Teaching/Learning Principles

Transcription

1 Certificate Program for Surgical Services Educators Teaching/Learning Principles Learning Module Contributor: Cynthia Wheelehan, MSN, RN, CNOR Clinical Educator Surgical Services/Sterile Processing Sentara Port Warwick II Ambulatory Surgery Center Newport News, Virginia Author: Angela Walsh, MA, RN, CNOR Clinical Nurse Educator Department of Perioperative Services South Shore Hospital Weymouth, Massachusetts Reviewer: Diana Beck, MSN, RN, CNOR Perioperative Education Specialist St. Mary s Good Samaritan, Inc. Centralia, Illinois Adjunct Faculty College of Nursing, University of Missour, St. Louis St. Louis, Missouri 1

2 Copyright 010 by Competency & Credentialing Institute, Denver, Colo. ISBN: All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise) without the prior written permission of the copyright owners. Printed in the United States of America

3 Table of Contents Learning Module Unit 1: Introduction Objectives ANCC Accreditation Statement Unit : Learning Styles Auditory Visual Kinesthetic Unit 3: Domains of Learning Cognitive Psychomotor Affective Unit 4: Adult Learning Principles Unit 5: The Learning Process Content The Audience Resources Skill of presenter Unit 6: Teaching Strategies Lecture Algorithms Demonstration/Return Demonstration Debate/Discussion Simulation Case Study/Scenario Role Play Questioning Games Self-learning Modules Web-based/Computer-based Learning Humor 3

4 Table of Contents Unit 7: Incorporating Diversity into Teaching Learning Needs of a Diverse Workforce Generational Teaching Strategies Glossary of Terms References Appendices: -A: Self-learning Module (SLM) Activity Template B: Sample Brain Buster Activities C: Game Example: Cinco de Magnet D: Game Example: Periop Magnet Trivia

5 Unit 1: Introduction Learning Module This module, Teaching and Learning Principles, provides concepts and tools to assist the nurse educator in identifying teaching styles and learner needs, and in determining which educational program will meet those needs. Objectives Upon completion of this module, the participant should be able to: 1) Describe three learner styles. ) Describe the three domains of learning around which teaching strategies are developed. 3) Evaluate the merits of selected teaching strategies. 4) Identify techniques that facilitate adult learning. ANCC Accreditation Statement This continuing nursing education activity has been approved by the Association of perioperative Registered Nurses (AORN), an accredited approver by the American Nurses Credentialing Center s (ANCC) Commission on Accreditation. Activities that are approved by AORN are recognized as continuing education for registered nurses. This recognition does not imply that AORN or the ANCC Commission on Accreditation approves or endorses any product included in the presentation. Information on completing the Certificate Program for Surgical Services Educators and receiving continuing education may be found at and in the Certificate Program packet located in the inside pocket of the binder. Note: Credit will not be awarded unless activities for all seven modules are completed. 5

6 Unit : Learning Styles Learning Module Talk me through it. Let me read the instruction guide first. If I could just get my hands on that drill, I know I could figure out how to put it together. Listening to and watching staff members can provide important clues to how they approach learning. Understanding how adults learn is an integral part of being an effective educator. The first step of the process is to reflect on personal learning styles, as people tend to teach others in the same manner that they themselves learn best, or have been taught in the past. Knowing how other people learn is a valuable component in the development of meaningful educational programs. Being a good clinician does not necessarily equate to being a good educator. Consulting with peers in the hallway on the best way to position a patient for a complex procedure, or providing the latest evidence to a newly graduated nurse setting up a case for a patient with a latex allergy may set one apart as a content expert, but if no thought has gone into how the other person learns best, or adapting the teaching style to meet those needs, very little actual learning may have taken place. In fact, content knowledge is only one component of an effective learning exchange. It does provide a baseline for determining what needs to be taught; however, communication and instructional principles are equally important (Figure -1). The ability to communicate must be present if effective learning is to take place (Siebert, 008). Just as in patient education, the opportunity to exchange dialogue and ask questions is paramount to the successful transmission of information. This communication should include what the learner already knows and the expectations of what needs to be learned. Instructional strategy should take into account the following: What is the learner supposed to gain Figure -1: Components of teaching. (Graphic by L Zamora) 7

