5 Teaching and Learning in Healthcare

Peer-based learning and developing abstract thinking.

Practice and feedback.

Self-actualization, personal growth, intrinsic motivation, curiosity.

They provide a framework for understanding how students learn and inform instructional strategies.

Increasing task complexity and encouraging independent practice.

A student from a multilingual background may find it easier to learn new languages.

Previous experiences shape future learning.

Cognitive, affective, and psychomotor domains that categorize learning objectives.

It could signify a category or classification within the Fedo framework.

They provide frameworks that guide instructional strategies and enhance understanding.

Lecture, group work, demonstration, and role play.

Self-directed learning using life experiences.

By processing and reorganizing information based on existing knowledge.

Prefers using words in speech and writing.

It emphasizes observable behaviors and the responses to environmental stimuli.

Through body, hands, and touch.

Understanding the skills involved.

It emphasizes observable behaviors and the responses to environmental stimuli.

Through play and hands-on experiences.

It involves fine-tuning the skill through practice.

Achieving speed and efficiency, performing tasks simultaneously.

Cognitive, Affective, and Psychomotor domains.

They provide a framework for understanding how students learn and how to effectively teach them.

Structure, Process, and Outcome.

Interaction with the environment and integration of new experiences with prior knowledge.

Learning style.

Prior knowledge can enhance or hinder the understanding of new concepts.

The ability to perform tasks with speed and efficiency.

It emphasizes observable behaviors and the responses to environmental stimuli.

It emphasizes observable behaviors and the responses to environmental stimuli.

It shapes the way new information is understood and integrated.

Stimulus, response, reinforcement, punishment, conditioning.

By resolving internal conflicts and integrating unconscious drives.

Learning style.

Assessment, planning, implementation, and evaluation.

To increase patients' competence and confidence in self-management.

To provide a legal record and communication with other professionals.

Students experiencing anxiety may find it difficult to concentrate and perform academically.

Learning is driven by individual motivation for personal growth.

Information processing and memory.

They guide the development of effective teaching strategies tailored to learners' needs.

A lifelong, dynamic process essential for survival, involving a change in behavior, knowledge, skills, and attitudes.

Learning objectives, number of participants, type of material, kind of learning desired.

It focuses on internal mental processes and how they influence learning.

Prints, graphics, PPT, videos.

Prior learning can significantly affect how new information is understood and retained.

Culture shapes values, beliefs, and behaviors that affect how individuals learn.

It focuses on internal mental processes and how they influence learning.

Individual challenges, such as personal stress, that impede learning.

Prefers sound and music, learns by listening and hearing lectures.

Maladaptive behaviors.

A student learns math by understanding underlying concepts, not just memorizing formulas.

Learning is shaped by environmental stimuli and consequences.

It focuses on internal mental processes and how they influence learning.

Feelings.

By improving the understanding and application of healthcare concepts among professionals.

Doing.

Recognizes patterns easily.

Specific: Clearly defined expectations.

Unconscious, identity, ego, defense mechanisms, trauma.

By doing.

To empower patients with knowledge and skills to manage their health.

They include cognitive, associative, and autonomous stages.

To determine the effectiveness of teaching.

From passive recipients to active participants.

Teach Back method.

Past experiences shape how individuals approach new information and learning situations.

Patient-centered approaches, active participation, and tailored content.

It enhances independence in daily activities.

Teaching and learning.

Developing a personal philosophy about art or values.

A process of how we improve our movement skills through practice and experience.

Uses pictures and images, learns by observing and watching.

It may refer to a specific concept or element related to Fedo.

Role-playing.

Learning happens through observation and imitation of others.

Learning is influenced by unconscious drives and childhood experiences.

Uses reason and logic.

Denial of learning needs and resentment towards authority.

Modeling, observation, imitation, role model, watching.

It encourages collaboration and peer learning.

Supporting patients in a comfortable learning space.

A new employee learns workplace etiquette by watching colleagues.

Personal factors include life stage, personality, learning style, past experiences, and emotional stability.

By connecting them to resources.

Knowledge acquisition (remembering).

Achievable: Realistic and feasible goals.

It emphasizes the influence of unconscious processes and early life experiences on learning.

It posits that learning occurs through observing others and modeling their behaviors.

Efficient for covering content and organized delivery.

It emphasizes personal growth and self-actualization in the learning process.

