Transcript Return-Demonstration - Teachingstrgypresent

TEACHING STRATEGY
Demonstration and
Return-Demonstration
Karen Micale, RN, BSN, NCSN
DEFINITION
 Demonstration
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shows the learner how to perform a skill by
the teacher (Bastable, 2008)
 Return-Demonstration
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Carried out by the learner to perform a task
with cues from the teacher (Bastable, 2008)
Why demonstration?
 “A demonstration provides a concrete, realistic learning
experience. It has the advantage of using visual as well as oral
perceptions. Other senses may be used such as smell or touch.
The emphasis is on what to do, rather than on what not to do.”
(Cooper, S., 1982)
 “Ensures that learning and comprehension have occurred. This
method can increase the opportunity for the learner to
understand and apply the skill that is taught. Verbalizing what
they are doing, in their own words, will also increase the
likelihood of patients’ retention.” (Burkhart, J.A., 2008)
DESCRIPTION
 Models Replicas: constructed to scale:
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Analogues: has the same properties and
performs like the real object:
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models of the heart, kidney, DNA helix,
resuscitation dolls, breast models
Dialysis machines, computer model of the brain
Symbols: used in teaching situations:
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Traffic signals, words, mathematical signs, stick
figures, international signs. (Bastable, 2008)
Domains of Learning
 Primarily effective in teaching psychomotor
skills
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Examples: teaching self-injections, breast self-exams,
testicular exams using anatomical models
 May enhance cognitive and affective learning
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Examples: assisting developing interactive skills for
crisis intervention, grief counseling, interviewing,
history taking
(Bastable, 2008).
Cognitive Learning Theory by Robert Gagne
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Reception-gain learner’s attention
Expectancy-inform learner of objectives
Retrieval-stimulate learner’s recall of prior learning
Selective- perception
Semantic encoding-facilitate learner’s understanding
Responding-learner demonstrates the new skill or information
Reinforcement-give feedback to the learner
Retrieval-assess the learner’s performance
Generalization-enhance retention and transfer through
application and varied practice.
(Bastable, 2008, p. 62-63)
Uses of Demonstration and Return
Demonstration
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CPR
Insulin self-injections
Dressing changes
Self-catheterization
Glucose monitoring
Testicular/Breast exams on models
Preparing medications
How to use an asthma inhaler
Tube Feedings
Colostomy irrigation
Epi-pen self-injections
Monitoring blood pressures
Taking patient histories
Crisis intervention skills
Appropriate Settings
 Inpatient
 Outpatient, clinics, doctor’s offices
 Community centers, Senior centers, Wellness
centers
 Classroom and other academic settings
 One-on-one
 Nursing schools, medical schools
Advantages
 Especially effective for learning in the psychomotor domain
 Actively engages the learner through stimulation of visual,
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auditory, and tactile senses
Repetition of movement and constant reinforcement increases
confidence, competence, and skill retention
Provides opportunity for over-learning to achieve the goal
(Bastable, 2008).
Increased ability to control the environment and simulate clinical
practice (Billings, D.M.& Halstead, J.A., p. 309, 2009)
Effective teaching method for low literacy, can increasing health
literacy
Disadvantages
 Requires plenty of time for teaching as well as
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learning
Audience size must be kept small to ensure
opportunity for practice and close supervision
Equipment can be expensive to purchase and
replace
Extra space and equipment is needed for practicing
certain skills
Competency evaluation requires 1:1 teacher-student
ratio.
(Bastable, 2008)
Methods of Adaptation
 Encourage students to learn at their own rate
 Adjust teaching time to meet individual needs
 Accommodate a variety of learning modes:
visual, auditory, kinesthetic, tactile
 Address any cultural needs
 Be aware of any learning disabilities
 Provide more time for elderly patients to
practice
Evaluation
 Evaluation of learning and retention is a
complex task.
 Learning is defined as a change in cognitive,
psychomotor and/or affective behavior.”
 Activities used for teaching are only effective
to the extent that they result in a change in
one or more of the 3 learning domains.
(Dougal, J., Gonterman, R., 1999)
Methods of Evaluation
 Formative:
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Can my teaching be improved to enhance
learning?
Am I giving the learner enough time to
practice?
Is the demonstration material appropriate for
the learning objectives
Do I need more opportunities for return
demonstration?
Methods of Evaluation
 Summative:
 Was the overall goal accomplished?
 Were the behavioral objectives met?
 Was the level of competency increased?
 Was the skill learned-is the patient able to
perform return-demonstration with 100%
accuracy?
 Likert scales, questionnaires, pre-test and
post-test comparisons, Return demonstration
checklists (performs independently, performs
with minimum verbal clues, unable to perform)
References
Bastable, S.B. (2008). Nurse as educator: Principles of teaching
and learning. 3rd Ed. Boston: Jones & Bartlett.
Burkhart, J.A. (2008). Training nurses to be teachers. The
Journal of Continuing Education in Nursing. 39, 503-510.
Billings, D., & Halstead, J. (2009), Teaching in nursing; A guide for
faculty. St. Louis: Saunders Elsevier.
Cooper, S. (1982) Methods of teaching-revisited the
demonstration. The Journal of Continuing Education in Nursing,
3, p. 44-45.
Dougal, J., Gonterman, R. (1999) A comparison of three teaching
methods on learning and retention. Journal for Nurses in Staff
Development, vol. 15, 5, 205-209.