2Broad overview of strategy Return demonstration is effective strategy when learning a psychomotor domainThis strategy is effective when combined with a demonstration, the learner should return demonstration as close to demonstration as possibleGives the learner an opportunity to show what they have learned in a comfortable non-intimidating environment
3Educational theoriesSelf Efficacy theory: theory based on performance accomplishments. The learner is taught a skill and then given the opportunity to demonstrate the skill learned.According to Albert Bandura, self-efficacy is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations” (Bandura, 1994).
4Educational Theory: Self Efficacy Defined People with strong self efficacyView challenging problems as tasks to be masteredDevelop deeper interest in the activities in which they participateForm a stronger sense of commitment to their interests and activitiesRecover quickly from setbacks and disappointments (Bandura, 1994)People with weak self efficacyAvoid challenging tasksBelieve that difficult tasks and situations are beyond their capabilitiesFocus on personal failings and negative outcomesQuickly lose confidence in personal abilities (Bandura, 1994)
5Usages of the strategyDemonstration of blood glucose testing, explained and the learner is given the opportunity to demonstrate this to the instructor. Best used with individualized instruction.Other examples:Dressing ChangeInjectionsBlood Pressure MeasurementMedication AdministrationHand washingDonning Sterile Gloves
6Pros of strategy Effective for learning in the psychomotor domain Engages the learner using visual, auditory and tactile sensesRepetition of movement and constant reinforcement increases confidence, competence, and skill retentionProvides opportunity for over learning to achieve goal
7Cons of strategy Best completed with 1:1 instruction Can be costly Need to limit the size of instructionRequires plenty of time to be set aside for teaching and for learningExtra space and equipment may be necessary for certain skills
8EvaluationReturn demonstration is beneficial in making patients comfortable with new skills.This strategy permits the nurse to document patient’s progress and any areas they need improvement.Evaluator/Coach can use a checklist to make sure the learner is mastering each step, and which steps require more practice
9SummaryCan increase the knowledge base for health promotion practices.Accurately reflects both what was taught and how the patient is able to demonstrate the skill.Teacher should remain silent except for offering cuesPractice should be supervised until the learner is competent
10ReferencesBastable, S. B. (2008). Nurse as educator (3 ed.). Sudbury, MA: Jones and Bartlett.Cirone, N. (2010). Documenting return demonstration. Nursing Retrieved May 24, 2010 fromFinkelstein, E., Wittenborn, J. & Farris, R. (2004). Evaluation of public health demonstration programs: The effectiveness and cost effectiveness of wise woman. Journal of Women’s Health. Retrieved May 24, 2010 from ebscohost.London, F. (1997, February). Return Demonstration: How to validate patient education. Nursing 97, 32.
11References ContinuedBandura, A. (1994). Self-Efficacy. New York, New York: Academic Press.Bastable, S. (2008). Nurse as educator: principles of teaching and learning for nursing practice. Sudbury: Jones and Bartlett.Mantik Lewis, S., & Heitkemper, M. (2004). Medical-surgical nursing: assessment and management of clinical problems. Mosby.