To empower patients with knowledge about their health and treatment options.

Teach back.

Activities that maintain cognitive function and social engagement.

Learning style.

Stress from illness, anxiety, sensory deficits, and low literacy.

Thinking.

To create a structured learning environment that acknowledges the interplay between cognitive, affective, and psychomotor domains.

A nurse creates learning moments.

Cultural influences, environmental distractions, and physical and psychological comfort levels.

Factors such as rewards, goals, expectations, and growth that drive learners.

It emphasizes the influence of unconscious processes and childhood experiences on learning.

To facilitate understanding and skill acquisition.

They include cognitive, associative, and autonomous stages.

Changes in knowledge, attitudes, and behavior.

Measurable: Use numbers for assessment.

Assessment of physical and psychological needs.

Understanding the needs of individuals.

They provide direction and motivation for learners.

Independent work.

Tailored teaching methods enhance learning and meet diverse patient needs.

A care plan with goals.

It emphasizes the influence of unconscious processes and early life experiences on learning.

Patient learning outcomes, responses, and future teaching plans.

To enhance understanding and improve health outcomes.

Health is a state of complete physical, mental, and social well-being, not merely the absence of disease.

By tailoring teaching methods to fit the learning needs and styles of healthcare professionals.

Learning involves internal mental processes and knowledge structures.

Cognitive Stage, Associative Stage, Autonomous Stage.

A student chooses a research topic based on personal passion.

There are 5 stages, including the cognitive stage.

By associating stimuli with responses through reinforcement.

They help engage learners through intrinsic motivations.

Learning environment factors such as premises, expertise, and equipment.

By inspiring health engagement.

Resource utilization and techniques (aids).

To improve health outcomes, enhance patient satisfaction, and promote self-management.

By utilizing intrinsic motivations.

By improving teaching methods and enhancing patient education outcomes.

Rapid patient discharge limits the time available for learning.

To create a better system for access to education.

To transmit information to a group in a structured manner.

Receptiveness to new learning methods and diverse subjects.

It reduces anxiety and illness complications.

By modeling, teaching, developing skills, clarifying beliefs, and supporting changes.

To transform passive listeners into engaged learners.

By enabling them to take charge of their own health and improve overall health outcomes.

They can guide the development of effective teaching strategies and assessment methods.

A teacher might ask students to conduct an experiment to observe cell behavior (applying).

It informs and improves teaching strategies.

Use clear communication.

Be sensitive to the patient’s pace.

Permanent changes in our ability to perform movements.

Through self-directed exploration based on personal interests.

Cognitive, associative, and autonomous stages.

It improves patient relationships.

It focuses on internal mental processes and how they influence learning.

To empower patients with knowledge to manage their health effectively.

It posits that learning occurs through observation and imitation of others.

Purpose emphasis, clear instructions, and breaking down tasks.

A child learns to say 'please' by receiving praise when using it.

They categorize different levels of learning objectives, including cognitive, affective, and psychomotor domains.

Increased satisfaction and quality of life.

It affects the choice of teaching method and materials.

It posits that people learn from one another through observation, imitation, and modeling.

They can guide the development of curricula and teaching strategies that enhance patient education and professional training.

It allows learners to practice real-life scenarios in a safe environment.

Multiple providers delivering similar content inconsistently causes confusion.

Response (responding).

Patients in nursing and students in education.

They can influence learner motivation and performance.

Foster a respectful nurse-patient relationship.

To achieve goals and enhance patient understanding and engagement.

It emphasizes personal growth and self-actualization in the learning process.

It enhances patient care, improves health outcomes, and ensures that staff are knowledgeable about best practices.

It strengthens advocacy for patients.

Critiquing a fellow student's explanation of cell functions.

Previous learning.

Enhanced job satisfaction.

Individual traits and characteristics of the learner affect their learning process.

It is a unique professional domain.

They categorize different levels of learning objectives, including cognitive, affective, and psychomotor domains.

It posits that people learn from one another through observation, imitation, and modeling.

To improve health outcomes, enhance patient satisfaction, and promote self-management.

Cognitive, affective, and psychomotor domains.

They provide a framework for understanding how students learn and inform instructional strategies.

Increased adherence to treatment, better understanding of health conditions, and improved quality of life.

Group learning.

By learner's progress, not just by the content delivered.

They prefer independent study.

