Teaching Strategy: Return Demonstration LORI COUCH RN, BSN, CDE CHRISTINA JILEK, RN, BSN, CNOR Broad overview of strategy Return demonstration is effective strategy when learning.
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Transcript Teaching Strategy: Return Demonstration LORI COUCH RN, BSN, CDE CHRISTINA JILEK, RN, BSN, CNOR Broad overview of strategy Return demonstration is effective strategy when learning.
Teaching Strategy: Return
Demonstration
LORI COUCH RN, BSN, CDE
CHRISTINA JILEK, RN, BSN, CNOR
Broad overview of strategy
Return demonstration is effective strategy when
learning a psychomotor domain
This strategy is effective when combined with a
demonstration, the learner should return
demonstration as close to demonstration as possible
Gives the learner an opportunity to show what they
have learned in a comfortable non-intimidating
environment
Educational theories
Self Efficacy theory: theory based on performance
accomplishments. The learner is taught a skill and
then given the opportunity to demonstrate the skill
learned.
According to Albert Bandura, self-efficacy is “the
belief in one’s capabilities to organize and execute
the courses of action required to manage prospective
situations” (Bandura, 1994).
Educational Theory:
Self Efficacy Defined
People with strong self efficacy
View challenging problems as tasks to be mastered
Develop deeper interest in the activities in which they participate
Form a stronger sense of commitment to their interests and activities
Recover quickly from setbacks and disappointments (Bandura, 1994)
People with weak self efficacy
Avoid challenging tasks
Believe that difficult tasks and situations are beyond their capabilities
Focus on personal failings and negative outcomes
Quickly lose confidence in personal abilities (Bandura, 1994)
Usages of the strategy
Demonstration of blood glucose testing, explained and
the learner is given the opportunity to demonstrate this
to the instructor. Best used with individualized
instruction.
Other examples:
Dressing Change
Injections
Blood Pressure Measurement
Medication Administration
Hand washing
Donning Sterile Gloves
Pros of strategy
Effective for learning in the psychomotor domain
Engages the learner using visual, auditory and tactile
senses
Repetition of movement and constant reinforcement
increases confidence, competence, and skill retention
Provides opportunity for over learning to achieve
goal
Cons of strategy
Best completed with 1:1 instruction
Can be costly
Need to limit the size of instruction
Requires plenty of time to be set aside for teaching
and for learning
Extra space and equipment may be necessary for
certain skills
Evaluation
Return demonstration is beneficial in making
patients comfortable with new skills.
This strategy permits the nurse to document
patient’s progress and any areas they need
improvement.
Evaluator/Coach can use a checklist to make sure the
learner is mastering each step, and which steps
require more practice
Summary
Can increase the knowledge base for health
promotion practices.
Accurately reflects both what was taught and how
the patient is able to demonstrate the skill.
Teacher should remain silent except for offering cues
Practice should be supervised until the learner is
competent
References
Bastable, S. B. (2008). Nurse as educator (3 ed.).
Sudbury, MA: Jones and Bartlett.
Cirone, N. (2010). Documenting return
demonstration. Nursing 2010. Retrieved May
24, 2010 from www.journal.lww.com.
Finkelstein, E., Wittenborn, J. & Farris, R. (2004).
Evaluation of public health demonstration
programs: The effectiveness and cost effectiveness
of wise woman. Journal of Women’s Health.
Retrieved May 24, 2010 from ebscohost.
London, F. (1997, February). Return Demonstration:
How to validate patient education. Nursing 97,
32.
References Continued
Bandura, A. (1994). Self-Efficacy. New York, New
York: Academic Press.
Bastable, S. (2008). Nurse as educator: principles of
teaching and learning for nursing practice.
Sudbury: Jones and Bartlett.
Mantik Lewis, S., & Heitkemper, M. (2004).
Medical-surgical nursing: assessment and
management of clinical problems. Mosby.