PRINCIPLES OF TEACHING  importance of patient education

by nurses, the Joint Commission

AND LEARNING
on Accreditation of Healthcare
HISTORICAL FOUNDATIONS FOR Organizations (JCAHO)
THE TEACHING ROLE OF NURSES delineated nursing standards for
patient education.
 Mid - 1800s- nursing was first  Presently, the demand for nurses
acknowledged as a unique in the role of educators of
discipline, the responsibility for patients, their families, and the
teaching has been recognized as general public is rapidly
an important role of nurses as accelerating. Also, the role of
caregivers. today's educator is one of
 Early 1900- public health nurses "training the trainer"- that is,
clearly understood the preparing nursing staff through
significance of the role disease continuing education, in service
and in maintaining the health of programs, and staff development
society. to maintain and improve their
 1918 - National League of clinical skills and teaching
Nursing Education (NLNE) in the abilities.
United States observed the
importance of health teaching as ROLE OF NURSE AS
a function within the scope of
EDUCATOR
nursing practice.
 Provide clinically competent and
 Two decades later this coordinated care to the public.
organization recognized nurses'  Involve patients and their
agents of health and promotion of families in the decision-making
health and prevention of illness in process regarding health
all settings where they practiced. interventions.
 1950 - the NLNE had identified  Provides clients with education
course content in nursing and counseling on ethical issues.
curricula to prepare nurses to  Expand public access to effective
assume the role as teachers of care.
others.  Ensure cost-effective and
 Recently the National League for appropriate care for the
Nursing developed the first consumer.
certified nurse educator exam to  Provide for prevention of illness
raise "the visibility and status of and promotion of healthy
academic nurse educator role as lifestyles for all Americans.
an advanced professional practice
discipline with a defined practice IMPORTANCE
setting".
 1993 - in recognition of the  Increase consumer satisfaction.
 Improve quality of life.
  Ensure continuity of care.  The response is made first then
 Effectively reduce the incidence reinforcement follows.
of complications of illness.  It is about feedback
 Promote adherence to healthcare /reinforcement.
treatment plans.
 Maximize independence in the BEHAVIORISM IN THE
performance of activities of daily CLASSROOM
living.  Rewards and punishments.
 Energize and empower
 Responsibility for student
consumers to become actively
learning rests squarely with the
involved in the planning of their
teacher.
care.
 Lecture-based and highly
structured.

LEARNING THEORIES CRITIQUES OF BEHAVIORISM

Main Theory  It does not count for processes

1. Behaviorism taking place in the mind that
2. Cognitivism cannot be observed.
3. Social Learning Theory  Advocates for passive student
learning in a teacher-centric
BEHAVIORISM environment.
 It is confined to observable and  One size fits all.
measurable behavior.  Knowledge itself is given and
 Learning is defined by the absolute.
outward expression of new  There is programmed instruction
behaviors and context- and teacher - proofing.
independent. COGNITIVISM
 Biological basis for learning.
 Focuses observable behaviors.  Grew in response to
Behaviorism.
 Knowledge is stored cognitively
as symbols.
 Learning is the process of
pClassical Conditioning (PAVLOV) connecting symbols in a
 A stimulus is presented in order meaningful and memorable way.
to get a response.  Studies focused on the mental
 It is about reflexes. processes that facilitate symbols
connection.
Operant Condition (SKINNER)
COGNITIVISM IN THE
CLASSROOM
  Inquiry-oriented projects 1. How much power the model
 Provide opportunities for the seems to have.
testing of hypotheses. 2. How capable the model seems to
 Curiosity is encouraged. be.
 Stage scaffolding. 3. How nurturing or caring the
models seems to be.
CRITIQUES OF COGNITIVISM 4. How similar the learner perceives
self and model.
 Like Behaviorism, knowledge
5. How many models the learner
itself is given and absolute.
observes.
 Input - Process - Output model is
mechanistic and deterministic. Four interrelated processes establish
 It does not account enough for and strengthen identification with the
individuality. model:
 It has little emphasis on affective
1. Children want to be like the
characteristics.
model.
SOCIAL LEARNING THEORY 2. Children believe they are like the
model.
 Grew out of Cognitivism. 3. Children experience emotions
 Learning takes place through like those the model is feeling.
observation and sensorial 4. Children act like model.
experiences.
 Imitation is the sincerest form of SOCIAL LEARNING THEORY
flattery.  Through identification, children
 Social Learning Theory is the come to believe they have the
basis of the movement against same characteristics as the model.
violence in media and video  When they identify with a
games. nurturing and competent model,
children feel pleased and proud.
LEARNING MODELS:
 When they identify with an
1. Attend to pertinent clues.
inadequate model, children feel
2. Code for memory (store a
unhappy and insecure.
visual image).
3. Retain in memory. SOCIAL LEARNING THEORY IN THE
4. Accurately reproduce the CLASSROOM.
observed activity.
5. Possess sufficient  Collaborative learning and group
motivation to apply new work.
learning.  Modeling responses and
expectations
Research indicates that the following  There are opportunities to
factors influence the strength of observe experts in action.
learning from models:
CRITIQUES OF SOCIAL LEARNING
THEORY

 It does not take into account

individuality, context and
experience as mediating factors.
 Suggests students to learn best as
passive receivers of sensory
stimuli, as opposed to being
active learners.
 Emotions and motivation are not
considered important or
connected to learning.