Patient responses and ability, changes in knowledge/behavior, and future teaching plans.

They guide the selection of appropriate teaching methods.

It influences how new information is understood and retained.

It affects how new information is processed and integrated into existing knowledge.

Application (applying).

Cognitive, associative, and autonomous stages.

It helps to reinforce learning and identify areas for improvement.

Determine learning needs.

Ensure privacy and a quiet environment.

It influences how new information is understood and integrated by learners.

Comparing plant and animal cells.

To understand their background and how it may affect their learning process.

Time constraints, environmental distractions, and patient anxiety.

Patient-centered approaches, active engagement, and tailored instruction.

Assessment, planning, implementation, and evaluation.

It helps tailor the teaching approach to better suit the learner's preferences and enhance understanding.

Performing tasks simultaneously.

Fedo could refer to a person, concept, or framework in health education.

The extent of required behavioral changes.

To empower patients with knowledge about their health and treatment options.

Structural issues, such as lack of resources, that hinder access to education.

The workflow of teaching and learning in healthcare settings.

They thrive in group discussions.

Perception.

To enhance patient care and health outcomes.

Cognitive, affective, and psychomotor domains that guide educational objectives.

It emphasizes personal growth and self-actualization in the learning process.

To empower patients with knowledge and skills to manage their health.

Educational obstacles like time constraints and resource scarcity.

Increased adherence to treatment, better health outcomes, and improved quality of life.

They provide a framework for understanding how students learn and inform instructional strategies.

Developing a technique for executing a skill.

Time-bound: Set a timeline for objectives.

Due to task-oriented roles and lack of administrative support.

To set clear learning outcomes and guide the teaching process.

Factors affecting learning include history, physical and emotional assessment, readiness to learn, motivation, learning style, and literacy.

Both involve assessment, planning, implementation, and evaluation, but the education process focuses specifically on teaching and learning.

Patient-centered approaches, active engagement, and tailored content.

Changes in knowledge and skills.

The nurse educator facilitates learning by assessing needs, developing educational materials, and evaluating outcomes.

Issues include health disparities, access to care, and the impact of technology on health behaviors.

By observing and modeling behaviors of others.

Cognitive, affective, and psychomotor domains that categorize learning objectives.

It posits that people learn from one another through observation and imitation.

Cognitive, associative, and autonomous stages.

They are interdependent and can be experienced simultaneously.

It emphasizes observable behaviors and the responses to environmental stimuli.

Enhances patient care and professional development.

A systematic, planned approach.

To help them move from dependency to independence.

Readiness to execute a task.

Understanding the needs and learning styles of patients.

It focuses on internal mental processes and how they influence learning.

To tailor interventions effectively.

Insufficient tracking of educational efforts hinders collaboration.

It emphasizes the influence of unconscious processes and early life experiences on learning.

Lack of time, inadequate resources, and patient literacy levels.

Individuals benefit from stress-reduction techniques for better learning.

Cultural differences, language barriers, and environmental distractions.

It emphasizes personal growth and self-actualization in the learning process.

Patient-centered approaches, active engagement, and tailored content.

Physical and psychosocial outcomes.

Barriers can include lack of resources, time constraints, language differences, and varying learning styles.

Motivation drives the learner's desire to engage and persist in the learning process.

Techniques include formative assessments, summative assessments, self-assessments, and peer evaluations.

It involves assessing learners, determining needs, and adapting teaching strategies accordingly.

To enhance the effectiveness of teaching and learning.

They provide a framework for understanding how students learn and how to effectively teach them.

It emphasizes the influence of unconscious processes and early life experiences on learning.

It transforms passive recipients into active healthcare participants, improving outcomes and satisfaction.

It emphasizes the influence of unconscious processes and early life experiences on learning.

Cognitive domain includes knowledge acquisition, comprehension, application, analysis, evaluation, and synthesis.

Many nurses are not adequately prepared to teach.

Awareness (receiving).

To improve health outcomes, enhance patient satisfaction, and promote self-management.

Language differences, health literacy levels, and lack of resources.

To help patients overcome personal challenges.

Giving information, counseling, clarifying thoughts, expressing feelings, identifying options, and developing new skills.

Structured environments with clear goals.

The effectiveness of teaching and learning outcomes.

Cognitive, affective, and psychomotor domains that guide educational objectives.

Origination.

