PANPACIFIC UNIVERSITY

CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

MODULES 7&8: TEACHING STRATEGIES AND METHODOLOGIES FOR TEACHING AND LEARNING

Learning Objectives: 1. Explain and demonstrate the different strategies and

methodologies for teaching
2. Apply the different strategies in the implementation of health educational
plan
3. Demonstrate collaborative characteristics and practices in employing
the different teaching and learning strategies
4. Utilize available technology to enhance the teaching-learning experiences
and practices.

Pre-Activity:
Aside from lecture, identify 5 other strategies (you know in teaching which is effective for you.
Out of these, which one is more suitable for you as a GenZ learner. Explain.

Module Content:
I, TRADITIONAL TEACHING STRATEGIES
A. Lecture – (Greek word “lectura” which means to read). Highly structured method where the teacher acts
as the resource person and transmitter of knowledge/information to learners; oldest teaching method.
Students had to depend largely on the instructor’s lecture. Very effective method to impart knowledge in
the lower level of the cognitive domain.
Purposes:
 Efficient means to introduce learners to new topics and placing the topic into the perspective of
what is already known.
 Stimulate students’ intere st by pointing out how the facts apply to the lives, work or
occupation of the listeners or students.
 Inspire people to apply or emulate the worthy personalities or information that were conveyed in the
lecture.
 It helps the student to integrate or synthesize a large body of knowledge from several fields or
sources more readily from the lecturer as he bring knowledge & experience which is not possible
for the student to acquire by merely reading the textbook.
 It can clarify difficult portions especially when supplemented by graphics, charts,
audiovisuals.
 Valuable where knowledge is advancing rapidly and up-to-date textbooks are not available
especially if the lecturer is a clinician working in an area of specialty.

Advantages:
 Economical – in terms of student time
 The lecturer can enhance the textbook by enriching a topic and managing it come to life with his
wealth of personal experience and enthusiasm for the subject.
 The teacher serve as a role model for students – expert in the field of learning who demonstrates
critical thinking and problem solving; students are able to watch a creative mind at work
 It helps students develop their listening abilities. They are disciplined to listen, remember, track
arguments, know when to take down notes and relate what is being said to the assigned reading.

Disadvantages:
 Places learners in a passive role of a sponge, just there to soak up knowledge
 Few teachers are good lecturers and therefore cannot achieve class objectives by the lecture method;
much less serve as a good role models.

10 Important Points About Lecturing (Lowman, 1984):

1. Fit the lecture materials to the available time

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

2. Express concepts in the simplest possible way and define technical terms using them
3. Arouse the students’ interest, expressing your expectations positively and sharing the
formulation of the course objectives with the students
4. Follow a prepared outline but deliver the lecture with spontaneity
5. Use different methods to prevent monotony and boredom
6. Develop a varied and interesting teaching style consistent with your values and
personality
7. Give students enough time to digest the contents of the lecture and ask questions
8. Conclude the lesson by connecting what was taken up today to what will be covered during
the next meeting
9. Be guided by your students during the lecture by tuning in to their reactions or feedbacks and
modifying your approach when needed
10. Observe good interpersonal relationships with your students by remembering that all of you
are primarily persons, and secondarily, students and teacher.

Organizing the lecture:

1. Introduction
- Provide an outline which can be written on the board or shown on an overhead
projector before the start of the lesson
- Specify ground rules like entertaining questions at the conclusion of the lecture or at
the end of each segment or subtopic of the lecture.
2. Body of the Lecture
- There should be a logical flow of information from one point to another
- Avoid including too much material in the lecture to prevent a rambling presentation
and giving the audience an impression of being unprepared.
- The teacher should be sensitive to the feedbacks or reactions of the students especially
to non-verbal cues that may indicate boredom, lack of understanding or daydreaming.
Maintain eye contact and exude warmth, enthusiasm and motivation to effectively and
efficiently deliver the lecture.
3. The Conclusion
- Achievement of closure or the successful termination of the lecture
- Provides students with the needed sense of achievement
- Instructional Closure – reached when the class is completed and the teacher has
shown the link between past and new knowledge.
- Cognitive closure – reached when the student has reached closure and makes the link
between old and new knowledge. Provides the more relevant learning goal.

