self learning module

1. Presented to :Presented to :
Dr/ Samia Gaballa
Presented by :Presented by :
Mohamed Anis
Mohamed EL-Metwaly

2. Learning Objectives
-General objective
At the end of this lecture the student should be able
to:
• Recognize the method of self learning module
(package) as a new strategy of non traditional
method for teaching.

3. Specific objectives:
• At the end of this lecture the student should be able to:
• Define self-learning module.
• List advantages of self-learning module.
• Identify disadvantages of self-learning module.
• Discuss components of self-learning module
• Describe the role of teacher in self-learning
module.
• Identify the meaning of learning contracts.
• Enumerate variables that affect the successful
use of module.
• Specify guidelines for developing the self-
learning module.
• Develop self-learning module.

4. Introduction
•The education process is a systematic,
sequential, planned course of action
consisting of two major interdependent
operations, teaching and learning .This
process forms a continuous cycle that also
involves two interdependent players, the
teacher and the learner. Together, they jointly
perform teaching and learning activities, the
outcome of which leads to mutually desired
behavior changes. (Aggarwal, 2009(.

5. Terminology
Education:
• It is the process of acquiring and
understanding knowledge and this
understanding acquired through study and
training, and thus including the academic
qualifications such as bachelor degree
Teaching:
• It is an interaction process that enhanceslearning. It
consists of a conscious, deliberate (careful) set of
actions that help individuals gain new knowledge or
perform new skills.
.
Learning:
• It is the acquisition of new knowledge, attitude and
skills and it starts from the cradle to the grave

6. Self Learning Module
(Package)
A self learning module is a document containing all
necessary knowledge for a student to attain one or more
educational objectives independently of the teacher.
Using these modules, the student can take over a large
part of his/her training, while the teacher remains
available only when needed. It could be offered in a form
of work books, study guides, work stations, video tapes,
internet modules, and computer programs (Santrock ,
2009( .

7. Principles of
Learning1. Student prior knowledge can help learning .
2. How students organize knowledge influences how they learn and apply
what they know .
3. Students motivation determines ,directs, and sustains what they do to
learn .
4. To develop mastery ,students must acquire component skills ,practice
integrating them, and know when to apply what they have learned .
5. Goal directed practice coupled with targeted feedback enhances the
quality of students learning
6. Students current level of development interacts with the social ,emotional
,and intellectual climate of the course to impact learning .
7. To become self-directed learners ,students must learn to monitor and
adjust their approaches to learning .

8. Advantages of Self- learning
Module:
• Class work can be scheduled around work and family
• Reduces travel time and travel costs for off-campus students
• Students may have the option to select learning materials that
meets their level of knowledge and interest
• Facilitate learning through a variety of activities
• Encourages students to take responsibility for their learning
• Consistency with principles of adult education.
– Enable learners to meet their own learning needs.
– Provide immediate feedback and reinforcement of learning.
– Promote independence.
– Flexibility in relation to the number of learners who can be
provided with instruction at one time.

9. Advantages of Self- learning
Module (cont..)
• Individuality in learner’s ability to proceed with instruction
based on their unique needs.
• Convenience in the time, place, duration and pace of
instruction.
• Privacy, decrease learner’s concerns and anxiety
regarding making mistakes or showing inadequacies in
front of their peers or supervisors.
• For nurses accessible for nurses without leaving their
clinical unit and no need to another nurses to cover
patient care.

10. Disadvantages of Self-
learning Module:
• Unmotivated learners or those with poor study habits may fall
behind
• Students may feel isolated or miss social interaction
• Instructor may not always be available on demand
• Learners with low motivation or bad study habits may fall behind
• Without the routine structures of a traditional class, students may
get lost or confused about course activities.
• Lack of interaction between learners and instructor.
• Format may be too structured and visually uninteresting.
• Is not a suitable method of instruction for all learners as who prefer
social interaction, and group work.
• Some learners find the highly structured and serial nature of this
instruction tedious (boring) and time consuming to use.

11. Components of Self-
learning Module:
• Title: Should be concise and descriptive of its
content.
• Table of contents: Will be helpful to learners in
orienting themselves to the SLM.
• Purpose or general aim: Needs to provide the
learner with a clear indication of the topic area
covered.
• Pre-requisites: Identifies the knowledge, skills,
attitudes, and experiences that the learner should
passes before attempting to complete the SLM.
• The instructional Objective: need to be written
in clear and specific behavioral terms.

12. Components of Self-
learning Module:
• Behavioral objective: This is need to be written
in clear and specific behavioral terms, it is useful to
inform the learner of the instructional intent of the
SLM and make explicit what is expected of the
learner only few objectives should be included.
• Direction for use: Should afford clear and
concise explanations of each component in the
package, what it consists of, where to find it, how to
use it, and how best to proceed in completing the
SLM.
• Introduction: Brief introduction about the topic.

13. Components of Self-
learning Module:
• Learning activities:
including any combination of the learning strategies: reading a set
of journal articles or book chapters, viewing videotapes, using
equipment. Completing written practice exercises. Some SLM may
also require that learners practice certain clinical skills in a
simulated or actual patient care setting.
• Pretest:
Should relate directly to the instructional objectives for the SLM.
The pretest is using for the following purposes:
– To provide a baseline performance measure for later
comparison with the post test score.
– To indicate to the learner which sections or subsections of SLM
they will need to complete and which section may be bypass.
– To indicate the passing score that must be achieved so that
learners will know whether they need to complete the SLM or
not.

