2. Lesson 5 Computer Teaching Strategies
A.Computer Assisted Instructions
It takes several forms: can be used to teach nurses, midwives,
students and patients; and can be developed in a number of ways.
It can be very effective in the hands of a midwife educator. To be
effective, it requires that the program be aimed toward
instructional objectives and to be of high quality, that learners
have sufficient access to computers that there is sufficient
technological support, and that the computer is judged to be the
best way to teach the given content.
3. Several Forms of Computer Assisted Instruction ( CAI)
1. Drill and Practice – simplest level of CAI, in this
format, students have already learned certain
information, either through computer programs or
other teaching methods and are now presented with
repetition and application of the information. It
maybe use to in learning drug names and actions, in
learning medical terminology, or in any situation
requiring memorization of facts and concepts.
4. 2. Tutorials – the program tutor or teaches the
students a body of knowledge by presenting
information and asking questions.
5. 3. Games – software for CAI also be written in the
game mode. Just as board games, card games, and
trivia games can be used to students, so can computer
games. Relatively few midwifery game programs have
been written and marketed, probably because good
games are not easy to devise and because softwares
specialist have been concentrating their efforts on
other modes.
6. 4. Simulations – most exciting and available forms
of CAI. In academic settings, simulations of real-
world experiences provide students with
opportunity to learn how to solve clinical
problems and make sound decision.
7. 5. Multi-media presentations – multi-media
programs may incorporate text, sound tracts,
graphics, still photos, animation, video clips,
and material from the world wide web.
Programs can be save on laptop computers and
shown to the audience.
•
8. B. The Internet
A. The Internet is the mammoth complex of
computer connections across continents,
connecting many millions of computers. With
an internet node or modem, potentially
anyone can connect to the internet.
9. •B. E- Mail – ( electronic mail) can be used to
provide greater collaboration between teachers
students and between students and students.
Also students report e- mail as a source of peer
support especially when they have less face to
face contact than in traditional classroom
10. C. Chat
D. Messaging
E. Webinar
F. Video meeting
1.Zoom conferences
2.M – soft teams
3.Google meet
4.Viber
•
11. C. Virtual Reality – is a computer- based, simulated
three- dimensional environment in which the
participant interacts with a virtual world. The learner
does not just watch or read a simulation, but
participates in as if were a real world actually
experienced.
•
12. DISTANCE LEARNING
•Distance learning has a long history. It began
over 150 year ago in the form of correspondence
or home study courses and has evolved to its
newest form of web- based courses. Think of
distance learning as any method used to connect
teachers and learners who are geographically
separated.
13. Advantages of Distance Learning
People in rural areas or those who are homebound can have
greater access to information and even educational degrees
Learners who used to travel several hours to attend courses
or educational sessions can now receive the information in
their homes.
The opportunity to learn more about the technology
Accessibility of a larger variety of courses
Ability to learn on one’s own time frame.
For institutions providing the educational material, distance
learning can result in cost saving.
14. Disadvantages of Distance Learning
Lack of face to face contact with the teacher
Technology glitches that may be as severe as the system’s
shutting down and being inaccessible.
Some learners may not be able to access the hardware and
software they need.
Others may not learn well with less structure in the
educational experience and some may experience feeling of
alienation.
15. Interactive Television Classes
• A typical interactive television classroom contains a
teaching podium with a control panel for the cameras and
monitors, a microphone for the teacher, a computer
hookup, a document camera, and a fax machine. Also in
the front of the room is a large television monitor capable
of showing several remote sites at one time or showing the
teacher to the remote sites. The teacher usually wears a
tracking device so the camera follows her around the front
of the room.
16. Via Internet
•Classes delivered via the internet and the WWW are
usually termed online or web – base classes. Such
courses are expanding exponentially as academia,
business and heath care organizations are all getting
into the business of distance learning and believe
that online courses can be cost effective.
•
17. Synchronous Versus Asynchronous Classes
•Synchronous on line learning occurs when people
interact in real time electronically via the internet
•Asynchronous – materials are located on a wed page
that can be accessed at any time at the learner’s
convenience. The role of the teacher for both is to
guide the learners and keep them on tract, while
providing support and motivation.
18. TEACHING PSYCHOMOTOR SKILLS
• For centuries, the primary focus of nursing /
midwifery was on “practical skills” or the art of health
care nursing” that emphasized on hands on doing for
patients. Educators were concerned about students
mastering skills before coming into contacts with
patients, so students spent many hours of their “
probationary” period in a nursing art or fundamentals
of health care laboratory practicing psychomotor
skills.
