Prepared by

Shimaa Nabil Abd Elsalam

Assistant Lecturer of Medical Surgical Department2nd Semester Doctorate Degree

Under supervision of

Assistant.Prof.Dr. Ola Abd-Elaty

Assisstant Professor of Medical Surgical Department

OutlinesOutlines1. Introduction.2. Traditional versus Non-traditional methods of teaching 3. Terminology4. Principles of learning5. Definition of Self-learning Module.6. Advantages of Self-learning Module.7. Disadvantages of Self-learning Module.8. Components of Self-learning Module.9. Role of the teacher in Self-learning Module.10.Learning Contracts. 11.Factors enhance the successful use of Self-learning

Module.12.Guidelines for developing the Self-learning Module.13.Application of Self-learning Module.

Learning Learning ObjectivesObjectives

-General objective-General objective At the end of this lecture the doctorate

student should be able to:

• Recognize the method of self learning module (package) as a new strategy of non traditional method for teaching.

Specific objectives:Specific objectives:• At the end of this lecture the doctorate student should

be able to:

• Define self-learning module.• List advantages of self-learning module.• Identify disadvantages of self-learning module.• Discuss components of self-learning module• Describe the role of teacher in self-learning

module.• Identify the meaning of learning contracts.• Enumerate variables that affect the successful

use of module.• Specify guidelines for developing the self-

learning module.• Develop self-learning module..

• The education process The education process is a systematic, is a systematic, sequential, planned course of action sequential, planned course of action consisting of two major interdependent consisting of two major interdependent operations, teaching and learning .This operations, teaching and learning .This process forms a continuous cycle that also process forms a continuous cycle that also involves two interdependent players, the involves two interdependent players, the teacher and the learner. Together, they jointly teacher and the learner. Together, they jointly perform teaching and learning activities, the perform teaching and learning activities, the outcome of which leads to mutually desired outcome of which leads to mutually desired behavior changes. behavior changes. (Aggarwal, 2009).(Aggarwal, 2009).

IntroductionIntroduction

The traditional methods include The traditional methods include

Lecture, group discussion, one – to – one instruction, demonstration, returns demonstration and small group activities. These methods tend to have more teacher input and control during encounters with the learner than do the less traditional formats

Traditional versus Non-traditional methodsTraditional versus Non-traditional methodsof teachingof teaching

• The non traditional methods The non traditional methods include:include:

Include gaming, simulation, role-playing, role-modeling, self instruction, self learning module and distance learning .In non-traditional approaches, teachers act more as designers and givers of information. (Bastablem2006).

Traditional versus Non-traditional methodsTraditional versus Non-traditional methodsof teachingof teaching

TerminologyTerminologyTeaching:• It is an interaction process that enhances learning. It It is an interaction process that enhances learning. It

consists of a conscious, deliberate (careful) set of consists of a conscious, deliberate (careful) set of actions that help individuals gain new knowledge or actions that help individuals gain new knowledge or perform new skills.perform new skills.

Education:• It is the process of acquiring and understanding It is the process of acquiring and understanding

knowledge and this understanding acquired through knowledge and this understanding acquired through study and training, and thus including thestudy and training, and thus including the academic academic qualifications such as bachelor degree. qualifications such as bachelor degree.

Learning:• It is the acquisition of new knowledge, attitude and It is the acquisition of new knowledge, attitude and

skills and it starts from the cradle to the graveskills and it starts from the cradle to the grave

Principles of Principles of LearningLearning1.1. Motivation:Motivation: It addresses a person desire to It addresses a person desire to

learn.learn.2.2. Ability to learn:Ability to learn: It means the ability to learn It means the ability to learn

which depends on physical and cognitive which depends on physical and cognitive aspects, developmental level, physical aspects, developmental level, physical wellness, and intellectual thought process.wellness, and intellectual thought process.

3.3. Environment:Environment: The environment affects the The environment affects the ability to learn. Ideal environment for ability to learn. Ideal environment for learning is a room that is well light and has learning is a room that is well light and has good ventilation, appropriate furniture, and good ventilation, appropriate furniture, and a comfortable temperature.a comfortable temperature.