14. Components of Self-
learning Module:
• Content:
Consists of small segments of information. The content
is frequently separate into different direction with
questions that view, reinforce and apply learning. The
answers of this self-assessment question (also called
self check) are provided on the page following the
question or at the end of that section of information.
This affords immediate feedback or progress and
performance.

15. Components of Self-
learning Module:
• Instructional Aides:
The instructional aides Included in the module as
readings, handouts, worksheets, written case studies,
copies of policies or procedures, practice, exercises,
study questions, audiovisual media, computer,
bibliography suggested.
• Post test:
It must cover all objectives if it revealed that objectives
have been met the student can proceed to another
module. If not the student must repeat activities in order
to achieve what is required.

16. The Role of Teacher in Self-
learning Module:
1. The teacher serves as a facilitator-resource person to
provide motivation and reinforcement for learning.
2. The teacher has a crucial and deliberate role, make a
successful transition from teacher-directed to self-
directed learning.
3. Assesses student’s readiness for the method, establish
the boundaries of the student’s decisions about their
learning.
4. Teacher’s roles are the maintenance of educational
standards, teaching objective-writing and evaluation,
and availability to the students.

17. Learning contracts:
• Learning Contracts are mutual agreements between
students and teachers that grant the student certain
freedoms and choices about completing tasks yet
require the student to meet certain specifications. It is
usually written and signed, between an educator and a
learner that describes the responsibilities of both in
relation to the learner‘s achievement of certain specified
learning outcomes within some specified period of time.
It offers learners maximum flexibility in designing and
directing their own learning plans.

18. Factors Enhance Successful
Use of Self- learning
Module1. Time should be provided for the learning activity.
2. Reinforcement of knowledge acquired through the module
3. Modules should be stored in an area that is ready accessible to
learners
4. Module contents should be assessed periodically and updated as
needed.
5. Clarify goals and training process
6. Design and administer brief survey to sample of learners
7. Analyze survey data to identify success and non-success learners.

19. Guidelines for Developing
Self- learning Module:
• Select an appropriate topic.
• Identify the target learners.
• Develop an outline of content for the SLM.
• Determine prerequisites for the SLM.
• Write an introduction to the SLM.
• Define the overall purpose of SLM.
• Write the instructional subtopic for the SLM.
• Designate appropriate learning activities.

20. Guidelines for Developing
Self- learning Module (cont)
• Design instructional aides.
• Develop content to the intended learner.
• Develop content that will be interesting to learners.
• Arrange the content in a series of small, sequential unit.
• Decide whether the pre test and post test instrument will
use the same or different evaluation items.
• Determine the achievement level of passing score
required for each evaluation tool.
• Prepare a set for direction for use of SLM.

21. Application of Self-Application of Self-
learning Modulelearning Module

22. TitleTitle
Skin Care and Spinal Cord InjuriesSkin Care and Spinal Cord Injuries
Manual for nursesManual for nurses

23. Chapter 5 – Post Healing,
Prevention and Patient
Education
Chapter 1 – Introduction to
skin care and Spinal Cord
Injuries
Chapter 2 – Anatomy and
Physiology of the Skin
Chapter 3 – Physical
Assessment of the Skin
References
Chapter 4 – Management
of Skin Areas
Table of
Contents

24. Upon successful completion of this section the
learner will
• Understand the importance of skin care in
people with SCI.
• Be aware of the prevalence of skin issues in
people with SCI.
• Develop an appreciation of the psychosocial
impact of pressure ulcers on the person with
SCI.
Purpose or general aimPurpose or general aim

25. Pre-requisites
• Have a basic knowledge about anatomy
and physiology.
• Staff nurse .
• Work in spinal cord disorders units.
• Able to work on PC and web network.

26. The instructional
Objective• Each learner (candidate) should
successfully complete , and pass the post
test for this module.

27. Behavioral objective:
• It is expected that you direct yourself to
gain competence in the theoretical
assessment using the Trusts resources.

28. Direction for use:
This training package is for use by nurse practitioners for initial
training, continual updating and self assessment
• It is designed for you to direct your own learning to achieve
the competence level and Trust standard required for this
skill
• The flexibility of self directed learning will allow you to utilize
your time for study to obtain both theoretical knowledge and
practical skills
• You must successfully complete the theory preparations and
assessments prior to undergoing supervised practice. The
length of time for supervised practice should be negotiated
between the individual and the supervisor

29. Introduction
People who survive a spinal cord injury will most
likely have medical complications such as skin
problems, chronic pain and bladder and bowel
dysfunction, along with an increased susceptibility to
respiratory and heart problems. Successful recovery
depends upon how well these chronic conditions are
handled day to day.

30. Learning activities:
• Viewing Journal articles
• Viewing Text books from library.
• Visiting Web sites.
• Watching video tapes.

31. Pretest:
• Which may contains all types of questions
(complete, true or false, matching , definition…
etc).
• Each question should obviously have a written
score and written time upon it.
• List the complications of spinal cord injuries

32. Contents:
Should cover all the related aspects briefly
1. What is Spinal Cord Injury?
2. Is there any treatment?
3. What is the prognosis?
4. What are the warning signs of skin
impairments?
• At each chapter will be followed by self assessment to
reinforce and apply learning .
• The answers of this self-assessment question (also
called self check) are provided on the page following the
question or at the end of that section of information.

33. Instructional Aides:
• Handouts include the standardized skin
assessment tool.
• Case studies.
• Videos to watch real cases.

34. Post test
• Should cover all objectives of the module.
• Which contains all types of questions
(complete, true or false, matching ,
definition…etc).
• Each question should obviously have a
written score and written time upon it.
• Practical exam will also be established.

35. Thank
You