1.

Define or describe the following educational-related concepts

a. Outcome-base education
OBE is simply the establishment of expected goals or outcomes for different
levels of elementary-secondary education, and a commitment to ensuring that
every student achieves at least those minimum proficiencies before being
allowed to graduate. The modern approach to education has taught the
educational system to come up with a more formatted and systematized
method of assessing the capacity and ensuring a more detailed approach to
teaching methods.
Outcome-based education has been the topic of hostile debates in many
countries and academic institutions. The disturbance surprised some
educators who, after years of hearing calls for results from political and
academics, assumed that most parents and students would support a move
to more definite outcomes and means of assessing them. Perhaps the
majority of people do agree with the principles of OBE, but highly vocal
skeptics have now raised enough questions about how OBE might work in
practice to create doubts among informed members of the public about its
attractiveness.
Some might argue that education is already outcome-based, to some extent.
Nearly all academic institutions have goals that supposedly direct their work.
When teachers or instructors plan prospectus or programs, or teachers plan
lessons for their classes, they usually start by clarifying the purpose. Still,
academic institutions nowadays are really time-based. Teachers and
principals may want students to learn something, but they usually deal out a
certain amount of time to study of that topic and then move on, whether or not
students have mastered it. For academic institutions to be fully outcomebased, they must organize so that outcomes are fixed, and time and other
resources needed to achieve the outcomes are to be considered only
variables (Brant, 1998).
b. Distance Learning

Distance learning occurs when there is a separation between the instructor

and the student, usually due to geographical or time concerns that prevent
the student from attending an on-campus course. Often, electronic means are
used to bridge this gap and distribute educational material though distance
learning programs using printed and mailed materials have existed for well
over a hundred years. These programs have usually been specially designed
to help best meet the needs and requirements that arise when learning is
taking place outside of a traditional classroom setting.
Due to changing times and conflicts between time and discrepancies in
multitasking and priorities, education adapted with the changing demands that
society have today. The mainstream of distance education today takes place
using the Internet, now readily available for the vast majority of students
whether in their own homes or at facilities such as local libraries. These
electronic means are used to distribute the learning material, keep students in
touch with teachers, and provide access to communication between students.
Of course, distance learning can use other technological formats as well as
including television, teleconferencing, DVDs, and printable material, but the
closeness and functionality of Web learning has made it a first choice for
many distance learners. Online programs often take advantage of a number
of emerging technologies to make keeping in touch and effectively
communicating ideas easier and more efficient than ever before and students
may find themselves using interactive videos, e-mail, and discussion boards
to complete their lessons.
Distance learning makes it much easier for some students to complete a
degree or get additional job-training while balancing work and family
commitments. Because the hours when class work can be completed are
flexible, as most distance learning programs allow students to work at their
own pace and on their own time, many students can complete their work
during times when they are free, rather than scheduling their lives around a
set classroom time. With more flexibility comes more responsibility on the part

of the learner. Students must learn to work well independently and without the
constant guidance and monitoring of an instructor, making distance learning a
challenge for those who are not easily self-motivated (Distance Learning Net,
2015).
c. Instructional Scaffolding
Instructional scaffolds are temporary support structures faculty put in place to
assist students in accomplishing new tasks and concepts they could not
typically achieve on their own. Once students are able to complete or master
the task, the scaffolding is gradually removed or fades awaythe
responsibility of learning shifts from the instructor to the student. One of the
main benefits of scaffolded instruction is that it provides for a supportive
learning environment. In a scaffolded learning environment, students are free
to ask questions, provide feedback and support their peers in learning new
material. When you incorporate scaffolding in the classroom, you become
more of a mentor and facilitator of knowledge rather than the dominant
content expert. This teaching style provides the incentive for students to take
a more active role in their own learning. Students share the responsibility of
teaching and learning through scaffolds that require them to move beyond
their current skill and knowledge levels. Through this interaction, students are
able to take ownership of the learning event (Hogan, K., and Pressley, M.,
1997).
Application of learned theories and concepts, with supervision and monitoring
of teachers or instructors, students feel freer and feel liberated to learn
intensively by asking questions on the application of the concept or theory.
The approach itself is dynamic and instructors can monitor the students
progress in actual time. Although scaffolding is usually very effective with a
few number of students, it can still be applied in a whole class setting. By
showing the students how its done, they can see the actual process and thus
will learn by seeing and understanding it if applied.

To gain a better understanding of scaffolding, consider the analogy of a child

learning to walk. First, a parent holds the child up. His feet barely touch the
floor as he mimics walking. Slowly, the child is allowed to support more and
more of his own weight. Next, he might support himself by holding on to an
object like a coffee table while his parents watch. Finally, the child is ready to
take steps, though his parents hand might still be just inches away. Soon
enough, the child is walkingand runningon his own. Like the parents in
this example, teachers teaching new tasks initially have complete control and
support their students fully (The Iris Center, 2015). Gradually, when the
students are ready, support is withdrawn until the students are able to stand
on their own.
d. Sandwich Approach
The concept is very easy. Instructors assess the students capacities by
complimenting their efforts and what they did right, giving pointers to what
needs to be improved and by summing up how well they did. By putting the
criticism part of learning in the middle, students will feel encourage to improve
instead of being discouraged to continue. The sandwich approach is very
relevant in making the students listen to what they should do better by
complimenting what they did good and how the overall assessment of their
work.
Negative feedback (only mention what is not good) is usually not acceptable
for our subconscious. Improvements such as fillings in a sandwich, are placed
between two positive statements, and are acceptable for our subconscious
and can be subsequently converted into (new) behaviour. Giving feedback is
most effective if given within 5 minutes. Within 5 minutes, our subconscious
can take in feedback and process immediately. Feedbacks should not
condemn but rather addition to improvement so that to avoid discouragement.
Specifying what needs improvement, rather than broad safe words is a lot
more effective in developing the learning of students (Mind Academy, 2015).

