Teaching-learning principles and factors
Core meaning: Teaching facilitates learning; learning is a relatively lasting change in knowledge, skill or attitude.
Step-by-step learning
Need, readiness, prior knowledge and motivation.
Write observable outcomes.
Match content, learner and resources.
Use participation and feedback.
Measure achievement and revise teaching.
Key points to remember
- Proceed from known to unknown and simple to complex.
- Learning improves with motivation and relevance.
- Adult learners bring experience and need practical application.
- Which factor most affects learning readiness?
- A measurable learning objective should contain what?
- Explain principles and factors affecting teaching-learning.
- Prepare a teaching plan for hand hygiene.
Teacher roles and teaching ethics
Core meaning: A teacher plans, facilitates, demonstrates, supervises, evaluates and models professional behaviour.
Step-by-step learning
Objectives, content and learning environment.
Encourage participation and critical thinking.
Protect patient and learner.
Use transparent criteria.
Specific, timely and constructive.
Key points to remember
- Justice means fair grading.
- Non-maleficence prohibits humiliation or unsafe assignment.
- Maintain confidentiality and academic integrity.
- Which principle is violated by biased grading?
- What makes feedback effective?
- Discuss roles and responsibilities of a nursing teacher.
- Explain ethics in clinical teaching.
Teaching methods
Core meaning: Methods include lecture, demonstration, return demonstration, discussion, microteaching, seminar, symposium, exhibition, self-directed learning and case presentation.
Step-by-step learning
Knowledge, attitude or skill.
Demonstration for psychomotor skill; discussion for reasoning.
Checklist, case or audiovisual aid.
Engage learners actively.
Observe performance or test learning.
Key points to remember
- Microteaching practises one teaching skill in a scaled setting.
- Evidence-based learning uses best evidence and appraisal.
- Self-directed learning places responsibility on the learner.
- Which method best teaches a procedure?
- What is microteaching?
- Compare seminar and symposium.
- Explain self-directed and evidence-based learning.
- Describe steps of demonstration.
Educational media
Core meaning: Media improve attention, clarity and retention when selected appropriately.
Step-by-step learning
Age, literacy and language.
Audio, visual or audiovisual.
Accuracy, visibility and simplicity.
Ask questions and demonstrate.
Confirm understanding.
Key points to remember
- Media support but do not replace teaching.
- Avoid overcrowded slides.
- Use local, culturally appropriate examples.
- Which aid is audiovisual?
- What is the first criterion in selecting media?
- Classify teaching aids and explain their use.
- Prepare criteria for selecting audiovisual media.
In-service education
Core meaning: In-service education updates staff competence according to identified service needs.
Step-by-step learning
Use audits, incidents, observation and staff requests.
Objectives, participants, content, time and resources.
Faculty, venue and materials.
Classroom and clinical teaching.
Knowledge, skill and workplace change.
Key points to remember
- Need assessment comes first.
- Orientation, continuing education and skill updates are common forms.
- Evaluate immediate learning and later practice change.
- What is the first step in in-service education?
- Which evaluation checks workplace transfer?
- Plan an in-service programme on infection prevention.
- Explain need assessment and programme evaluation.
Curriculum development and evaluation
Core meaning: A curriculum organises intended learning experiences; evaluation judges achievement and programme quality.
Step-by-step learning
Population, learner and service needs.
State expected competencies.
Logical and relevant.
Classroom, laboratory and clinical.
Use evidence and stakeholder feedback.
Key points to remember
- Formative evaluation improves learning during the course.
- Summative evaluation judges final achievement.
- A good tool is valid, reliable, objective and practical.
- Evaluation at the end is called what?
- A tool measuring what it intends is called what?
- Explain components of curriculum development.
- Differentiate formative and summative evaluation.
- Describe characteristics of a good evaluation tool.