Self Learning Module Self Learning Module (Package)(Package)

A self learning module is a document A self learning module is a document containing all necessary knowledge for a student to containing all necessary knowledge for a student to attain one or more educational objectives attain one or more educational objectives independently of the teacher. Using these modules, independently of the teacher. Using these modules, the student can take over a large part of his/her the student can take over a large part of his/her training, while the teacher remains available only training, while the teacher remains available only when needed. It could be offered in a form of work when needed. It could be offered in a form of work books, study guides, work stations, video tapes, books, study guides, work stations, video tapes, internet modules, and computer programs internet modules, and computer programs (Santrock ,2009) .(Santrock ,2009) .

Advantages of Self- Advantages of Self- learning Module:learning Module:

• Class work can be scheduled around work and family • Reduces travel time and travel costs for off-campus students • Students may have the option to select learning materials that

meets their level of knowledge and interest • Students can study anywhere • Self-paced learning modules allow students to work at their own

pace • Facilitate learning through a variety of activities • Encourages students to take responsibility for their learning • Consistency with principles of adult education.

– Enable learners to meet their own learning needs.– Provide immediate feedback and reinforcement of learning.– Promote independence.– Actively involve learners.– Flexibility in relation to the number of learners who can be

provided with instruction at one time.

Advantages of Self- Advantages of Self- learning Module learning Module (contd..)(contd..)

• Variety in instructional methods.• Individuality in learner’s ability to proceed with

instruction based on their unique needs.• Convenience in the time, place, duration and pace of

instruction.• Privacy, decrease learner’s concerns and anxiety

regarding making mistakes or showing inadequacies in front of their peers or supervisors.

• For nurses accessible for nurses without leaving their clinical unit and no need to another nurses to cover

patient care.

Disadvantages of Self- Disadvantages of Self- learning Module:learning Module:

• Unmotivated learners or those with poor study habits may fall behind • Lack of familiar structure and routine may take getting used to • Students may feel isolated or miss social interaction • Instructor may not always be available on demand • Learners with low motivation or bad study habits may fall behind • Without the routine structures of a traditional class, students may get

lost or confused about course activities and deadlines • Hands-on or lab work is difficult to simulate in classroom • Lack of interaction between learners and instructor.• Low completion rates due to lack of self-discipline.• Format may be too structured and visually uninteresting.• Is not a suitable method of instruction for all learners as who prefer

social interaction, and group work.• Some learners find the highly structured and serial nature of this

instruction tedious (boring) and time consuming to use.

Components of Self- Components of Self- learning Module:learning Module:

• Title: Should be concise and descriptive of its content.

• Table of contents: Will be helpful to learners in orienting themselves to the SLM.

• Purpose or general aim: Needs to provide the learner with a clear indication of the topic area covered.

• Pre-requisites: Identifies the knowledge, skills, attitudes, and experiences that the learner should passes before attempting to complete the SLM.

• The instructional Objective: need to be written in clear and specific behavioral terms.

Components of Self- Components of Self- learning Module:learning Module:

• Behavioral objective: This is need to be written in clear and specific behavioral terms, it is useful to inform the learner of the instructional intent of the SLM and make explicit what is expected of the learner only few objectives should be included.

• Direction for use: Should afford clear and concise explanations of each component in the package, what it consists of, where to find it, how to use it, and how best to proceed in completing the SLM.

• Introduction: Brief introduction about the topic.

Components of Self- Components of Self- learning Module:learning Module:

• Learning activities: including any combination of the learning strategies: reading a set of journal articles or book chapters, viewing videotapes, using equipment. Completing written practice exercises. Some SLM may also require that learners practice certain clinical skills in a simulated or actual patient care setting.

• Pretest: Should relate directly to the instructional objectives for the SLM. The pretest is using for the following purposes:

– To provide a baseline performance measure for later comparison with the post test score.

