N320: Foundations Intercollegiate Center for Nursing Education of Eastern Washington University, Gonzaga University, and Whitworth College, and College of Nursing, Washington State University |
Change, Teaching and Learning
Learning Assignment -Click for directions for web based assignment
Study/Discussion Questions:
1. Identify examples of each of the three phases of the change process.
2. Think of a recent change in your life. How did you feel about the change? How did these
feelings impact your ability to make the change? What was the role of driving and
restraining forces in your change process? How are these similar and different from
factors that facilitate and inhibit your learning?
3. How are the change process and the teaching-learning process similar? different?
4. List important factors that must be assessed prior to planning a teaching-learning
session. When time is short how will you decide which assessments to omit? When a client
is not complying with his medical regime, how will you determine whether the problem is
lack of knowledge, lack of motivation or some other factor?
5. How can you create a learning environment for clients and yourself? Describe the
communication skills that are most useful in facilitating learning through
problem-solving.
6. Write specific measurable learning objectives in each of the 3 domains.
7. Describe some quick techniques for determining a learner's preferred style.
8. Select teaching strategies that best meet the needs of a client in your clinical
setting. State the rationale for your selection.
9. Describe how you might adapt teaching strategies to the culture, developmental or
ability level of clients.
10. Case for In-class Discussion: Mrs. Jones is 38 years old. She is scheduled for
a breast biopsy. Her mother and sister have a history of breast cancer. They are in their
6th and 7th year of remission. Mrs. Jones has never had surgery. She
is nervous and scared of the diagnosis. List your teaching priorities for her and state
rationale for prioritization.
In your clinical setting, document a teaching-learning event, be sure to include
evidence that you have evaluated client learning. The event need only be a brief
encounter, i.e. identifying medication, answering a client's question. Share your
documentation with your clinical instructor.
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