caring in TAIWAN
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The study aimed to plan, develop, implement, and evaluate the effectiveness of incorporating caring concepts into the first-year curriculum of a 5-year nursing program at Fooyin University in Taiwan. 18 instructors participated in action research to implement caring lessons. They received training in caring concepts and implemented the curriculum using role modeling, dialogue, reflection, journaling, and caring groups. Students responded positively to the course and reported increased knowledge of caring, though attitudes and behaviors may not change in the short term. The benefits to nurses include learning to care, increasing self-awareness and empathy, and using role modeling to encourage positive caring behaviors.
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At the end of class, the students will acquire the knowledge regarding the METHODS OF
TEACHING and apply this knowledge in their practical skill training for the effective teaching and
learning.
SPECIFIC OBJECTIVES:
At the end of the class the students will be able to :
1. define methods of teaching
2. list down the teaching methods
3. discuss about Lecture, demonstration, group discussion, seminar
4. deliberate symposium, panel discussion
5. enumerate the, role play, project, field trip
6. explain the workshop, exhibition, programmed instruction
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INTRODUCTION
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Nature of a task
Learning objectives
Learner abilities
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DEMOSTRATION
GROUP DISCUSSION
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- 3. RECEIVED : OCTOBER 03,2004 WRITER : JANE LEE-HSIEH CHIEN-LIN KUO YA-HSUN TSAI
- 4. The purpose of this study was to plan, develop, implement, and evaluate the effectiveness of the first-year course of a 5- year nursing caring curriculum.
- 5. An action research method involving participant observation investigated how 18 instructors in a junior college nursing program implemented caring in the course. THE SAMPLE IS FOOYIN UNIVERSITY in southern TAIWAN
- 6. METHOD Design This study used participant action research to investigate instructor incorporation of caring concepts into the curriculum development process for a 5-year junior college nursing program. We used participant observation in collaboration with the instructors in the planning, design, implementation, and evaluation of the caring curriculum.
- 7. Procedure The entire faculty of the junior college's four departments (Nursing, Medical Technology, Applied Foreign Languages, and General Education) received inservice education in caring concepts as part of an ongoing program to inculcate the school's four core values: professionalism, caring, elegance, and vision
- 8. • Planning Stage. • Design Stage • Implementation Stage
- 9. Implementation Stage. Each instructor then implemented the curriculum in his or her first-year caring course. A multifaceted instructional strategy was used, •including role modeling, •dialogue, • reflection, • journaling, and •caring groups, as well as caring interaction role playing, videotapes, and music to encourage students to engage in reflection and self- awareness.
- 10. THE RESULT • Students had a positive attitude toward the course and its teaching style. • Most students indicated their knowledge of caring • Although they felt that students' attitudes and behaviors would not exhibit clear change in the short-term
- 11. The subject of the caring concept is TAIWAN COUNTRY
- 12. The advantage to nurses is • allow NURSE to learn to care as the first step to becoming a professional who cares . • nurses should be aware of how their own human experiences have shaped who they are and who they will be .... This awareness allows for empathy and facilitate communication between diverse individuals • Role modeling can be done with either the instructor or NURSE to increase positive caring behavior and treat the negative behavior of matter as an object lesson