A teaching plan with outcomes.

By successfully performing in a game situation.

Performing nursing interventions and conducting teaching.

To provide individuals and communities with the knowledge and skills to make informed health decisions.

Designing a model of a cell that incorporates new findings.

Knowledge, attitude, and behavior.

Both teaching and learning.

Lack of privacy and social isolation may disrupt active involvement in health decision-making.

They categorize different levels of learning, including the affective domain which deals with feelings and attitudes.

It provides a visual and practical example for learners.

Increased adherence to treatment, better understanding of health conditions, and improved communication with healthcare providers.

Language differences, health literacy, and lack of resources.

They communicate well.

They significantly impact a learner's ability to focus and engage with the material.

Helping patients navigate the healthcare system.

Realistic: Consider available resources.

Time constraints, environmental distractions, and patient anxiety.

Synthesis (creating).

They can lead to passive engagement and limited skill development.

Self-care.

They help present key terms and examples clearly.

Assessment of learning needs, planning educational interventions, implementation, and evaluation.

Cognitive, associative, and autonomous stages that describe the progression of skill acquisition.

By discussing their feelings about a poem in small groups.

Expressing the importance of poetry in culture.

By influencing others through their own poetry.

To simulate real-life scenarios for experiential learning.

It emphasizes personal growth and self-actualization in the learning process.

It emphasizes observable behaviors and the responses to environmental stimuli.

They serve as intrinsic motivations that can enhance engagement.

It focuses on internal mental processes and how they influence learning.

Time constraints, environmental distractions, and patient anxiety.

To ensure that educational goals are met and to improve future teaching strategies.

It posits that people learn from observing others and through social interactions.

Valuing.

Increased adherence to treatment, better health outcomes, and improved quality of life.

Assessment, planning, implementation, and evaluation.

By providing interactive learning experiences and access to resources.

Nurses struggle with limited time and inadequate space for teaching.

To encourage collaborative learning and teamwork among students.

Students adapting to a newly learned shooting technique.

Summarize key points and use teaching aids.

By using frameworks like the Health Belief Model or Transtheoretical Model to encourage positive health behaviors.

It emphasizes personal growth and self-actualization in the learning process.

Nurses facilitate learning and create an environment where patients engage with their health.

By early relationships with authority figures.

It improves care continuity and treatment adherence.

A deliberate intervention aimed at enabling learning.

Practicing a skill with guidance from a coach.

To improve health outcomes, enhance patient satisfaction, and promote self-management.

They guide the development of effective teaching strategies and curricula tailored to healthcare professionals.

Independence.

They inform effective educational interventions for patients.

Patient-centered approaches, active engagement, and adaptability to individual needs.

It empowers active involvement in care planning.

They adapt well to collaborative learning environments.

Language differences, health literacy, and lack of resources.

They include understanding the learner's needs, creating an effective learning environment, and employing appropriate teaching strategies.

The learner's willingness and ability to engage in the learning process.

Through assessments, surveys, and community health data analysis.

Literacy affects the learner's ability to comprehend and engage with educational materials.

Health education is the process of providing information and skills to individuals to promote health and prevent disease.

To improve health outcomes, enhance patient satisfaction, and promote self-management.

By empowering them to maintain or improve health independently.

It serves as a legal record and communication tool for cohesive patient education.

Employ layperson’s language.

Evaluating the learner's physical health and emotional state to gauge their readiness to learn.

Language differences, health literacy, and lack of resources.

Characterization (characterizing).

Time constraints, environmental factors, and patient motivation.

Assessment, planning, implementation, and evaluation.

The process of enabling people to increase control over, and to improve, their health.

Principles include understanding diverse learning needs, fostering an inclusive environment, and adapting teaching methods.

Patient education is often not reimbursed, affecting its implementation.

Possible unequal participation among group members.

Showing how to perform tasks, integrating cognitive and practical learning.

It can be time-consuming and may not suit all learning styles.

Actions individuals take that affect their health, such as diet, exercise, and smoking.

Assessment, planning, implementation, evaluation, and feedback.

To enhance patient understanding and improve health outcomes.

It may cause discomfort for some learners.

Methods include surveys, interviews, observations, and pre-assessments.

Skills include effective communication, group facilitation, cultural competence, and the ability to adapt teaching methods.

It should address the needs of clients across the lifespan and be adaptable to various settings.