Three Approaches to help students toward closure:

1. Review and summary – the teacher must listen to the students’ reaction and comments to
summarize succinctly
2. Application of what has been learned to similar situations – help students organize new
ideas, the teacher can cite similar situations where previously learned materials are applied
to new situations and generalizations are extracted from specific aspects of the topic.
3. Extend what has been learned to new situations – “transfer of knowledge” from one
situation to another
 Transfer of learning – may be the most significant criterion of learning
 Extent or degree by which knowledge and abilities learned or studied in one
situation are applied to a new or different situation
 Transfer occurs when the learner recognizes the similarity between the learning
situation and the transfer situation
 Transfer will occur to the extent that students expects it to occur.

B. Discussion

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

a. Group Discussion – formed when more than two persons are gathered to discuss and resolve an issue,
problem or idea under the guidance of one of its members.
 The larger a group is, the less it can accomplish
 Students can be broken down into smaller groups or sections to be facilitated by their own
section instructor so that gray areas or muddy points can be clarified and further discussed.
b. Group Conferences – enable students to compare notes and experiences and may even help each other
in identifying al ternative ways of solving nursing problems (i.e. post clinical nursing conferences)

Purposes of Discussion:
 Apply the principles and concepts of previously introduced body of knowledge and to transfer
their knowledge to new situations
 Clarify information and concepts in the discussion with explanation from the instructors
 Learn the process of group problem solving

Discussion Techniques:
 Properly instruct your students on what they should do, see, or read so that they can effectively
participate in the forthcoming discussions
 Set the ground rules
 Physical arrangement like setting the chairs in the circle will allow for better
communication, more eye contact, participation and better hearing.
 Plan a discussion starter which will set the mood and tone of the discussion or
“get the ball rolling.”

Four Discussion Leadership Skills To Keep the Discussion on Track:

 Focusing – concentrated effort or attention that is given to a particular task or thing
 Refocusing is redirecting the group’s attention – “Let’s go back to the issue on hand”.
 Changing the focus – when the topic has been sufficiently discussed, it is usually time to shift to
another subtopic
 Recapping – giving a brief summary of what the group has done.

Discussion Stoppers (What to Avoid):

 Insufficient wait-time – teacher is too impatient and does not give the student sufficient time
to think
 Rapid reward – rapid acceptance of a correct response or too forceful reinforcement
 Programmed answer – trying to put words or ideas into the student’s mouth
 Nonspecific feedback questions – are vague, global, diffuse questions that do not foster
discussion
 Teacher’s ego-stroking – teacher who act as the ultimate authority or who do not appreciate
student’s observations and views inhibit discussion
 Low-level questions – questions that require facts or information would end the discussion
 Intrusive questioning – questions that invade or trespass into a person’s privacy
 Judgmental response to student’s answers – when the teacher incorporates her own values when
appraising a student’s answer
 Cutting students off – stating that the problem will be discussed in a later lesson saying that
there is not enough time to tackle the issue.
 Creating a powerful emotional atmosphere and then ignoring feelings and responses – this
happens when discussing emotionally charged issues and the teacher is insensitive to the
feelings.

C. Questioning – what teachers need to give and what they need to ask from an important facet of teaching
strategies. It is a situation where the teacher is probing or inquiring from

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

the student as a feedback mechanism to find out if they have already grasped or understood the lesson or the
matter being discussed.

Types of Questions:
1. Factual or descriptive questions – questions that can be answered from memory or by description.
Recall previously learned facts or information.
2. Clarifying questions – are illuminating, revealing, informative or enlightening questions which can be
done in five ways:
a. Asking clarifying questions – “tell us more…”
b. Requiring students to justify (give an explanation or a reason) response to increase students critical
awareness.
c. Refocusing the students attention where the teacher may ask a student to clarify or explain a different
but related issue.
d. Prompting the students like suggesting or giving a hint or reminder.
e. Redirecting the question so that other students may participate in the discussion
3. Higher-order questions – prod, urge or stimulate the student to establish relationships, compare and
contrast, make inferences. This is a step toward the development of critical thinking skills.

