Teaching Strategies

1. Discuss the different teaching strategies available to the

nurse educator.
2. Describe clinical teaching.
3. Explain various guidelines in teaching psychomotor skills.
•“The teacher is the best
audiovisual aids to students
who influences her personal
and professional development.”
(St. Thomas Aquinas).
Traditional Teaching Strategies

1. Lecturing

Lecture is the most

traditional method associated
with teaching in which the
teacher simply conveys the
knowledge to the students in
a one-way channel of
communication.
Traditional Teaching Strategies

1. Lecturing

Lecturing can be an efficient

means of introducing learners to
new topics. It is used to integrate
and synthesize a large body of
knowledge from several fields or
sources and used to clarify difficult
concepts.
Advantages of the Lecture Method
 Having a specific period of
time, it allows uniformity of
knowledge to be learned for
all students in a class
It is economical and cost-
effective since only one is
entrusted to deliver the
topic
It helps develop students’
listening abilities
• Disadvantages of the Lecture Method

Few teachers are good lecturers who can deliver topics

according to students’ level of understanding.
By nature, the lecture method lends itself to the teaching of
facts with little emphasis placed on problem-solving,
decision making, analytical thinking, and transfer of
learning.
Not conducive to meeting students’ individual learning needs
since it is limited only to a single approach of delivering the
topic.
Allows limited attention span on the part of the learner,
• 2. Discussion
• Discussion retains some of the features of lecturing when the
teacher still imparts the lessons to the students through
interaction. This time she gives them opportunity to share their
insights or understanding of the topic.

• It may formal or informal. It allows greater student teacher

interaction and or student to student interaction.
Advantages of the Discussion Method:
Helps students learn the process of group problem-solving
Supports students way to develop and evaluate their beliefs and
positions
Can foster attitude change through understanding and allow students
freedom to assert their opinion or views, hence application of the new
knowledge takes place.
Many students like and prefer this to other methods
Disadvantages of the Discussion Method
Students use more time to think and interact
Effective only in small groups due to time constraints
May not be an efficient way of communicating information
because sharing takes time to settle specific topics for discussion
Useful only if the participants come prepared with the needed
background information.
3. Question and Answer Techniques

• The teacher initiates the learning process by asking

students about their insights and ideas regarding
the subject matter. In this method, the teacher asks
students what they understand of the subject
matter to determine what they have already learned
and what they need to learn.
• Questioning can increase motivation of learners
as it brings about eagerness to learn answers to
questions asked. It can be used to guide learners’
thought process and direct them to a certain area of
interest.
Seven Types of Questions

• 1. Factual questions. It demands simple recall or retrieval

of information.

• Example: What is fetal monitoring?

• 2. Probing questions. These are used when a teacher wants
• a learner to further explain an answer, or dig deeper into
the subject matter.

• Example: Reasons why fetal monitoring is done during

labor.
•
3. Multiple choice questions.

• These can be oral or written.

• They usually test recall and can be used to begin a
discussion.
4. Open-ended questions. These encompasses all questions
that require learners to construct an answer.

• Example: When should fetal monitoring be used?

• 5. Discussion-stimulating questions.
• These are questions which help the discussion move along
for a clearer or better view of the subject matter
Example: What would be the effect of fetal monitoring
to both the mother and the fetus?
• 6. Questions that guide problem-solving. The teacher
need to phrase and sequence questions carefully in order to
guide learners in problem-solving thinking process.
• Example: What other options do we have to assess
fetal status aside from fetal monitoring?
• 7. Rhetorical questions.

• It is sometimes appropriate to ask questions for which one can expect

no answers at the time.
• Such questions can be used to stimulate thinking in the class and
may guide learners asking their own questions while studying a topic.

• What is used as a rhetorical question in one session may become a

source of discussion in a later session.