7 Unit : Learning Styles (outcome)? The outcome should be centered on the learner, not the educator or the topic. What resources are available? How should learning be evaluated? A myriad of theories have been developed to describe the process by which someone learns, but a practical approach involves the senses of hearing, vision, and touch. Used during exploration of the environment, they are then incorporated into the favored method for assimilating, processing, and analyzing information. The favored learning style is unique to the individual, and it can provide valuable clues to preferred teaching strategies. Auditory learners learn best by listening. Lectures and audiotapes are effective teaching tools for this audience. Visual learners learn best by watching or reading. Demonstrations, written materials, and videos are all appropriate tools. Kinesthetic or tactile learners learn by doing. Manipulatives, models, and hands-on opportunities to build or assemble are favored by this group. Because so much of perioperative nursing involves skill in putting something together, kinesthetic learners naturally gravitate to this profession and may make up a large portion of the staff. Whether one is a visual, auditory, or kinesthetic learner depends on which sensory attribute is favored; in truth, most people use a combination of all three, though one or two tend to be more heavily favored. Fleming (006) asserts that 60% of learners are identified as multi-modal incorporating more than one style when learning. Providing educational programs that incorporate only one learning style (e.g., lecturing without any audiovisual aids) minimizes the effectiveness of the learning opportunity for everyone. Utilizing all three methods will make the content more interesting, increase retention of the material, and move the focus from the educator to the learner. EDUCATOR S PEARL The nurse educator needs to ensure that everyone in a teaching role is familiar with learning styles and how to incorporate them into an educational plan. This includes preceptors and persons mentoring student nurses. 8

8 References Learning Module American Association of Nurse Executives. (007). AONE Guiding Principles for Diversity in Health Care Organizations. Retrieved Nov., 009 from Billings, D. M. & Halstead, J. (008) Teaching in nursing: A guide for faculty (3rd ed.). New York, NY: W.B. Saunders Company. Bloom, B.S. (ed.). (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain. New York, NY: Longman. D Alfonso, J., & Moss, R.(004). Designing competencies that count. Denver, CO: Competency & Credentialing Institute. Farag, A.A., & Tullai-McGuinness, S. (009). Nurses perception of their manager s leadership style and unit climate: Are there generational differences? Journal of Nursing Management, 17, Fleming, N. (006). VARK: A guide to learning styles [Electronic Version]. Retrieved June 15, 009 from Herrman, J.W. (008). Creative teaching strategies for the nurse educator. Philadelphia, PA: FA Davis Publishing. Knowles, M.S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), , 386. Knowles, M. (1981). The adult learner: A neglected species. Houston, TX: Gulf Publishing. Kohn, L.T., Corrigan, J.M., & Donaldson, M.S. (eds.).(1999). To err is human: Building a safer health system. Washington, D.C.: National Academy Press. Robinson, J.E. (009). 10 suggestions for orienting foreign-educated nurses: An integrative review. Journal for Nurses in Staff Development, 5(), Siebert, D.C. (008). Secrets to creating effective and interesting educational experiences: Tips and suggestions for clinical educators. Journal of Genetic Counseling, 17, Sherman, R.O. (006). Leading a multigenerational nursing workforce: Issues, challenges, and strategies. On-Line Journal of Issues in Nursing, 11(). 9