– To indicate to the learner which sections or subsections of SLM they will need to complete and which section may be bypass.

– To indicate the passing score that must be achieved so that learners will know whether they need to complete the SLM or not.

Components of Self- Components of Self- learning Module:learning Module:

• Content:Content: Consists of small segments of Consists of small segments of information. The content is frequently information. The content is frequently separate into different direction with questions separate into different direction with questions that view, reinforce and apply learning. The that view, reinforce and apply learning. The answers of this self-assessment question (also answers of this self-assessment question (also called self check) are provided on the page called self check) are provided on the page following the question or at the end of that following the question or at the end of that section of information. This affords immediate section of information. This affords immediate feedback or progress and performance.feedback or progress and performance.

Components of Self- Components of Self- learning Module:learning Module:

• Instructional Aides:Instructional Aides: The instructional aides Included in the module as readings, handouts, worksheets, written case studies, copies of policies or procedures, practice, exercises, study questions, audiovisual media, computer, bibliography suggested.

• Post test: It must cover all objectives if it revealed that objectives have been met the student can proceed to another module. If not the student must repeat activities in order to achieve what is required.

The Role of Teacher in The Role of Teacher in Self-learning Module:Self-learning Module:

1. The teacher serves as a facilitator-resource person to provide motivation and reinforcement for learning.

2. The teacher has a crucial and deliberate role, make a successful transition from teacher-directed to self-directed learning.

3. Assesses student’s readiness for the method, establish the boundaries of the student’s decisions about their learning.

4. Teacher’s roles are the maintenance of educational standards, teaching objective-writing and evaluation, and availability to the students.

Learning contracts:Learning contracts:

• Learning Contracts are mutual agreements between students and teachers that grant the student certain freedoms and choices about completing tasks yet require the student to meet certain specifications. It is usually written and signed, between an educator and a learner that describes the responsibilities of both in relation to the learner‘s achievement of certain specified learning outcomes within some specified period of time. It offers learners maximum flexibility in designing and directing their own learning plans.

Factors Enhance Factors Enhance Successful Use of Self- Successful Use of Self- learning Modulelearning Module

1. Time should be provided for the learning activity.2. Reinforcement of knowledge acquired through the

module 3. Modules should be stored in an area that is ready

accessible to learners4. Time space should be available for use of the module.5. Module contents should be assessed periodically and

updated as needed.6. Clarify goals and training process7. Design and administer brief survey to sample of

learners8. Analyze survey data to identify success and non-

success learners.

Guidelines for Developing Guidelines for Developing Self- learning Module:Self- learning Module:

•Select an appropriate topic.•Identify the target learners.•Develop an outline of content for the

SLM.•Determine prerequisites for the SLM.•Write an introduction to the SLM.•Define the overall purpose of SLM.•Write the instructional subtopic for the

SLM.•Designate appropriate learning activities.

Guidelines for Developing Guidelines for Developing Self- learning Module Self- learning Module (contd)(contd)

• Design instructional aides.• Develop content to the intended learner.• Develop content that will be interesting to

learners.• Arrange the content in a series of small,

sequential unit.• Decide whether the pre test and post test

instrument will use the same or different evaluation items.

• Determine the achievement level of passing score required for each evaluation tool.

• Prepare a set for direction for use of SLM.

Application of Application of Self- learning Self- learning

ModuleModule

TitleTitle

Skin Care and Spinal Cord Skin Care and Spinal Cord InjuriesInjuries

Manual for nursesManual for nurses

Chapter 5 – Post Healing, Prevention and Patient Education

1 – Chapter Introduction to skin care and Spinal

Cord Injuries

Chapter 2 – Anatomy and Physiology of the Skin

Chapter 3 – Physical Assessment of the Skin

References

Chapter 4 – Management of Skin Areas

Table of Table of ContentsContents

Purpose or general Purpose or general aimaim

Upon successful completion of this section the Upon successful completion of this section the learner willlearner will

• Understand the importance of skin care in Understand the importance of skin care in people with SCI.people with SCI.