Specific Functions of Higher-Order Questions:

1. Seek or obtain an evaluation (assessment or appraisal)
2. Seek or search for inferences (ideas or suppositions based on facts or premises) Deduction – is
a conclusion drawn form generalization
Induction – requires the student to derive the generalizations or theories and concepts from a
collection of examples or specific data
3. Seek comparisons – help students establish whether ideas are related or unrelated,
similar or dissimilar or if they contradict each other.

D. Using Audio-visuals – can greatly enhance teaching and stimulate the student’s interest and participation
(i.e. handouts, chalkboards/whiteboards, and overhead transparencies, DVD’s /VCDs). In selecting the
appropriate media or medium, the instructor should be guided primarily by the learning objectives.

E. Interactive Lecture – a mixture of lecture and audiovisuals (i.e. combination of

lecture/discussion, film showing, board work.

II. ACTIVITY-BASED TEACHING STRATEGIES – these strategies focus on the learner as the active
participant in learning and include cooperative learning, simulation and games, case studies, problem-based
learning and self-learning modules
A. Cooperative Learning – system of learning where the group are aware that they are not only responsible for
their own learning but also for the learning of others (Lindauer & Petrie, 1997)
a. Formal groups – usually most effective or useful in the academic or classroom setting than in-service
or patient education departments.
b. Informal groups – can be used in any setting, even in the community (i.e. mothers’ class receiving
lecture on proper care and handling of the newborn.
c. Base cooperative learning groups – could be most applicable to preceptorship programs or new
staff orientation.

B. Simulation – is an imitation, recreation or representation of the structure or dynamics or a real thing or a

situation (i.e. role-playing, practice of skills, return demonstration)
a. Written simulation – paper and pencil presentation of actual problem or cases where the student makes
a decision as if doing an actual performance in the situation.
b. Role-played simulation – where one person portrays the role of another whose primary purpose is to
help participants and observers obtain insights into the behaviors and feelings of people who are
different from themselves by spontaneously acting out roles involving problems in human relations.
c. Mediated simulation – uses audio and/or visual media to present a problem case,

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

task, or an aspect of an interpersonal encounter.

 Video-taped simulation
 Electronic reproductions
 Physical simulators
d. Computer simulation – uses a computer to present cases, provide information requested by
students, incorporate decisions made, and give feedbacks regarding effects of the decisions.

C. Case Studies – analysis of an incident or situation in which characters and relationships are described,
factual or hypothetical events transpire, and problems need to be resolved or solved.

D. Problem-based learning – is an approach to learning that involves exposing the students to real-life problems
and working together in small groups, analyzing the case, deciding what information they need and then solving
the problems.

E. Self-learning Modules – are also called self-directed learning modules, self-paced learning modules, self-
learning packets, and individualized learning activity packages.
Contents:
1. Introduction and instructions
2. Behavioral objectives
3. Pretest
4. Learning Activities
5. Posttest

F. Critical Thinking Approach – views learning as a shared responsibility between the teacher and the learner.
Learners are empowered because they have control of the learning process and in this set-up, the teacher
acts as a mentor (advisor, counselor, and guide) and facilitator.
Strategies that enhances Critical thinking;
1. Discussion – the highest level of discussion is when the teacher and student or the students,
among themselves engage in animated or lively discussion.
2. Asking effective questions – the high-order level questioning which requires responses supported by
explanations, theories, evidences or reasons develop critical thinking and creative skills.
 Socratic Method – a way of questioning where the teacher responds to all questions or
comments with more questions.
 Structured controversy – relies heavily on effective questioning; controversy is deliberately
introduced and used to elicit critical thinking.
3. Text interaction – the student analyze, scrutinize and “interact” with the content of the reading
materials instead of just reading the article or textbook.
4. Concept mapping – involves drawings or diagrams which show the mental connections or
associations that students make between a major or central concept that a teacher focuses on
and other concepts that the students have already learned.

