Concept Of Teaching

And Learning
By
Kalsoom Naz
HIMS-Peshawar
 Objectives
At the end of this unit, learners will be able
to
Identify the learning needs of the patient
at the clinical Site.
Develop teaching learning plan.
Perform health teaching at the clinical
site.
 Teaching
Definition
Teaching is an active process in which one person shares
information with others to provide them with the information to
make behavioral changes.
Learning
Definition
Learning is the process of assimilating information with a resultant
change in behavior.
OR
Learning is the process of acquiring new understanding,
knowledge, behaviors, skills, values, attitudes, and preferences.
The ability to learn is possessed by humans and animals .
Cont..
Teaching Learning Process
It is a Combined process where a teacher
assesses understanding needs ,
establishes particular learning
objectives, formulates teaching and
memorizing strategies, enforces a plan
of work, and assesses the outcomes of
the instruction.
Teaching learning process
Teaching learning process is a planned interaction that promote
behavioral change that is not a result of maturation and coincidence.

Pl im Ev
ple
an me
alu
e nt ate
Planning Phase

It includes decision like:

• The needs of the learner
• The achievable goals & objectives to meet the needs
• Selection of the content to be taught
• Motivation to carry out the goal,
• Strategies most fit to carry out the goals
• Evaluation process to measure learning outcome
Considerations in planning

• Learner
• Availability of materials
• Time requirement of particular activity
• Strategy need to achieve the objective
• Teacher
Implementation phase
• Based on the objective, implementation means to put into action the
different activities in order to achieve the objectives through the
subject matter.
• Interaction of the teacher and learner is important in the
accomplishment of the plan Use of different teaching style and
strategy are included in this phase

Evaluation phase
• A match of the objective with the learning outcome will be made
• Answer the question if the plans and implementation have been
successfully achieved
Feedback and Reflection
A continuous process of feedback and reflection is made in
this three phases of teaching. Feedback is the reflection of
the information ; Reflection is the process embedded in
teaching where the teacher inquires into his action and
provides deep and critical thinking
Learning
• Defined as a change in an individual’s behavior caused by experiences
or self activity
• Implies that learning can only happen through the individuals activity
or his own doing
• Can be intentional or unintentional
 Learning Styles

Information enters your brain three in main ways: sight, hearing and touch,
which one you use the most is called your Learning Style

• Visual Learners learn by sight

• Auditory Learners learn by hearing
• Tactile Learners (kinesthetic) learn by touch
Visual Learners

• Prefer to see information such as pictures, diagrams, demonstrations

• Picture words and concepts they hear as images
• Easily distracted in lecture with no visual aids
• Benefit from using charts, maps, notes, and flash cards when studying
Auditory Learners

• Prefer to hear information spoken

• Can absorb a lecture with little effort
• May not need careful notes to learn.
• Often avoid eye contact in order to concentrate
• May read aloud to themselves
Tactile or Kinesthetic Learners
• Prefer touch as their primary mode for taking in information
• In traditional lecture situations, they should write out important facts
• Create study sheets connected to vivid examples
• Role-playing can help them learn and
remember important ideas
 Remember!
No matter what your Learning Style is it’s very important to-
• Be involved in class – participate!
• Link classroom experience to the outside world
• Relate class concepts to your own life.
• Ask questions and offer criticism.
• Stimulate further relevant discussion.
• Don’t get distracted – stay “on-task”
• Keep an open mind: there are many ideas beyond your own.
• Different instructors have different goals regarding student participation. Some expect
students to concentrate on listening, thinking, and taking notes. Others want you to be
actively involved in other ways as well. Participating in various ways will develop your
academic skills. Asking or responding to questions can make a class more worthwhile for
you and your classmates.
Elements Of Teaching And Learning process

 Teacher
 Learner
 Environment
 Matter
 Method
 Material
 Motivation
 Mastery
 Psychological security
 Feedback
 Practice
1. Teacher :Teacher is considered as the element that has the main role in the
teaching-learning process.
 He/she is considered as the so-called prime mover of the educational processes,
thus he /she directs the flow of the whole process and serve as main control of
the teaching learning process.
 The teacher is the one that facilitates the whole process of leaning.
2. Learners : The learners are considered as the key participant in the teaching
and learning process.
 They are considered as the primary subject or the main reason why the process is
implemented.
 The knowledge that acquired by the learners will decide whether the teaching
and learning objectives are achieved.
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3. Learning Environment: Since learning is triggered off by stimuli in the
environment, it assumes primary importance in teaching and learning.
 The classroom is the usual although not the exclusive environment of
learning at school.
 Teachers need to make the learning environment as "stimulating" as
possible.
 Every stimulus in the classroom should contribute to learning.
 Very much part of this environment is the human stimuli, the most
important of whom is the teacher himself.
 Material stimuli include objects in the room as well as common routine
activities.
4. Matter: The Content of Learning, This refers to what is to be learned as
specified in the instructional objective.
 The teacher should make sure that the minimum standard or level of
proficiency is attained by the class before moving onto the next lesson or unit.
 Curriculum makers are advised to be realistic in projecting subject matter and
avoid giving the students "too much, too soon," and to teach only "little matter,
but well mastered“