• Be aware of the prevalence of skin issues in Be aware of the prevalence of skin issues in people with SCI.people with SCI.

• Develop an appreciation of the psychosocial Develop an appreciation of the psychosocial impact of pressure ulcers on the person with impact of pressure ulcers on the person with SCI.SCI.

Purpose or general Purpose or general aimaim

Upon successful completion of this section the Upon successful completion of this section the learner willlearner will

• Understand the importance of skin care in Understand the importance of skin care in people with SCI.people with SCI.

• Be aware of the prevalence of skin issues in Be aware of the prevalence of skin issues in people with SCI.people with SCI.

• Develop an appreciation of the psychosocial Develop an appreciation of the psychosocial impact of pressure ulcers on the person with impact of pressure ulcers on the person with SCI.SCI.

Pre-requisitesPre-requisites

• Have a basic knowledge about Have a basic knowledge about anatomy and physiology.anatomy and physiology.

• Staff nurse .Staff nurse .• Work in spinal cord disorders units.Work in spinal cord disorders units.• Able to work on PC and web Able to work on PC and web

network.network.

The instructional The instructional ObjectiveObjective

• Each learner (candidate) should successfully complete , and pass the post test for this module.

Behavioral objective:Behavioral objective:

• It is expected that you direct yourself to gain competence in the theoretical assessment using the Trusts resources.

Direction for use:Direction for use: This training package is for use by nurse practitioners for initial

training, continual updating and self assessment• It is designed for you to direct your own learning to achieve

the competence level and Trust standard required for thisskill

• The flexibility of self directed learning will allow you to utilizeyour time for study to obtain both theoretical knowledge and

practical skills• You must successfully complete the theory preparations

andassessments prior to undergoing supervised practice. Thelength of time for supervised practice should be negotiated

between the individual and the supervisor

IntroductionIntroduction

People who survive a spinal cord injury will People who survive a spinal cord injury will most likely have medical complications such as skin most likely have medical complications such as skin problems, chronic pain and bladder and bowel problems, chronic pain and bladder and bowel dysfunction, along with an increased susceptibility to dysfunction, along with an increased susceptibility to respiratory and heart problemsrespiratory and heart problems. . Successful recovery Successful recovery depends upon how well these chronic conditions are depends upon how well these chronic conditions are handled day to dayhandled day to day. .

Learning activities:Learning activities:

• Viewing Journal articlesViewing Journal articles• Viewing Text books from library.Viewing Text books from library.• Visiting Web sites.Visiting Web sites.• Watching video tapes.Watching video tapes.

Pretest:Pretest:

• Which may contains all types of Which may contains all types of questions (complete, true or false, questions (complete, true or false, matching , definition…etc).matching , definition…etc).

• Each question should obviously Each question should obviously have a written score and written have a written score and written time upon it. time upon it.

Contents:Contents:

Should cover all the related aspects brieflyShould cover all the related aspects briefly 1.1. What is Spinal Cord Injury?What is Spinal Cord Injury?2.2. Is there any treatment?Is there any treatment?3.3. What is the prognosis?What is the prognosis?4.4. What are the warning signs of skin impairments?What are the warning signs of skin impairments?• At each chapter will be followed by self assessment to At each chapter will be followed by self assessment to

reinforce and apply learning . reinforce and apply learning . • The answers of this self-assessment question (also called The answers of this self-assessment question (also called

self check) are provided on the page following the question self check) are provided on the page following the question or at the end of that section of information. or at the end of that section of information.

Instructional Aides:Instructional Aides:

• Handouts include the standardized Handouts include the standardized skin assessment tool.skin assessment tool.

• Case studies.Case studies.• Videos to watch real cases.Videos to watch real cases.

Post testPost test

• Should cover all objectives of the module.

• Which contains all types of questions (complete, true or false, matching , definition…etc).

• Each question should obviously have a written score and written time upon it.

• Practical exam will also be established.

summarysummary

??Any questionsAny questions

Thank

You