III.COMPUTER TEACHING STRATEGIES: “Information Age”

How Have Computers & the Information Age Technology Affected the Educational Landscape:
 The ease with which information is made available, updated and disseminated makes
teaching and learning more interesting and challenging
 The use of computers as a teaching strategy has mainly enhanced cognitive learning and mastery of
skills
 Computer s make learning through mastery possible where the student can continuously use the
computer in a 24/7 basis or until he or she has thoroughly learned or mastered the skill or concept
 Computers provide immediate performance feedback to the learner either to praise a correct answer or
institute corrective measures for wrong answers.

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

Definition of Terms:
 WWW – World Wide Web – network of information serversaround the world that are connected to
the internet
 Internet – huge global network of computers which was established to allow transfer of information from
one computer to another.
 Web browser – a software program that locates and displays web pages
 Web page – is a special type of document used by the servers of WWW
 Search engine and search directories – are computer programs that allow the user to search the web for
particular subject areas.

The Use of Technology in Education & Patient Care:

1. There is role reversal as far as the teacher or educator is concerned from sole provider or ultimate
source of knowledge or information to facilitator of learning by:
 Assisting the learner to refine the problem
 Helping the learner find the needed information
 Guiding the learner to critically evaluate the information on hand.
2. Some schools have adapted virtual reality, like a program for teaching venipuncture, and
computer simulation in their nursing arts laboratory. E-nursing is also used as a mode of
instruction in some colleges of nursing in the Philippines.
3. The learner is given more freedom to explore the learning environment, design the learning
objectives and content, and vail more practice time in order to gain mastery of skills and concepts
on a 24/7 basis which is not possible in the traditional mode of education.
4. The patient or the learner can be taught how to avail of more information related to his illness and
care.
5. The patient-nurse interactive dialogue or exchange of information and ideas is now being don e in
most of the advanced countries where nurses can interact with health care consumers anytime, in
any setting.

Technology in Nursing Education and Communication

1. Distance education – means that the teacher and learner are separated from each other or the student is not
undergoing the traditional classroom education.
 Learning is achieved through online courses with the internet becoming the primary vehicle for
delivering distance education
 Offers a more flexible approach to learning
 Distance learning (Bastable 2003) is a flexible telecommunications method of instruction using
video or computer technology to transmit live, on-line or taped messages between the instructor
and the learner who are separated from one another by time and/or location.
 Some techniques used in distance learning:
- Online courses
- Correspondence courses
- Independent study
- Videoconferencing

2. E-Learning:
o E-learning training modules can be accessed via the WWW
o The module can be completed within 15 to 30 minutes
o Can be customized or personalized to meet the learning needs of the individual
o Interactive and reality0based where patient simulation can be created to allow the
participant to manage the care of a virtual patient

3. Internet – a huge global computer network of which the WWW is a component, established to
allow transfer of information from one computer to another.

Strategies that use Computer Assited Instruction (CAI) in Nursing:

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

o The simplest form – provides information to the student in the form of a factual statement
which are interspersed with pre-determined questions and answers from the computer.
o Drill-and-Practice – the computer present a series of questions or problems from
previously learned material which the student must answer from recall.
o Simulation – the computer is used as;
 A vehicle or medium to present a copy or model of a real life situation
 Provide data requested by the student
 Incorporate the student’s decision into the system
 Provide the student with feedbacks regarding the decisions he or she made using
the inquiry or dialogue pattern of communication

4. Games – both simulation and nonsimulation games can be used with the computer. The program is
designed to:
 Assess stretegies
 Give result or effects of decision made
 Introduce variables that alter the course of events

IV. TEACHING PSYCHOMOTOR SKILLS

1. Keep skill instruction separate from the cognitive and affective behavioral components. Do not interfere by
asking questions which require a cognitive or affective response while the
learner is performing the procedure as mastery skills require a great deal of concentration
and focus.
 In psychomotor skill development, performing a skill is not equivalent to learning a
skill.
 Contact with or supervision by the instructor is a very important elemnt in teaching
nursing students
 Initially motor skills should be practiced first in the nursing skills laboratory to provide a safe and
non-threatening environment for the novice.

