking and memory
■ Learning Style related to student behavior is response style
CHAPTER 2:
Diversity in the Classroom
■ The Past
–education facilities were often segregated culturally and religiousl
-Catholic and Jewish hospitals often had their own schools of nursing
and there were religious and ethnic student quotas in many colleges and
universities
-female students were dismissed from the program if they chose to get
married
-Nursing was viewed as a womans profession and few men were
permitted in and those
who were had sever restrictions in clinical experiences
■ The Present
■ -Colleges and universities are being encouraged to promoted diversity
in both hiring faculty and in student recruitment and admissions ,
although success rates are still low
■ Other researchers have found that may minority students experience
significant culture shock when entering the collegiate world, which
may be very different from their previous life experiences
■ Age Range
■ - older students will have sense of history during their lifetime that is
very different from the 18-year-olds and they have learned how to
deal with may situations that 18years-olds faced which can be
valuable
■ Young students can be bored by the older student experiences tired of
listening to them, unable or unwilling to relate those experiences to
their own
■ Communication
■ -Communication can be problematic between cultural and ethnic
groups and majority group. Diverse students may have their own
individual goals and objectives based on their interest and learning
experiences
■ -when an instructor feels a student lacks understanding, it is
important to question that perception with the student, validate that
was meant to be communicated and when there is a difference,
clarification is in order
■ Accomodation
■ -making accommodation is also an important concept to those with
heavy personal responsibilities. The focus needs to be on what is
necessary for the learning experience
■ -it is important to keep the learning goal of the experience or class in
mind and consider creative and flexible ways to work with students to
plan for what they feel they can accomplish
■ Academic Issue’s
■ -students with academic problems need to be identified early and
encouraged to discuss the issue with faculty without the spectre of
punishment or embarrassment
■ -it is important to discover patterns of negative behavior, discuss
them directly with the students involved and develop a plan on while
the student and faculty agree
CHAPTER 3:
Strategies for Innovation
■ Developing Innovative Strategies

Assessment
– first step of the process, requires a look at both strengths and
problems.
- educators must focus on what the expected learning outcome should
be with awareness of learning theory and student learning styles and
needs
Define options
-(second step), the literature should be searched for research,
suggestions or techniques that could be address the indentified needs
Gaining Support for the Innovation
-some strategies require little or no resources to implement. If resources
are need, then gaining support for acquisition of those resources is
essential
-administrative support may be required but administrators may also be
an excellent resources to discuss potential funding or acquisition of
physical resources

Preparing Students of Innovation

-students instructions need to be clear and specific, need to feel
comfortable that they will not be punished for the mistakes but rather
will benefit from those mistakes as part of learning process
Faculty members may also need preparation for the innovation
-for some strategies, rehearsal time may be needed or additional
education may be required
-Planning sufficient time for those activities will increase everyone’s
comfort level with the process

Implementing the Innovation – best part of the process

-it is hoped that things will go well
Evaluating the Outcome
-is the final steps, students and faculty members should be able to
provide input for future development and use of the strategy.
- A strong evaluation process provides an opportunity to participate in
educational research
 CHAPTER 4
Critical Thinking in Nursing Education
Critical thinking

■ Definition:
■ Watson and Glaser (1980) looked at critical thinking
and identified three elements that make up to this
thinking process, namely attitude, knowledge and skill
■ Facione (1996) described critical thinking as purposeful,
self-regulatory judgment that gives reasoned
consideration to evidence, content , conceptualization,
methods and criteria
■ Ennis (1985) defined it as “reflective and reasonable
thinking that focused on deciding what to believe or do”

■ Bandman and Bandman (1995) discussed if individuals

are critically thinking then they will “examine
assumptions, beliefs, propositions and the meaning and
uses of words, statements and arguments”
Critical Thinking: Importance in
Nursing
1. Situations require the nurse to process and utilize a great deal
of information
2. Information related to health care have continues to expand on
daily basis
3. Trends in health care have forced sick patients home
prematurely, requiring extensive and complex home health
care
4. Changing staffing patterns in acute care facilities challenge
nurses to care high acuity patience
Conti….
5. Changes in health care – many of which we cannot
begin to imagine will continue to occur
6. Trends in technology show continued advances in
diagnostics and treatment modalities
7. Society continues to grow in complexity with many
diverse cultures represented in American society – trend
that is expected to continue
The Role of Nursing Education