• Example: In what way will fetal monitoring promote labor and

/or predict complications of labor?
• 4. Use of Audiovisual Aids
• Using audiovisuals is a traditional method that can
reinforce teaching and learning. It is used as supplement to a
lecture, as a prelude to discussion, or a part of questioning
strategy.
• When use appropriately, audiovisuals can greatly
enhance teaching and ass to students’ interest and facilitates
understanding of the subject matter in the classroom.
• When not used appropriately, audiovisuals simply become
time fillers and entertainers which make learning insufficient
or difficult.
Types of Traditional Audiovisuals

Handouts or printed materials used to help communicate

facts, figures and concepts.
Chalkboards or whiteboards are universally used in
education and allow spontaneity in classroom discussion.
Overhead transparency is a sheet of acetate placed on
overhead projector that enlarges and projects the image
onto a screen
Powerpoint slides are used to show words, concepts for
discussion, pictures or project diagrams and charts
Videotapes are used to find meaning in case scenarios,
biographic, clinical procedures, or situations which the
students need to reflect on to determine their relevance
and implications.
Activity-Based Teaching Strategies
• 1. Cooperative Learning
• In cooperative learning, students from one class are
arranged into small groups to facilitate learning process.
Cooperative learning involves structuring small groups of
learners who work together toward shared learning goals.
This may done through brainstorming, activities,
demonstrations and return demonstrations and group
projects.
• Activity-Based Teaching Strategies

• The following strategies are examples of cooperative

learning. These reading strategies are considered to be very
effective particularly in learning concepts in nursing:
Jigsaw
Think-Pain-Share
Numbered-Heads Together
Talking Chips
Murder Script
Advantages of Cooperative Learning

Group members learn to function as part of a team

Teachers or enhances social skills Inculcates the spirit of
team-building.
Disadvantages of Cooperative Learning

Students who are fast learners may lag behind

Learning gap may exist between the fast and slow
learners
2. Writing to Learn
• This actively influences students’ dispositions toward
thinking and takes active participation in learning.
Writing serves as a stimulus of critical thinking by
immersing students in the subject matter for cognitive
utilization of knowledge and effective internalization of
values and beliefs.
•
2. Writing to Learn
• These activities include journal writing, journal
papers, creative writing assignment, research articles,
paper critique.
• 3. Concept Mapping
• Concept mapping lends visual assistance to
students when asked to demonstrate their thinking
in a graphic manner to show interconnectedness of
concepts or ideas.
• This helps students see their own thinking and reasoning
of a topic to depict relationship among factors, cause and
effects.
• Students become more adept at creating and examining a
map for connections and using information (De Young:
2003).
• 4. Debate
• Debate is a strategy that fosters critical thinking which
requires in-depth recall of topics for supporting evidence
and for developing one’s position in a controversial issue
(Keating: 2006).
• It encourages analytical skills, recognizes complex
issues or concerns, permits students to consider
alternative options with freedom to change pne’s mind
based on the information, and enhances communication
skills and listening skills.
• 5. Simulations
• Simulations are practical exercises for the students
representing controlled manipulation of reality. These are
exercises which learners engage in to know the real world
without the risks of harm or injury and make learning
enjoyable. This includes the use of models of the human
body or clinical situations which symbolizes reality.
• Simulations are intended to help learners in decision-
making and problem-solving, develop human interaction
abilities and learn psychomotor skills in a safe and
controlled setting. They can be used to achieve various
learning objectives. Simulations are used to evaluate
students’ learning and competence.
• There are four types of simulation techniques:

Simulation exercise. A controlled representation of a piece of

reality that learners can manipulate to better understand the real
situation.
Simulation game. A game that represents real-life situations in
which learners compete according to a set of rules in order to win or
achieve an objective.
Role-playing. A form of drama in which learners spontaneously act
out roles through interaction involving problems or challenges in
human relations.
Case study. An analysis of an incident or situation in which
characters and relationships are described, factual or hypothetical,
events transpired and problems that need to be resolved or solved.
• 6. Problem-based Learning
• Problem-based learning is an approach to learning that
involves confronting students with real life problems
which they are meant to solve on their own.
• It provides stimulus for critical thinking and self-taught
content.
• It is based on the premise that students working together
in small groups, will analyze a case, identify their own
needs for information and solve problems (Clark: 2008).
• 7. Self-learning Modules
• Self-learning modules are completely doing away with
traditional instruction. The student is provided with the
materials needed for the learning process without the
intervention of the teacher. They are also called self-directed
• learning modules, self-paced learning modules, self-learning
packets, and individual learning activity packages.
• Self-learning modules are done in a unit of nursing or
instruction with a relatively low student-to-teacher ratio, in
which a single topic or a small section of a broad topic is studied
for a given period of time.
• Components of a self-learning module consist of:
Introduction and instructions
Behavioral objectives
Pretest
Learning activities
Self-evaluations, and
Posttest.
 • COMPUTER TEACHING STRATEGIES
• Computer teaching strategies are used to communicate
information to students and nurses in a time-saving way and to
teach critical thinking and problem-solving process.
• These provide simulations of reality, educate from a distance
where students can study without going to the school.
• They can provide instant feedback, which is effective in learning.
• They can also individualize learning to an extraordinary degree
and time efficient and effective.
• However, they may deprive students and teachers to interact
and discuss topics face-toface (Bradshaw and Lowenstein:
2007).
•

