Republic of the Philippines University of Eastern Philippines College of Nursing University Town, Northern Samar CHRYSOPRASE 2013-GROUP 6

Reports in Health Education

Activity-Based Strategies
(April 20, 2011)

Prepared by:

FLORANO, Ronelia T. GALVEZ, Jillian Rose D. GIRAY, Gencris M. GOBRIN, Dareen F. GORDON, Lorlaine M. GOYENA, John O. HONEY, Czarina O.

Presented to:

ROJO, Jeanette J., RN, MAN

COOPERATIVE LEARNING
Definition:
Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each others learning. It is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Cooperative efforts result in participants striving for mutual benefit so that all group members: gain from each other's efforts recognize that all group members share a common fate know that one's performance is mutually caused by oneself and one's team members achievement feel proud and jointly celebrate when a group member is recognized for

Elements:
Brown and Ciuffetelli Parker (2009) discuss the 5 basic and essential elements to cooperative learning: 1. Positive Interdependence Students must fully participate and put forth effort within their group. Each group member has a task/role/responsibility therefore must believe that they are responsible for learning and that of their group. 2. Face-to-Face Promotive Interaction Member promote each other success. Students explain to one another what they have or are learning and assist one another with understanding and completion of assignments. 3. Individual Accountability Each student must demonstrate master of the content being studied. Each student is accountable for their learning and work, therefore eliminating social loafing. 4. Social Skills Social skills that must be taught in order for successful cooperative learning to occur. Skills include effective communication, interpersonal and group skills. 2

5. Group Processing Every so often groups must assess their effectiveness and decide how it can it be improve.

Advantages:
Research has shown that cooperative learning techniques: promote student learning and academic achievement increase student retention enhance student satisfaction with their learning experience help students develop skills in oral communication develop students' social skills promote student self-esteem help to promote positive race relations

SIMULATION
Definition:
Simulation is a method whereby an artificial or hypothetical experience that engages the learner in an activity that reflects reallife conditions but without the risk-taking consequences of an actual situation is created (Rystedt & Lindstrom, 2001). It should always be followed by a debriefing session that includes a discussion of events that happened during the experience, the decisions made, the actions taken, the consequences of the choices, the possible alternatives, and suggestions for improvement in skill performance. When planning a simulation, it is most effective if the learning experience is made to resemble real life as much as possible but in a nonthreatening way. The activity should challenge the decision- making ability of the learner by impossible time constraints, providing realistic levels of tension, using actual equipment or other important features of the environment in which the specific skill will be performed.

Types:
1. WRITTEN SIMULATIONS use case studies about real or fictitious situations and the learner must respond to this scenarios. 2. COMPUTER SIMULATIONS are in use in learning laboratories to mimic situations whereby information as well as feedback is given to learners in helping them to develop decisionmaking skills. 3. CLINICAL SIMULATIONS can be set up to replicate complex care situations, such us a mock cardiac arrest. 3

4. MODEL SIMULATIONS are frequently used to teach a variety of audience.

Advantages:
Excellent for psychomotor skill development. Enhances higher level problem-solving and interactive abilities in the cognitive and affective domains. Provides for active learner involvement in a real-life situation with consequences determined by variables inherent in the situation. Guarantees a safe, nonthreatening environment for learning.

Limitations:
Can be expensive. Very labor intensive in many cases. Not readily available to all learners yet.

PROBLEM-BASED LEARNING
Definition:
Problem-based learning (PBL) is an exciting alternative to traditional classroom learning. With PBL, your teacher presents you with a problem, not lectures or assignments or exercises. Since you are not handed "content", your learning becomes active in the sense that you discover and work with content that you determine to be necessary to solve the problem. In PBL, your teacher acts as facilitator and mentor, rather than a source of "solutions."

Problem based learning will provide you with opportunities to:

examine and try out what you know discover what you need to learn develop your people skills for achieving higher performance in teams improve your communications skills state and defend positions with evidence and sound argument become more flexible in processing information and meeting obligations practice skills that you will need after your education

A Summary of Problem-Based Learning:

This is a simplified model--more detailed models are referenced at the next slides. 4

 The steps can be repeated and recycled. Steps two through five may be repeated and reviewed as new information becomes available and redefines the problem. Step six may occur more than once--especially when teachers place emphasis on going beyond "the first draft." 1. Explore the issues: Your teacher introduces an "ill-structured" problem to you. Discuss the problem statement and list its significant parts. You may feel that you don't know enough to solve the problem but that is the challenge! You will have to gather information and learn new concepts, principles, or skills as you engage in the problemsolving process. 2. List What do we know?: What do you know to solve the problem? This includes both what you actually know and what strengths and capabilities each team member has. Consider or note everyone's input, no matter how strange it may appear: it could hold a possibility! 3. Develop, and write out, the problem statement in your own words: A problem statement should come from your/the group's analysis of what you know, and what you will need to know to solve it. You will need: a written statement the agreement of your group on the statement feedback on this statement from your instructor. (This may be optional, but is a good idea) Note: The problem statement is often revisited and edited as new information is discovered, or "old" information is discarded. 4. List out possible solutions: List them all, then order them from strongest to weakest. Choose the best one, or most likely to succeed. 5. List actions to be taken with a timeline: What do we have to know and do to solve the problem? How do we rank these possibilities? How do these relate to our list of solutions? Do we agree? 5

