Teaching and learning process

Summary expansion
A teaching-learning process is considered productive only when the objectives of the process have been met.
The objectives, therefore, have to be specified first, at the start of the process, and in clear, unambiguous
terms. This week, we will examine various aspects of objectives and learn how to develop a teaching plan that
describes the process that will be followed to reach the goals of the learning activity.
Teaching is not confined to the simple imparting of instruction. To make your teaching experiences effective
with every kind of learner, you will need to make appropriate use of varied instructional methods and materials.
We will focus on:
The anatomy, purposes, and characteristics of objectives
How to write objectives according to Bloom’s taxonomy
The components of a teaching plan and how to develop one
Instructional methods
Instructional materials
Nurse Richard Decker’s experiences with staff and patient education at South Town Memorial Hospital
Your Learning Objectives for the Week:
Use evidence-based practice to guide health teaching to promote quality outcomes.
Integrate traditional and creative strategies to develop teaching plans.
Develop instructional materials to meet the needs of diverse learning groups.
Post your initial response to the topic below.
Topic 1
Blooms Application
Apply Blooms taxonomy to a new concept you have learned within the RN-BSN program.
a. Reflect on how you would teach this concept to a nursing peer.
b. Construct three learning objectives containing appropriate active verbs.
c. Identify a possible teaching strategy for each of your objectives.
d. Indicate how you plan to measure each objective.
reference:
Bastable, S. B. (2017). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. (5th ed.).
Boston: Jones & Bartlett. ISBN: 9781449497501