a.Computer Assisted Instructions

• Computer-based instruction (CBI) refers to virtually any
kind of computer used in educational settings including
the following (Wikipedia):
Drill and practice
Tutorials, simulations
Instructional management
Supplementary exercises
a.Computer Assisted Instructions
Supplementary exercises
Programming
Database development
Writing using word processors
Other applications
• These terms refer either to stand-alone computer learning
activities or to computer activities which reinforce
material introduction and taught by teachers.
• Computer-assisted instruction (CAI) is a narrower term
and most often refers to:
Drill-and-practice
Tutorial
Simulation activities offered either by themselves or are
supplements to traditional, teacher directed instruction
a.Internet
• The internet is a worldwide and publicly accessible
series of interconnected computer networks that transmit
data by packet switching using the Internet Protocol (IP).
It is a “network of business and government networks
which together carry various information and services,
such as electronic mail, online chat, file transfer, and the
interlinked web pages and other resources of the World
Wide Web (www) (Wikipedia).
a.Virtual Reality
• Virtual reality is a technology which allows the user to
interact with a computer-simulated environment, real or
imagined. Most current virtual reality environments are
primarily visual experiences, displayed either on a
computer screen or through special or stereoscopic
displays. Some simulations include additional sensory
information such as sound through speakers or
headphones.
a. Virtual Reality

• Simulated environment can be similar to the real world, for

example, simulations for pilot or combat training, or it can differ
significantly from reality as in virtual reality (VR) games. In
practice, it is currently very difficult to create a high-fidelity virtual
reality experience, due largely to technical limitations on
processing power, image resolution and communication
bandwidth. However, the limitations are expected to eventually be
overcome as processor, imaging and data communication
technologies become more powerful and cost-effective over time.
• Virtual reality is often used to describe a wide variety of
applications, commonly associated with its immersive,
highly visual, 3D environments. The development of
software, graphics hardware acceleration, head mounted
displays, database gloves and miniaturization have helped
popularize the notion (Wikipedia).
 • DISTANCE LEARNING
• This method includes computer learning and other
wars of giving instructions to students without the usual
classroom setting such as teleconferencing or use of
telephone techniques. It encompasses correspondence
courses and courses delivered by satellite, television and
broadcasting, or telephone lines. It involves a two-way
audio and video technology (Bradshaw and Lowenstein:
2007).
• Advantages in Distance Learning
People from the rural areas or those who are
homebound can have greater access to information and
even educational degrees
A larger variety of courses are accessible
Ability to learn on one’s own time frame, the self-
directed nature of the learning experience and the
opportunity to learn more about technology.
Disadvantages in Distance Learning

There is lack of face-to-face contact or non-interactive

process with the teacher
Technology problems which may be similar to systems
shutting down and being inaccessible.
Some may not learn well with less structured
educational experience
Others may struggle to use the technology while learning
the content at the same time.
 • CLINICAL TEACHING
• To improve and maintain a high standard of clinical
instruction the teacher in nursing should show academic
excellence and clinical expertise, as well as concern and
commitment to the nursing profession.
• The future of nursing students rests on the qualifications
and competence of the nursing instructors (Emerson:
2007).
• In developing a plan for clinical teaching, the learner’s needs must be
considered prior to the formulation of course objectives and before the
specific classroom content is developed.
• Knowing the needs of students give direction for the teacher to develop
a plan for teaching. However, after the formulation of the program,
course, and unit objectives, the instructor must again evaluate student
learning needs, hence, the educator should do the following (De Young:
2003):
1. Assess learning needs of students by pre-testing for incoming
knowledge,
2. Develop learning experiences based on desired results,
3. Implement teaching strategies to meet learning needs, and
4. Post-test students for outcome knowledge.
 • In planning for clinical teaching, the teacher should
take the following steps into consideration:
1. Diagnose student’s needs, interest, and abilities. This requires the necessity of
discovering the needs, interests, and capabilities of students regarding the subject matter.

2. Set objectives and select content. It involves selecting learning materials appropriate to
the needs and interest of students and what they are expected to accomplish.

