1. Teaching learning Process
MR. BASAVARAJ HUKKERI
MSc Nursing
Belgaum, karnataka

2. INTRODUCTION
Teaching-learning are essential components of
education process. In fact, teaching and learning are
equally important in Nursing education Teaching is the
task of a teacher to impart knowledge, develop attitude
and skills in students whereas learning is the outcome of
effective teaching in terms of developing activities,
progressive change in behaviour as a result of mental
activities by students.

3. • It is important for the teacher needs to know
teaching and learning aspects of nursing
education.
• The communication process plays a very
important role in teaching-learning process. It
is necessary for a teacher to understand the
concept and process of communication

4. DEFINITIONS
• TEACHING:
Teaching is an active process in which one
person shares information with others to
provide them with the information to make
behavioral changes.
• LEARNING:
Learning is the process of assimilating
information with a resultant change in behavior.

5. • TEACHING-LEARNING PROCESS
Teaching and learning process can be
defined as a transformation process of
knowledge from teachers to students.
Teaching-learning process is a planned
interaction that promotes behavioral change
that is not a result of maturation and coincidence.

6. PRINCIPLES OF EFFECTIVE TEACHING
LEARNING PROCESS
1. Encourages Student-Faculty Contact
2. Encourages Cooperation among Students
3. Encourages Active Learning
4. Prompt Feedback
5. Emphasizes Time on Task
6. Communicates High Expectations
7. Respects Diverse Talents and Ways of
Learning

7. ELEMENTS OF TEACHING AND LEARNING
a) TEACHER:
The teacher is considered as the element that has
the main role in the teaching-learning process.
He/she is considered as the so-called prime mover
of the educational processes, thus he /she directs
the flow of the whole process and serve as main
control of the teaching learning process.
The teacher is the one that facilitates the whole
process of leaning.

8. b) LEARNERS:
The learners are considered as the key
participant in the teaching and learning process.
They are considered as the primary subject or the
main reason why the process is implemented.
The knowledge that acquired by the learners will
decide whether the teaching and learning
objectives are achieved.

9. c) MILIEU:
 The Learning Environment, Since learning is
triggered off by stimuli in the environment, it assumes
primary importance in teaching and learning.
 The classroom is the usual although not the exclusive
environment of learning at school. Teachers need to
 make the learning environment as "stimulating" as
possible.
 Every stimulus in the classroom should contribute to
learning.
 Very much part of this environment is the human
stimuli, the most important of whom is the teacher
himself.
 Material stimuli include objects in the room as well as
common routine activities.

10. d)Matter:
The Content of Learning, This refers to what is
to be learned as specified in the instructional
objective.
The teacher should make sure that the
minimum standard or level of proficiency is
attained by the class before moving onto the
next lesson or unit.
Curriculum makers are advised to be realistic
in projecting subject matter and avoid giving
the students "too much, too soon," and to teach
only "little matter, but well mastered"

11. e)METHOD:
 The teaching-learning Strategy, This consist of
purposeful, planned activities and tasks that
are undertaken by the teacher and the students
in the classroom to bring about the intended
instructional objectives.
 The learners must also show efficiency in
handling the activity, going through it without
hassle.
The strategy must also be effective to yield
expected result and must be economical in
time, effort and expense.

12. f) MATERIAL:
• The Resources of Learning, Materials are
resources available to the teacher and learners which
serve as stimuli in the teaching-learning situation.
• This may be either a "human person" or a
"physical object."
• The whole purpose of materials is to initiate the
students to the "real world" they live in.
• Instructional materials represent elements found in
that world are meant to help students understand
and explain reality. Portraying reality can be by
direct experience, reproduction, representation or
abstraction

13. g)MEDIA:
Communication in Teaching and Learning,
This pertains to the communication system in
the teaching-learning situation.
This serves dual purpose: to promote common
understanding in instruction and to set and
maintain a healthy psychological climate in the
classroom conducive to learning.

14. i) MASTERY:
The Be-all and End-all of Learning
This means internalization of learning
resulting in automatic or habitual change
behavior through meaningful repetition and
application.
Mastery comes through a "fixation" of what is
to be learned, shifting it from short-term to
long- term memory, allowing for ease in use
and transfer to new situations in the future.
Some call it executive control"

15. j) FEEDBACK:
A student learns more rapidly and more
thoroughly because he is forced to concentrate on
material before him and because he gets
immediate feedback on his progress.
It is not uncommon that after solving a problem,
the child is interested to know whether his
solution is correct.

16. • k)PRACTICE:
"Practice makes a man perfect"- the
proverb implies the importance of repetition in
bringing certain habits up to the point where they
come naturally to him. The factor of practice is
particularly true of skill learning.

17. LARGE SMALL INDIVIDUAL
•Lecture •Group Discussion •Self study
•Panel discussion •Seminar •Counseling
•Team teaching •Workshop •Project work
•Symposium •Bed side clinic •Assignment
•Demonstration
•Field visit
•Tutorial
METHODS OF TEACHING LEARNING
PROCESS

20. SIGNIFICANCE OF TEACHING
LEARNING PROCESS IN NURSING
• As a nurse, one of our principal responsibility is to
educate our patients.
• Our teaching reaches across a broad areas:
medication (old and new medicine),procedures
,wound care, sign and symptoms to be aware of
health habits, how to continue caring for themselves
once they are at home. The teaching can occur as
spontaneous answer to a question from a patient or
nurse, formal education and resource material.

21. • Patients are held in home for increasingly
shorter stays and are going home sicker,
precipitating a greater need for structured
information than ever before. The information
we provide them during their hospital stay will
hopefully help them in gaining full recovery and
decrease the risk of readmission.