6. List What do we need to know?: Research the knowledge and data that will support your solution. You will need to information to fill in missing gaps. Discuss possible resources: experts, books, web sites, etc. Assign and schedule research tasks, especially deadlines. If your research supports your solution, and if there is general agreement, go to (7). If not, go to (4) 7. Write up your solution with its supporting documentation, and submit it: You may need to present your findings and/or recommendations to a group or your classmates. This should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis: in short, the process and outcome. 8. Presenting and defending your conclusions: The goal is to present not only your conclusions, but the foundation upon which they rest. Prepare to: State clearly both the problem and your conclusion Summarize the process you used, options considered, and difficulties encountered Convince, not overpower Bring others to your side, or to consider without prejudice your supporting documentation and reason Help others learn, as you have learned If challenged and you have an answer, present it clearly and you don't have an answer, acknowledge it and refer it for more consideration. Sharing your findings with teachers and students is an opportunity in demonstrating that you have learned. If you know your subject well, this will be evident. If a challenge arises that you cannot respond to, accept it as an opportunity to be explored. However, take pride in your attention to quality when you present. See also the Guide on presenting projects. 9. Review your performance: This debriefing exercise applies both to individuals and the group. Take pride in what you have done well; learn from what you have not done well. Thomas Edison took pride in unsuccessful experiments as part of his journey to successful outcomes! 10. Celebrate your work!

Problem solving skills: To be successful, PBL requires problem solving and critical thinking skills.
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SELF-INSTRUCTION ACTIVITIES
Definition:
Self-instruction is a method used by the teacher to provide or design instructional activities that guide the learner in independently achieving the objectives of learning. Each self-study module focuses on one topic. The hallmark of this format is independent study. This is effective for learning in the cognitive and psychomotor domains, where the goal is to master information and apply it to practice. Can be an effective adjunct for introducing principles and step-by-step guidelines prior to demonstration of a psychomotor skill. Also described as mini-course, self-instructional package, individualized learning activities, and programmed instruction.

SELF-INSTRUCTION OR SELF-LEARNING MODULES:

Self-instruction modules or self-learning modules come in a variety of forms including: 1. work books, 2. study guides, 3. work stations, 4. videotapes, 5. Internet modules, and 6. computer programs These are specifically designed to be used independently. The teacher serves as a facilitator/resource person to provide motivation and reinforcement for learning. This method requires less teacher time to give information, and each session with the learner is intended to meet individual needs. A self-instruction module is carefully designed to achieve preset objectives by bringing learners from diverse knowledge and skill backgrounds to a similar level of achievement prior to undertaking the next step in a series of learning activities. Self-instruction modules should be tested with a small group before use with larger groups to confirm their suitability for the intended learners (Schmidt & Fisher, 1992).

Each self-instruction module needs to contain the following elements:

An introduction and statement of purpose A list of prerequisite skills A list of behavioral objectives A pretest An identification of resources and learning activities Periodic self-assessments A posttest

Advantages:
Cost effective. Less time consuming. Allows for self-pacing. Stimulates active learning. Provides opportunity to review and reflect on information. Frequent feedback is built-in. Indicates mastery of material accomplished in a particular time frame.

Disadvantages:
Appears to depersonalize the teaching-learning process. Limited with learners who have low literacy skills. Not appropriate for learners with visual and hearing impairments. Requires high level of motivation. Not good for learners who tend to procrastinate. May induce boredom if this method is overused with a population with no variation in the activity design.

Computer-Assisted Instruction (CAI):

Computer-assisted instruction (CAI) is an individualized method of self-study using computers to deliver an educational activity.

Advantages:
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 CAIs offer consistent presentation of material and around-the-clock accessibility. They are time-efficient and effective instructional method that reduces student-teacher ratios (McAlindon & Smith, 1994). This method not only saves time but also accommodates different types of learners. It allows slow learners to repeat lessons as many times as necessary, while learners familiar with the material can skip ahead to more advanced material (DeYoung,2003).

Disadvantages:
Depersonalizes the learning process (DeYoung, 2003). May not be adequate for learners who have an external locus of control and who need human interaction to learn best (Poston, 1993).

Conclusion: (Self-Instruction/Self-Learning Strategies):

Self-instruction represents an attractive alternative to traditional classroom and group learning methods in the rapidly changing healthcare environment. Hospitals and community agencies are not able to release staff in large numbers for continuing education programs that are rigidly timed. This constraint conflicts with the need to share information on the newest advances and documentation of continuing competence of staff. Self-instruction modules are excellent choices for annual training updates in selected topics or skills that require periodic review to determine competency (Markiewicz & Wells, 1997; OVery, 1999).

SOURCES:
BOOK:
Bastable, Susan B. Nurse as Health Educator: Principles of Teaching and Learning for Nursing Practice 3rd Edition. Sudbury, MA: Jones and Bartlett Publishers, Inc., 2008.

WORLD WIDE WEB:

http://edtech.kennesaw.edu/intech/cooperativelearning.htm http://www.studygs.net/pbl.htm