3. Prepare areas for learning and select appropriate teaching strategies. Once objectives
have been established, the teacher has to decide which clinical area and techniques will
help students achieve goals.

4. Plan instructional units and make lesson plans. This involves organizing information
about individual students objectives, material, and techniques into a resource units that can
serve as a reference for the teacher as she does her work from day to day.
5. Motivate students in guided learning activities. This involves techniques or ways by
which students may develop interest and desire to learn and planning interesting activities to
achieve desired objectives using appropriate techniques.
6. Tasks that relate to plans focus on measuring,
evaluating, grading and reporting student’s performance
and progress. This involves development of plans for testing
and making judgments about students performance. Actual
evaluation should be part of each task as built-in
mechanism to help modify previously prepared plans.
7. Put up plans for follow-up. Lessons on materials that
students have not learned well as shown by the results of
the evaluation should be followed up and monitored.
• Clinical practice provides supplemental role to the
knowledge learned or taught in the classroom.
• In clinical practicum, students learn to apply theory and
skills conceptualized in the classroom and laboratory to
real life situations, such as the following:
1.Related Learning Experience (RLE) or Laboratory
• RLE is an acronym for Related Learning Experience. This
requires learning by doing. Teachers guide students in
acquiring knowledge and learning nursing skills. The
teacher also guides students in the formulation of
nursing care plans and expectations upon completion of
the activity.
• Related learning experiences take place in the
laboratory, hospital, community, field practice, industry,
schools, health care agencies, government and
nongovernment organizations, among others.
•
1.Models of Clinical Teaching
a.Traditional Model
• The oldest and common model of clinical teaching. The
clinical instructor has the primary responsibility for
instruction, supervision, and evaluation of a small group of
nursing students, usually eight to ten (8-10) students, and
is on-site during the clinical experience. The teacher
selects clinical activities that best meet the students’ needs
and are consistent with course goals and objectives
(Emerson: 2007).
•
1.Models of Clinical Teaching
a. Traditional Model
• The clinical instructor has maximal control of both learning
and evaluation. The instructor presents both concepts and
skills exactly as desired based on clinical focus and resource
units of concepts taken in the classroom. They guide students’
thinking and acting, assuring accuracy and thoroughness. In a
sense, students are learning what they need to know, at the
level they need to know it. Because of the direct instruction and
supervision, when times comes for evaluation, the faculty
theoretically has the needed information to provide the best
feedback for students.
a.Faculty-directed Independent Experience Model
• Faculty directed independent experience model is
used in community-based settings and to minimize the
number of students requiring direct faculty supervision
in acute or varied settings. This is situated in lage
geographic area and the faculty are miles away from
their students, although remaining accessible through
cellphones, and making periodic visits to observe and
interact with their students (Stokes and Kost: 2005).
Examples of these are: school nursing, clinic, out-
patient, ambulatory care centers, day care centers,
orphanages, health care agencies, among others.
a. Collaboration Model
• Collaborative models of clinical teaching address the fiscal
issue concerning cost associated with clinical instruction
when student-faculty ratio is very high. This endeavors to
provide excellent role models of expert nursing practice.
Hospital staff and clinical faculty share the teaching role.
Staff nurses also assumes the collaborative and preceptor
role, hence, the staff nurse is expected to be knowledgeable
about nursing program and its curriculum, concepts to be
learned, procedures to be taught, teaching-learning
strategies to be shared, methods of evaluation and the
theoretical foundations for clinical nursing education.
 • Following are Three Ways of Collaborative Teaching:
Clinical teaching associate (CTA) model. Staff nurses work
with the clinical faculty by taking on certain functions with a
predetermined number of students, they provide students
supervision while freeing the clinical faculty to fulfill other role
obligations (Stokes and Kost: 2005).
Clinical teaching partner (CTP) model. A hospital-based
clinical nurse specialist (CNS) and an academic faculty
number share in the management of a group of students in
the clinical setting. The CNS holds an adjunct faculty
appointment with the academic institution who should comply
with clinical policies and procedures (Shah and Pennypacker:
1992).
Clinical educator/Paired model.
This approach uses staff nurses but differs in the ratio of
students to educators. Student/clinical educator pairs are
created.
Faculty may use this model on a 1- to 20-students per day
basis with a selected number of students; thus, freeing up
time that can be used to work tih other non-paired students
(Stokes and Kost: 2005).
On the other hand, one faculty member may work with 8 to 10
pairs for a full academic term.
Faculty responsibility is to integrate theory and clinical
practice, cultivates deliberate reflection on practice problems
and decision making and evaluates students’ progress in
meeting defined goals (Roche: 2002).
a.Preceptor Model
• An expert nurse in the clinical setting works with the
student on a one-on-one basis. Preceptors are staff
nurses and other nurses employed by the clinical
agency who can provide onsite clinical instructions for
assigned students. The preceptor guides and supports
learners and serves as a role model.
• Criteria for Choice of a Clinical Teaching Model
1.Educational philosophy of the nursing program
2.Philosophy of the faculty and about clinical teaching
3.Goals and intended outcomes of the clinical course and activities
4.Level of nursing students
5.Type of clinical setting
6.Availability of preceptors, expert nurses, and other people in the
practice setting to provide clinical instruction
7.Willingness of the clinical agency personnel and partners to
participate in teaching students and in other educational
activities.
 • TEACHING PSYCHOMOTOR SKILLS
• Teaching psychomotor skills is another aspect
of teaching which, in the nursing environment, is
vital considering the hands-on nature of the
nursing practice.
• This is action-oriented and requires
neuromuscular coordination. It promotes patient
healing and/or comfort (Gaberson and Oerman:
2007).
• Following are vital considerations in teaching psychomotor
skills. This must be:
Appropriate for the objective of the course
Adapted to the capacity of students
According to sound psychological principles, motivation
and interest of the students