Teaching Methods Most Commonly Used in the Psychomotor Domain

 Demonstration and return demonstration
 Self-directed study
 Role-playing, peer teaching

Methods of Evaluation:
 Written or oral tests, return demonstrations, case studies
 Observation, interview, self-reports and self-monitoring
 Journals or learning feedback diaries

CLINICAL TEACHING

Designed to provide students with the opportunities to have actual contact and interaction with the patients or
clients and to apply what they have learned in the classroom, community and nursing skills laboratory with its
simulated environment to real-life settings.
Ideally, what are being learned in the other concurrent courses should be reinforced in the clinical setting
which provides such a rich learning experience.
There may be situations in which the students has no prior knowledge of our training for the needed nursing
intervention or decision and, in this instance, the instructor is expected to provide support and guidance.

PURPOSE OF THE CLINICAL LABORATORY (De Young 2003)

1. The clinical setting offers the students the opportunity to apply the theoretical concepts, rationales, procedures
and propositions they have learned in the classroom (i.e. “keeping the pressure area clean and dry may help in
preventing decubitus ulcers”, which can be tested with a variety of patients)
2. Skills learned in the nursing arts laboratory are perfected in the clinical area – offers a live, true- to life situation
instead of a simulated environment in the nursing skills laboratory.

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

3. Skills of observation, problem solving and decision making are refined and honed in the clinical settings
which are applied as the students interact with their patients in varying situations and conditions – learners
need to practice using these cognitive skills under the guidance of the clinical instructor and other members
of the professional staff in real-life settings.
4. In the real clinical setting, the student is aided by the clinical instructor on how to organize all the data that they
are able to compile, as well as the intellectual and psychomotor skills they must perform – They also learn priority-
setting as to what tasks need urgent or first priority
action and those that can be performed on a second or third party bases. Their skills in time
management and priority setting are developed and applied. It is also in the clinical area
where the skill of delegation is practiced and truly learned.
5. Cultural competence, which is the ability to interact meaningfully, properly, comfortably and effectively with
culturally diverse patient is a skill that must be developed in the student nurse. Cultural exposure should be planned
by the instructor as part of the learning experience.
6. Student nurses learn the skills of socialization, which behaviors and values are acceptable or unacceptable, and
where responsibility and accountability for one’s actions is demanded and expected. The professional nurses
serve as their role models which help them to relate professionally with their clients and develop more caring
behaviors.

MODELS OF CLINICAL TEACHING:

1. Clinical Instructor is in charge of 8-12 students in a clinical area who are each assigned to a certain number of
patients based on the requirements set by the CHED.

 The ratio of students to clientele depends upon the objectives and the capacity of the student. The
ratio of student to clientele is:
LEVE 1st 2nd
L SEMESTER SEMESTER
II 1:1 1:2
III 1:2-3 1:3-4
IV 1:5 1: 6

 The prescribed faculty-student ratio is:

LEVE 1st 2nd
L SEMESTER SEMESTER
II 1:8 1:8
III 1:10-12 1:10-12
IV 1:12-15 1:12-15

2. Students are trained in the nursing skills laboratory until they are proficient in the skills required by a certain
nursing procedure. They are then sent to the clinical area to practice specific psychomotor and other skills
which have been mastered in the skills laboratory and are assigned to render total patient care only during the
latter part of the curriculum when they must have mastered or acquired a high degree of proficiency in a
majority of nursing procedures.

