4. Lecture
• Definition
– An instructional method in which the teacher
verbally transmits information directly to groups
of learners for the purpose of education. It is
highly structured.
5. Lecture
• Advantages
– Cost effective
– Targets large groups
– Useful for cognitive
domain learning
• Limitations
– Not individualized
– Passive learners
6. Group Discussion
• Definition
– An instructional method in which learners
are together to exchange information,
feelings, and opinions with each other and
the teacher to achieve educational
objectives
7. Group Discussion
• Advantages
– Stimulates sharing of
ideas and emotions
– Active learners
– Useful for cognitive
and affective domains
of learning
• Limitations
– Shy member does not
participate
– Dominant member
overwhelms the group
– Highly diverse groups
may have difficulty
interacting
9. One-to-One Instruction
• Advantages
– Active learner
– Tailored to
individual’s needs
and goals
– Useful for all three
learning domains
• Limitations
– Can be expensive
because it is labor
intensive
– Isolates learner
10. Demonstration
• Definition
– An instructional method in which the
learner is shown by the teacher how to
perform a particular skill
11. Demonstration
• Advantages
– Previews exact skill
for the learner
– Useful for
psychomotor domain
learning
• Limitations
– May be expensive
because all learners
need to easily visualize
skill. This requires use
of technology or small
groups.
12. Return Demonstration
• Definition
– An instructional method in which the
learner attempts to perform a skill with cues
from the teacher as needed
13. Return Demonstration
• Advantages
– Active learner
– Individual guidance
– Useful for
psychomotor domain
learning
• Limitations
– Viewing individual
performance is labor
intensive
14. Gaming
• Definition
– An instructional method requiring the
learner to participate in a competitive
activity with preset rules to achieve an
educational objective
15. Gaming
• Advantages
– Active learner
– Perceived as “fun” by
many learners
– Useful for all three
domains of learning
• Limitations
– Too competitive for
some learners
16. Simulation
• Definition
– A trial-and-error method of teaching
requiring creation of a hypothetical or
artificial experience to engage the learner in
an activity that reflects real-life conditions
without the risk-taking consequences of an
actual situation
17. Simulation
• Advantages
– Active learners
– Practice “reality” in a
safe setting
– Useful for cognitive
and psychomotor
domains of learning
• Limitations
– Labor intensive
– Costs of equipment
18. Role-Playing
• Definition
– An instructional method where learners
participate in an unrehearsed dramatization
to elicit their feelings to achieve affective
domain objectives
19. Role-Playing
• Advantages
– Active learner
– Develops
“understanding” of
others
– Useful for affective
domain learning
• Limitations
– Learner can
exaggerate or underdevelop the role
20. Role-Modeling
• Definition
– An instructional method in which the teacher
“models” or exhibits behaviors that the
learner may imitate or adopt as he or she is
socialized into a role. Learning from rolemodeling is called identification and
emanates from socialization theories.
21. Role-Modeling
• Advantages
– Helps with
socialization into role
– Useful for affective
domain learning
• Limitations
– Requires rapport
between teacher and
learner
22. Self-Instruction
• Definition
– An instructional method to provide activities
that guide the learner in independently
achieving the educational objectives
24. Factors in Selection of
Instructional Methods
• What are the predetermined objectives?
• What are the characteristics of the
targeted audience?
• What resources are available?
• What are the teacher’s strengths and
limitations?
25. Evaluation of Instructional Methods
• Did learners achieve their objectives?
• Was the activity accessible to targeted
learners?
• Were available resources used efficiently?
• Did the method accommodate the learner’s
needs, abilities, and style?
• Was the approach cost-effective?
27. General Principles for All Teachers
•
•
•
•
•
•
•
•
Give positive reinforcement.
Project acceptance/sensitivity.
Be organized, give direction.
Elicit and provide feedback.
Use questioning.
Know your audience.
Use repetition and pacing.
Summarize key points.
29. Sharing Resources
Nurses in each of the setting types can
establish a health education committee to
coordinate health education
programming, ensure effective use of
resources, and avoid duplication of
efforts.