19. Learning Psychomotor Skills
• The literature describes several models of how people
learn to perform psychomotor skills. The model
described by Gentile (1972) is still a classic in the field.
20. Phases of Skill Learning
• Stage One: Getting the Idea of the Movement – this
initial step is having a goal. That is , the learner is
confronted with a clear-cut need or problem. For
Example, the need may be to catheterize a patient’s
bladder, and the goal is to learn to do so.
21. Stage Two: Fixation/ Diversification
If the learner was not successful in reaching the goal of the
skill, he or she would need to again go through the process of
getting the idea of the movement. When the performance is
successful, the learners proceeds to the stage of
fixation/diversification. In fixation, the person must practice
and refine skill until it can be reproduced in the same way
anytime. In diversification, the learner must practice
performing the skill in changing environment so it can be
modified as necessary at anytime.
22. • Attention – everyone knows that we cannot pay
attention to everything around us at one time.
Sometimes the problem for learners is not limiting
their attention, but the difficulty in paying attention to
several essential stimuli at one time.
23. • Feedback – every learner needs feedback during
practice sessions. It may be intrinsic or extrinsic.
Intrinsic feedback originates within the learner.
Extrinsic feedback is supplied by the teacher or
another objective source.
24. • Practice – the 2nd stage of Gentile’s model,
fixation/diversification, has important teaching implications.
1.People learn psychomotor skills best using a greater number of
short practice sessions rather than fewer long sessions.
2.Distributed practice is generally better than massed practice.
3.Practice must be long enough for the learner to make
appreciable progress; rest periods must be short enough that
forgetting does not occur.
25. • Mental Practice – is a technique that has been widely
studied in movement science and applied in physical
education.. the basic premise is that learners can
improve their skill level not only by physical practice
but also by mental practice.
26. Approaches to Teaching Skills
• Teaching psychomotor skills in a college or hospital
laboratory can be done in variety of ways. One approach
to teaching skills is to use the skills laboratory primarily as
a place for independent learning.
• Demonstration – students often prefer instructor
demonstration as a way of learning skills
27. Elements of Effective Skill Demonstration
1.Assemble all equipment ahead of time
2.Make sure all equipment is in working order
3.Do a “dry run” of the procedure and time the
demonstration
4.Arrange the environment to be as realistic as possible
5.Perform the procedure step by step, explaining as you go
along.
28. 6. When appropriate, give the rationale for your action.
7. Refer to textbook or handouts to show fine points that may not be
visible top the audience.
8. Be sure to adhere to all relevant principles of good nursing care. For
example, aseptic technique, body mechanics, and patient privacy
should be followed so learners see how to incorporate them.
9. Consider performing the skill a second time without explanations, to
show the flow of the skill.
29. CLINICAL TEACHING
• Clinical teaching is a complex enterprise. It is so
complex that few researchers have tackled the issues
that need to be addressed. Little of our present
clinical teaching is grounded in research but rather is
grounded in tradition, common sense, and feasibility.
30. Purpose of Clinical laboratory
Learners have the opportunity to apply the
theoretical concepts, rules and propositions they
have learned in the classroom.
Many skills have perfected, complex psychomotor
skills may be practice and to mastered but sometimes
they often require live than simulations.
31. Problem-solving and decision making skills are also refined in
the clinical laboratory.
Gain organization and time management skills in clinical
settings.
Cultural competence is a skill that can be learned well in the
clinical laboratory.
Learners become socialized in which behaviors and values are
professionally acceptable or unacceptable.
32. Models of Clinical Teaching
1. The best known model in nursing and midwifery education ,
instructors accompany 6 students in the special area and 10 – 12
students in the ward.
2. Infante ( 1985) – developed a model that relies heavily on keeping
students in a skills laboratory until they are proficient with skills.
3. Parker (1994) – more information about clinical practice should be
taught in the classroom before learners go to the clinical area.
33. Preparation For Clinical Instruction
• To ensure a positive learning experience for learners,
whether they are undergraduate students, graduate
students, refresher course midwives, or ancillary staff,
educators must do a lot of planning before clinical
instructions begins. If the educational institution is not part
of a health care system, clinical agency sites must be chosen.
If the college or university is not part of the health care
system, a written Memorandum of Agreement (MOA)
between the school and the clinical agency.
34. Conducting a Clinical laboratory Session/Related
learning Experience(RLE)
1.Pre – Conferences
•In here, there will be checking of attendance,
uniforms, paraphernalia, assignments. Time to
answer all learners questions about their queries,
and also help organize their day and prioritize the
care they must give. Begin the day with a prayer.
