Module A: Introduction to Teaching and Learning Concepts Lauren Cain, MSN, RN NACC.

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Presentation transcript:

Module A: Introduction to Teaching and Learning Concepts Lauren Cain, MSN, RN NACC

Learning Objectives 1. Define terms associated with teaching/learning. 2. Describe elements of a comprehensive teaching/learning plan. Describe the role of the registered nurse in teaching and learning activities.

Key Terms Teaching Learning Teaching plan Goal Objectives

Why Teach? Complex healthcare environment Clients need education to manage health and wellness Clients have a right to comprehensive health care Increases self-care/self-management Teaching is a primary nursing responsibility – State nurse practice acts and ANA Standards of Clinical Nursing Practice

Nurse as Teacher Expert Skilled practitioner Subject knowledge Good communicator Empathy Collaboration

Nurse as Teacher Promote learning Provide environment Partnership

Nursing Process and Client Teaching Assessment Diagnosis Planning Implementation Evaluation

Prior to developing teaching plan: – Establish baseline for teaching Ability Readiness Current knowledge of subject matter

Teaching Plan Comprehensive teaching plan is essential – Serves as roadmap Systematic approach

Elements of a Comprehensive Teaching Plan Purpose Statement of overall goal List of objectives – Sub-objectives, if necessary Outline of content Instructional method(s) Time allotted for each objective Instructional resources needed – Materials/tools/equipment Evaluation method

Sample Teaching Plan Purpose: To provide the client with the information necessary for monitoring blood glucose. Goal: The client will demonstrate the ability to test for blood glucose on a regular basis. Objective: Following a 20-minute teaching session, the client will be able to use a reagent strip to determine blood glucose level with 100% accuracy.

Teaching Plan Using the elements of a comprehensive teaching plan, formulate a teaching plan for a client who needs to learn self- administration of insulin.

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