■ In nursing education, the challenge of producing students

who thinks critically needs to be met by first examining
all components of the teaching/learning process

■ Teaching/learning strategies can be identified based on

key elements of critical thinking identified by Watson and
Glaser (1980) namely attitude, knowledge and skill
Attitude

■ Giving any situation in nursing, students must first

recognize that a problem exist and is worth of solving.
Faculty must utilize teaching/learning strategies that
install attitude of curiosity and caring
Knowledge

■ Klaassens (1988) identified 4 principles for teaching critical

thinking.
■ First, the teaching method should move systematically through
the stages of readiness, introduction and reinforcement and
extension. Second, it should be focused, moving from
introduction of task and explanation of steps to presentation,
supervised practice and return demonstration. Third this
method should blend with the typical topics. Fourth, it should
guide the students through the steps of knowledge
Conti…
■ In 1979, Steinaker and bell identified an experimental
taxonomy for use in planning and evaluating education
program. The Taxonomy has Five categories with varying
levels within each category. These categories include
exposure, participation, indentification, internalization and
dissemination.
Exposure

■ The category of exposure is used at the introduction level, at

which the student is aware of the experience, begins to form
mental reactions to stimuli and becomes prepared for more
experience.
■ The ff. strategies are effective tools in applying basic
concepts:
1. Study Guide: use of study guides encourages students to
independently seek out information which supported by
Rubenfield and Scheffer (2006)
Conti..
2. Case Studies: using case studies at the exposure level,
simple situation, focusing specific focus concepts should be
included
3. Group Discussion: students learn from other students while
developing their personal thinking skills.
4. Writing: development of papers requires the application of
various tools of critical thinking such as blending of concepts,
determining priorities and formulating conclussions
Participation
■ At the second level of taxonomy, students have purposely
interaction with the experience
■ Other teching/learning strategies appropriate for the
participation level include:
■ Problem-solving team, computer-assisted instruction,
reflective journals, problem based learning, mind(concept)
mapping, questioning
Identification
■ At the identification level, students become more active
learning partners. Students identify with the experience at
an emotional and personal level
■ Other teaching learning strategies for the identification
category include:
■ Defensive testing, debate and critiques, problem-based
learning
Skill

■ Once the students have developed an attitude of inquiry and the

knowledge base needed, they need an opportunity to develop and
apply knowledge in real life situation
CHAPTER 5
Creativity: A Collaborative Process
■ Theoretical Rationale
-The goal of creative strategies in clinical education is to foster openness
and creative attitude in students
-Creative strategies present opportunities' for students to increase their
awareness which is a process of self-discovery.

2 Important Conditions
First is Safety because creative strategies foster openness, students may
feel vulnerable as a result
Secondly, the teacher sets the tone of respect for the contributions of all
participants
CHAPTER 6
Lighten Up Your Classroom
■ Definition and Purpose
■ Humor is a communication that induces amusement, it must be
shared
■ It makes the learning environment a shared, pleasurable experience
■ The use of humor in the classroom can be productive, promoting
comfortable, safe interactions between faculty and students
■ The effective use of humor promotes creativity , learning, retention
and enculturation of professionals
■ Resources
■ The effective use of humor needs to be learned and refined,
 Web Resources – humor matters bibliography and resource's can be
accessed at http://www.humormatters.com/bibtheraphy.htm
 Sources for Cartoon Humor – cartoonbank.com from New York
magazines can be accessed
 Print Resources- print version of cartoons, local newspaper, the humor
section of bookstores
■ Using the Method
■ -using humor in the learning process can take several forms
■ -it is easy for most faculty to use spontaneous storytelling by relating
their own experience to enhance the learning process
■ -other faculty may need to collect jokes, cartoons, movie excerpts and
humorous exercises to insert into their regular teaching activities to
enhance learners receptivity
■ Potential Problem
-not everyone gets a joke
-sometimes people are too serious
-some do not value humor in the educational process
-some find it distracting to their learning
Resources:
Innovative Teaching Strategies in Nursing 4th Edition
Martha J. Bradshaw Arlene J Lowenstein