3. A clinical nursing course to be conducted in the classroom has been proposed by Packer (1994). This approach
is intended to give the learner more information about clinical practice before they are sent to the clinical area
through dynamic interaction with the instructor using case studies and effective questioning related to the
application of nursing theories. Guided by the instructor, the student would propose nursing care approaches,
alternatives, possible outcomes and other details related to the care of the patient. Exposing the students to the
possible scenarios and giving them the opportunity to practice possible nursing actions or interventions in a
non-threatening environment would develop more self-confidence to handle true-to-life clinical situations.

DAILY ACTIVITIES:
Making the student assignment
 Individual assignment – one student is assigned to one or more patients. The assignment may be limited to only
certain aspects of care or it may be total care

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

 Dual assignment – a student is assigned to one or more clients usually happens with another student or staff
member (usually happens in the hospital setting where the case is complicated and is beyond the capabilities of
an individual student or the patient population is limited. Advantage of which is, decreased anxiety for the
student nurse, fosters truly supportive relationship and the staff member serve as role model. In the community
setting, the “buddy-buddy” system is in effect where two students make the initial home visit. One student has
the primary responsibility and the other acts as observe and helper. They help each other collect important data,
determine client needs, give health teachings make referrals and document record data and procedures made.
Reversal of role happens when they visit the next client.
 Alternative assignment – in the hospital setting, the student is assigned as a “helper” who works in a supportive
capacity with several other students in their individual assignments with patients. The student is involved in all
aspect of care (APIE) and assists with various procedures, communicates with members of the health care team,
obtains the required materials and documents nursing observations and actions.
 Preceptorship – usually involves graduating students and new graduates who are having clinical or functional
specialty. A preceptor is a “tutor” and in nursing, this is a formal arrangement that pairs a student (novice) and
a staff member (experienced nurse) who serves as a mentor, role model, consultant, supervisor and facilitator
for a specified period of time.

SAMPLE SCHEDULE OF CLINICAL ACTIVITIES

12:00 NN – 12:30 NN LUNCH BREAK

12; 30 NN – 2:00 PM Continuation of NPI
Group discussion /
sharings or individual care
2:00 PM – 3:00 PM Endorsement / Evaluation of NCP

CONDUCTING CLINICAL LABORATORY

Teacher Activities Include:

1. Pre-conferences. Working with the student during preparation for the clinical experience – one format includes a
combined use for the case study method (contains information obtained by the student regarding client treatment
and diagnosis) and the nursing care plan (focuses on individualized patient care based on the nursing diagnosis)

 Basic information that is needed in relation to the client are:

a. Writing a definition of the diagnosis and its related pathophysiology
b. Describing past or planned surgical procedures
c. Stating why various treatments are required and identifying related nursing
responsibilities
d. Describing each medication in relation to action, effects, desired dosage range, side effects and major
nursing implications
e. Describing each diagnostic test in relation to normal values, what is being tested, existing
variations from normal in the client, and related nursing responsibilities.

1. Practice Session – Working the student at the time of actual patient care
a. the purpose of clinical teaching is to assist the student in making the necessary application and
developing the desired competencies (abilities to do something which are measured against certain
standards)

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

b. the teacher must be able to provide support and supervision yet allow the student enough
freedom to practice the skills and decision-making abilities

2. Working with student during follow-up activities which include:

a. Post-care conferences – are very helpful which may be conducted in the classroom or conference
room; an ideal time to point out application pf theory to practice group problem-solving and
evaluating nursing care (Letizia, 1998). Instead
of students “reporting” it is recommended that one or two students will share their
experiences with the members by asking questions and everyone contributing to
the discussion.
b. Logs and diaries where students use the reflection process to think about their experiences
and to communicate with their instructors.
c. Nursing care plans and process recordings
d. Nursing or walking rounds – where, before entering the patient’s room or the ward, the assigned
student already informs the group about the patient and his diagnosis. Upon entering the room, the
student interacts with the patient and the other observe. The instructor may also point out certain
equipment and procedure. The rest of the discussion is conducted in the corridor or in a
postconference, never inside the patient’s room. This allows for feedback and sharing of
experiences and how recall of concepts and application of knowledge was done and what feelings
and emotions were elicited by the experience. Increased self-confidence and cooperation among
each other can be one of the end results.
e. Shift(a period of time worked usually to 12 hour shift or a three eight hour shift) report where the
student nurse listens or may be asked to give an account of what happened during the shift. This is a
very good learning opportunity for the student.