9 References Additional Recommended Readings and Resources Unit I: Introduction Association of perioperative Registered Nurses (AORN) Professional specialty organization; provides educational opportunities through conventions, specialty assemblies, and evidencebased literature. Fee required for membership. Avillion A, Brunt B, Ferrell, MJ (007) Nursing professional development review and resource manual. American Nurses Credentialing Center. Bastable, S.B. (008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.). Sudbury, MA: Jones & Bartlett Publishers. Brown, Y.D. (007). Staff development story: Guiding the nurse educator. Journal for Nurses in Staff Development, 3(5), DeYoung, S. (008). Teaching strategies for nurse educators. Upper Saddle River, NJ: Prentice Hall. O Connor,AB. (007). Clinical instruction and evaluation: A teaching resource (nd ed.). Sudbury MA: Jones & Bartlett Publishers. Unit IV: Adult Learning Principles Cross, K.P. (199). Adults as learners: Increasing participation and facilitating learning. San Francisco, CA: Jossey Bass. Dickerson, P.S. (003). Ten tips to help learning. Journal for Nurses in Staff Development, 19(5), Unit V: The Learning Process Harton, B.B. (007). Clinical staff development: Planning and teaching for desired outcomes. Journal for Nurses in Staff Development, 3(6), Unit VI: Teaching Strategies O Neil, CA, Fisher CA, New bold SK. (004). Developing an online course: Best practices for nurse educators. New York, NY: Springer Publishing Company. Walker, B.L., Harrington, S.S., & Cole, Claire, S. (006). The usefulness of computer-based instruction in providing educational opportunities for nursing staff. Journal for Nurses in Staff Development, (3), Lecture: Clynes, M.P. (009). A novice teacher s reflections on lecturing as a teaching strategy: Covering the content 30

10 References or uncovering the meaning. Nurse Education in Practice, 9, -7. Debate/discussion: Barrington, K. (008). MUDD Mapping: An interactive teaching-learning strategy. Nurse Educator, 33(4), Simulation: Campbell, S.H., & Daley, K.M.(eds.). (009). Simulation scenarios for nurse educators: Making it real. New York, NY: Springer Publishing Company. Dodge-Ackerman, A., Kenny, G., & Walker, C. (007). Simulator programs for new nurses orientation: A retention strategy. Journal for Nurses in Staff Development, 3(3), McCarthy, K. (007). Unraveling the mystery of a code. Journal for Nurses in Staff Development, 3(3), Murray, C., Grant, M.J., Howarth, M.L., & Leigh, J. (008). The use of simulation as a teaching and learning approach to support practice learning. Nurse Education in Practice, 8, 5-8. Paparella, S.F., Mariani, B.A., & Layton, K. (004). Patient safety simulation: Learning about safety never seemed more fun. Journal for Nurses in Staff Development, 0(6), Webster, M.R. (009). An innovative faculty toolkit: Simulation success. Nurse Educator, 34(4), Winslow, S., Dunn, P., & Rowlands, A. (005). Establishment of a hospital-based simulation skills laboratory. Journal for Nurses in Staff Development, 1(), Games: Deck, M.L. (004). Instant teaching tools for the new millenium. St. Louis, MO: Mosby, Inc. Self-learning modules: Carcich G.M., & Rafti K.R. (007). Experienced Registered Nurses satisfaction with using self- learning modules versus traditional lecture/discussion to achieve competency goals during hospital orientation. Journal for Nurses in Staff Development, 3(5), Clifford, P., Goldschmidt, K., & O Connor, T. (007). Staff nurses writing for their peers: Development of self-learning modules. Journal for Nurses in Staff Development, 3(6), Unit VII: Incorporating Diversity into Teaching Cardarelli, L. (007). Generational diversity: A product of our experiences. The Staff Educator, 3(7),

11 References Hart, S.M. (006). Generational diversity: Impact on recruitment and retention of nurses. Journal of Nursing Administration, 36(1), Johnson, S.A., & Romanello, M.L.. (005). Generational diversity: Teaching and learning approaches. Nurse Educator, 30(5), McNamara, S.A. (005). Incorporating generational diversity. AORN Journal, 81(6), Taylor, R. (005). Addressing barriers to cultural competence. Journal for Nurses in Staff Development, 1(4),