35. 2. Listening to the Endorsement
•The instructor together with the students are
listening to the staff while endorsement is going
on. The out going staff will endorse to the in going
staff all the pertinent details about the patient so
that there will be continuity of care.
36. 3. Practice Session
• Combinations of strategies like demonstration with
explanation, asking and answering questions, and
coaching techniques can be used. Coaching strategies
can be used to assist learners set their goals for
themselves and guide them through psychomotor skills.
37. 4. Observation Assignments
• Have been used routinely in clinical education. The value
of observation opportunities is supported by Social
Cognitive Theory which expresses the importance of
observation in the learning process.
38. 5. Nursing rounds
• Some nursing educators use nursing rounds as a
pedagogical strategy. It involves group of learners and
their instructor visiting patients to whom the learners
are assigned. One student will interact the patient, while
others are observing.
39. 6. Learning Contracts
•Useful way to structure and guide learning in the
clinical setting. It is a written agreement between
instructor and learner’s spelling out the learner’s
outcome objectives.
40. 7. Post Conferences
• Discussions with educator colleagues over the years
have confirmed my belief that clinical post conferences
are one of the most challenging arenas for educators. It
is an ideal opportunity for pointing out applications to
theory to practice, for group problem solving, and for
evaluating nursing care.
42. B. Methods of Evaluation
1. Multiple Choice questions – for Midwifery and Nursing examinations are often
written in the multiple choice format
2. True or False Questions –designed to test the learner’s ability to identify the
correctness of statements of fact or principle. They are limited to testing the lowest
levels of knowing, knowledge and comprehension.
3. Matching Questions – useful in determining if learners can recall the memorized
relationship between two things such as dates and events, structures and
functions, and terms and their definitions. It is easy to construct and to score, but
because they test only recall, they should be used sparingly.
43. 4. Essay type questions – although short answer and essay questions
are valuable measurement tools, they are probably not used enough in
midwifery education. They are time consuming for test takers to
answer, thus limiting the amount of knowledge sampling you can
accomplish in a short time.
44. C. Qualities of good Measurement
• Good measuring instruments in education refer to all those
standardized tools which help in assessing student’s
performance. Besides, in this topic, we are discussing the
various important tools which help in the assessment of
student’s performance. Most noteworthy, it divides into 3
tests that are validity, reliability, and usability.
45. Validity
The most important characteristics of any good test are
validity. Moreover, it refers to the amount to which the
test serves its purpose. Or in other words, is describes
the efficiency at which it measures the performance
what it aims to measure.
46. • This validity also tests the concern and measures and how
well it does its work. For example, to judge the validity of any
test it is necessary to know what is this test for. Also, it
ascertains what is the purpose of the test.
• If a test doesn’t fulfill the real purpose still after showing
consistent score then it is invalid. An example of this that, if
class 8 is given to class 5 then it is invalid.
47. The Validity of a test is classified into 4 types:
1. Content validity-
It refers to the extent to which the content of the test
represents the content of the course. In addition, a well-
constructed test should not only contain the subject matter.
But, also the objective of instructions. Besides, its three main
domains are cognitive, affective and psychomotor.
48. 2. Concurrent validity-
This refers to the degree to which the test correlates to the
criterion of the test and acceptable for the measure.
Moreover, at the time of testing this criterion is always
available. Also, it establishes a statistical tool that correlates
and interpret test results.
49. 3. Predictive validity-
This relates the actual performance of a student in a test with
its achievement so that we can predict they are true results.
This is very helpful to predict the future outcomes of the test
giver. Also, this predicted result is available for future use of
validation after a long period.
50. 4. Construct Validity-
This measure the theoretical trait of the test. Moreover,
test items must include some mental factors like
intelligence, reading comprehension, critical thinking, or
mathematical aptitude.
51. 5. Reliability
• The meaning of reliability is accuracy and consistency. Also, it refers to
the extent to which a test is consistent, stable and dependent. In
other words, the test approves what it represents. In addition, the
result in it is consistent and taking a test, again and again, will not
change the result. Furthermore, it gives the same result every time.
• Example, Suppose if a student scores 70 marks in the math paper on
Wednesday. And on the next Wednesday on the same test, she/he
scores 25 marks then we cannot rely on this data.
• Besides, the inconsistency of the result of a single test limit and affect
the person score. In addition, it limits the samples to certain areas of
the subject matter. Also, the disturbed mind of examinee also affects
his score.