3. Evaluation of student learning and performance in the clinical setting where the primary
responsibility of the teacher is to give feedbacks and suggestions about
their performance. Some methods used are writing anecdotal notes and giving comments while
working with the student. Whatever form it may take it is very important that the feedback is given
the soonest time possible and on a regular
basis.

4. Progress Conference Between the Teacher and Student. All the data collected and grades or ratings
given should be discussed orally with the student and the written form should be shown to the
student to read before signing if the student agrees with the evaluation and the grade or rating that
the instructor has given. The instructor must give positive alongside the negative feedbacks using
specific and concrete instances and a plan for improvement should be included.

CLINICAL EVALUATION PROCESS:

A. Formative evaluation – a continuing evaluation process; ongoing feedback is given to the learner throughout
the learning experience in the form of post-conference which may be graded.
B. Summative evaluation – usually given at the end of the student’s learning experience. It is a summary of the student’s
performance and is graded which will determine whether the
learner can move up to the next level of experience.

Specific behaviors to be evaluated and graded are:

1. Appropriate use of the nursing process as documented in the NCP and as demonstrated by the way patient care
is given
2. Skillful demonstration of nursing interventions and procedures
3. Ability to use materials, equipment and machines efficiently, effectively and judiciously
4. Observance of patient’s safety, comfort and privacy in the execution of procedures
5. Ability to communicate therapeutically with the patient and/or the family
6. Demonstration of professionalism, proper decorum, punctuality and good personal hygiene and grooming

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

DISCHARGE PLANNING- prepares the client to move from one level of care to another within or outside the current
healthcare facility. It is planning the continuity of care to ensure that the patient and the family’s needs are consistently
met as the patient is transferred from the acute care setting to home care. Traditionally, this only involved being
discharged to the hospital to the home, but today discharge planning includes other settings like childhood centers,
rehabilitation units, drug treatment centers and one unit area of the hospital to another. Discharge planning for homecare
should be planned with the client and family members to ensure the success of the continuing treatment and rehabilitation,
prevent post discharge complications and minimize the chances for readmission to the hospital. The nurse’s role is to
provide the necessary health education/information, training in performing certain nursing procedures or interventions and
proper handling and care of certain equipment or materials.

ESSENTIAL COMPONENTS OF DISCHARGE PLANNING

1. Assessing the strength and limitations of the patient, the family or support person and the environment
2. Implementing and coordinating the plan of care
3. Considering the individual, family and community resources
4. Evaluating the effectiveness of the plan of care

GUIDELINES FOR DISCHARGE PLANNING

1. Assessing and identifying health care needs – involves collecting and organizing data about the patient; the nurse
should also include the family who will form part of the patient’s support system. Before giving health teachings
or information, the nurse or health educator must look into the learning needs of the client, the level of literacy
and the materials that will help facilitate the teaching-learning process especially with the low-literate patients
and/or family.
2. Assessing the patient’s ability to perform activities of daily living (ADL) such as bathing, dressing, toileting,
feeding and instrumental daily activities of daily living (IADL) like preparing food, shopping, taking
medications, using the telephone.
3. Setting mutual goals with the patient which are realistic and attainable.
4. Giving health teachings related to the patients’ post discharge or home care like medications, procedures and
treatments, diet, referrals, to ensure the patients’ and families cooperation and compliance.

Application and Analysis:

Group yourselves in 5-8 members. Choose a teaching strategy and do a virtual role play. Limit your presentation to a maximum of
10 minutes only.

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing
 PANPACIFIC UNIVERSITY
CBIHS-School of Nursing
NCM 102: HEALTH EDUCATION

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Adapted from the prepared modules of Mr. Owen Mari L. Domondon, RN of the University of the Cordilleras College of Nursing