5. Method: The teaching-learning Strategy, This consist of purposeful, planned

activities and tasks that are undertaken by the teacher and the students in the
classroom to bring about the intended instructional objectives.
 The learners must also show efficiency in handling the activity, going through it
without hassle.
 The strategy must also be effective to yield expected result and must be
economical in time, effort and expense.
6. Material: The Resources of Learning, Materials are resources available
to the teacher and learners which serve as stimuli in the teaching-learning
situation.
 This may be either a "human person" or a "physical object."
 The whole purpose of materials is to initiate the students to the "real
world" they live in.
 Instructional materials represent elements found in that world are meant to
help students understand and explain reality.
 Portraying reality can be by direct experience, reproduction, representation
or abstraction
7. Media: Communication in Teaching and Learning, This pertains to the
communication system in the teaching-learning situation.
 This serves dual purpose: to promote common understanding in
instruction and to set and maintain a healthy psychological climate in the
classroom conducive to learning.
8. Motivation: Arousing and Sustaining Interest in Learning, Motivation is
the cardinal principle in learning.
 A learner will learn only those things he wants to learn.

9. Mastery: The Be-all and End-all of Learning.

 This means internalization of learning resulting in automatic or habitual
change behavior through meaningful repetition and application.
 Mastery comes through a "fixation" of what is to be learned, shifting it from
short-term to long- term memory, allowing for ease in use and transfer to new
situations in the future.
 Some call it executive control"
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10. Psychological Security: For learning to take place, participation of
learner is essential.
 The learner would not participate freely unless he feels secured.
 The teacher can't teach the child by threats.
 The learner must be given the stimulating environment, only in this
environment, the pupils are encouraged to try and therefore more
likely to learn.
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11. Feedback: A student learns more rapidly and more thoroughly
because he is forced to concentrate on material before him and because
he gets immediate feedback on his progress.
 It is not uncommon that after solving a problem, the child is interested
to know whether his solution is correct.

12. Practice: "Practice makes a man perfect"- the proverb implies the
importance of repetition in bringing certain habits up to the point where
they come naturally to him.
 The factor of practice is particularly true of skill learning.
Health education

Teaching process providing basic knowledge and practice of health, so

as to be interpreted into proper health behavior.
Health education

Teaching process providing basic knowledge and practice of health, so

as to be interpreted into proper health behavior.

Aims of Health education

1. Health promotion and disease prevention.

2. Early diagnosis and management.
3. Utilization of available health services.
 Specific objectives of health education
1. To make health an asset valued by the community.
2. To increase knowledge of the factors that affect health.
3. To encourage behavior which promotes and maintains health.
4. To encourage appropriate use of health services especially preventive
services.
5. To inform the public about medical advances, their uses and their
limitations.
Teaching Strategies

• Lecture
• Drill & Practice
• Compare & Contrast
• Demonstrations
• Guided & Shared - reading, listening, viewing, thinking
Teaching Learning Plan

• A teaching learning plan is a written guide for trainers, plans in order

to achieve the intended learning outcomes. It provides specific
definition and direction on learning objectives, equipment,
instructional media material requirements, and conduct of the training
Learning needs of the patient at the clinical site

The information given to the patient should be appropriate for the

patient's age, literacy level, education, and language skills.
Use of medical terminology or jargon should be avoided. For example,
the term's "myocardial infarction" and "MI" should not be used in
place of "heart attack" unless they have already been defined for the
patient.
Family members are the vital links in the transition from hospital to
home care. Families must be included in discussions and
demonstrations. Family is any person who plays an important role in
the patient's life
Learning needs of the patient at the clinical site

• Patient Assessment:
• Individualized Teaching:
• Safe and Effective Use of Medications:
• Medical Equipment and Supplies:
• Diet and Nutrition:
• Rehabilitation:
• Pain Management:
• Personal Hygiene:
• Psychosocial:
• Community Resources:
• Patient Rights:
• Patient Responsibilities:
• Follow-up Care:
 Patient Teaching
• Patient education is the process
by which health professionals
and others impart information
to patients and their caregivers
that will alter their health
behaviors or improve their
health status.
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Significance Of Teaching Learning In Nursing
As a nurse, one of our principal responsibility is to educate our patients.
Our teaching reaches across a broad areas: medication (old and new
medicine),procedures ,wound care, sign and symptoms to be aware of health
habits, how to continue caring for themselves once they are at home.
The teaching can occur as spontaneous answer to a question from a patient or
nurse, formal education and resource material.
The information we provide them during their hospital stay will hopefully help
them in gaining full recovery and decrease the risk of readmission.
References

kozier & Erb’s Fundamental of Nursing ,8th edition

( Audrey Berman ,Shirlee J. Synder).

Fundamentals of Nursing: Standards & Practice, 2 nd Edition

( Sue C. DeLaune Patricia K. Ladner.)

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