Appropriate to the teacher’s personality and capitalize on

her special assets
Creative and stimulates students interest to learn
 • OTHER TEACHING STRATEGIES
1.Peer review assignments. Posting assignments via
email, bulletin board, etc. peer review assignments
encourage students’ feedback on each other’s
performance.
2. Informal socializing. Assisting students having difficulty to learn through social
communication or informal discussion of topics with the group.

3. Student presentations. Develop students’ understanding of materials and actively

engage them in learning process through reporting, simulations, role playing, among others.

4. Structure seminar. A more formal example of a public tutorial which requires strict
structured program for interaction and tight linkaging to modules on specific topic for
discussion.

5. Public tutorial. Allows students to interact with the staff and other students outside the
classrooms.

6. Reflective journals. Allows students to give their insights and perspectives on current
issues and share these with others.

7. Peer learning groups. Allows students to help one another with assignments, problem-
solving and projects through discussion and sharing of knowledge and experiences.
8. Role playing. Students assumes roles to solve problems
or issues. This can be used to apply and test knowledge in
simulated situations.
9. Previous discussions. Provide basis for recall and
insights on the topics discussed or experienced. This also
provides examples of teacher expectations to students.
10. Special interest groups. Self-selecting groups who
choose to meet to discuss issues which interest them.
 • CLASSROOM MANAGEMENT
• Classroom management refers to the operation
and control of classroom activities, the mechanical
aspects of handling classes such as classroom
policies and regulations for seating arrangement,
attendance, handling instructional materials and
equipment and discipline during the class period.
The teacher who can manage the classroom well
provides students with opportunities for mental
growth and development (Gregorio: 1981).
• Principles of Classroom Management
• The teacher, in order to manage the classroom well, must
be able to do the following:
1.Design classroom activities appropriate to the course
content or subject matter.
2.Orientation of students on the first day of class
regarding the internal policies on punctuality, behavior,
3. course requirements and criteria for grading and
evaluation.
4.Compliance with administrative policies on handling of
teaching aids or materials and equipment.
5. Adequate student-teacher interaction to arouse
enthusiasm.
6. More positive and optimisitic in dealing with students
particularly in citing practical examples of learning
principles.
7. Sanctions for misbehavior should be more constructive
rather than destructive.
8. Come to class or to the clinical area on time and
prepared with resource unit or clinical focus so students
are properly guided and directed.
9. Presents the learning expectations or the do’s and don’ts
of learning.
10. Demonstrates to students’ desired behavior which she
wants her students to imitate.
11. Develops a sense of familiarization in order that
everyone in the class has a feeling of belongingness in
sharing the same values and goals.
references

• https://www.bookwidgets.com/blog/2018/06/20-interactive-teaching-activities-for-in-the-interactive-classroom
• https://www.prodigygame.com/main-en/blog/teaching-strategies/
• https://www.indeed.com/career-advice/career-development/teaching-strategies-for-nurses