2. Compare and contrast the types of e-learning

Skeptics and aggressive critics have doubted the effectiveness and efficiency of elearning since the concept was introduced in mainstream. Some would say that by
simply publishing PowerPoint versions of lectures and information is the only
direction that the concept is heading. But now, it has been the most sought after
mode of acquiring additional and further learning. It has began developing into a
more adaptive and dynamic avenue for learning. Although the process and the
course itself is very dynamic, e-learning course is likely to fall into one of the
following three types, Text Driven, Interactive, and Simulation.
a. Text Driven
In this level, the content is simple and includes text, graphics, and some audio
and simple test questions. Compliance courses are a good example of text
driven e-learning that usually has one purpose or goal: present the learning
and quickly test on the content.
The text driven course rarely has any interactive components, any
gamification, and images used sparingly. PowerPoint files converted to
elearning often fall into this category.
b. Interactive
An interactive e-learning course is very similar to a text driven one, with the
exception that there has been more consideration placed on interactive
components to enhance the learning. There is also a greater use of visuals in
general (graphics, charts, diagrams), all of which are likely to have an
interactive aspect.
Unlike the text driven course, interactive courses also take advantage of
additional media types, include videos.
c. Simulation

Simulation elearning is highly interactive and relies heavily upon graphics,

video, audio and some level of gamification. Importantly, there are often
custom simulations to aid in learning acquisition, which could very well
include 3D components. New software training is an example of a course that
often includes a high degree of interactivity and simulations. It isnt
uncommon for these simulations to also be accompanied with some sort of
controlled test environment.
E-learning that is simulation heavy puts an emphasis on portraying concepts
through various mediums, usually starting with text and graphics, with audio
and video examples. Afterwards, there is often a try-it mode where users
can practice the new skills, potentially earning achievements or points along
the way.
The type of e-learning will still be determined by many factors like availability of
technology or equipment, preferences and what is sought after or what people
will demand that will suit there time available (Ferriman, J. 2013).
3. Differentiate the two roles of the clinical teacher: Socratic teacher vs. One-minute
preceptor.
The One-minute Preceptor model continues to provide a reliable framework
onwhich good teaching conversations can be built. The model is most helpful
when it is not viewed as static and rigid but as a pliable set of guidelines that can
be shuffled and altered as the ever changing teaching situation warrants. You
can acquire these microskills yourself with practice and reflection on your own
teaching encounters (Huang, W. MD. 2003).
The oldest and still the most powerful, teaching tactic for fostering critical thinking
is Socratic teaching. In Socratic teaching we focus on giving students questions,
not answers. We model an inquiring, probing mind by continually probing into the
subject with questions. Fortunately, the abilities we gain by focusing on the
elements of reasoning in a disciplined and self-assessing way, and the logical

relationships that result from such disciplined thought, prepare us for Socratic
questioning (Paul, R. & Elder, L. 1997).
There is a clear difference between the Socratic teacher and the one-minute
preceptor it terms of time period and allocation of time in teaching or instructing
students. The Socratic Method allows independency and room for discussion and
in-depth understanding of a clinical problem or a clinical concept. The one-minute
preceptor came up with a five step that allows the instructor to have a format or a
process on how to help the students or the group. It tries to help improve and
develop microskills that will lead to a concrete and specific improvement.
4. Identify the issues and problems related to video conferencing.
With the changing demands of people and with the new window of possibilities
presented by modern technologies, indeed our way of life is changing drastically.
Conventional methods to everything are changing to a more indirect, nonhumaninteraction and technologically-dependent. From classroom education to online,
shopping malls to online purchasing, and from a traditional phone calls to video
calls or video conferencing.
These practices may give convenience to users because of the unbelievable
positive sides it offers but of course it also has its problems and issues. Video
conferencing allows dependency on cameras. If another one has no access to
camera on computers or Smartphones, then access to video conferencing is
denied. Dependency to internet connection is also a problem, since the
Philippines is not yet a full internet zone area.
Sincerity is also one of a more humane issue with video conferencing. Nothing
beats an actual person conversing with you than a person on a screen. Video
conferencing for classes would fall to a more lecture type scenario than a
discussion type of a class. Personally, discussion types of classes are far more
effective because of the interaction of the instructor and the students.

5. Reflection on ones performance is an important teaching and learning strategy.

How does a clinical instructor promote reflective practice in educating his or her
nursing students? And why does a clinical instructor need to reflect on his or her
teaching practice?
Reflection on every action done is very much important in understanding if the
action committed is appropriate, inappropriate, or lacking. As an instructor, it is
very much important to assess the capacities and the abilities of students.
Assessing if they completely understood everything that was taught and trying to
learn if the approach with the topic is appropriate for them or not are one of those
things to be considered in reflective practices. By determining the capacity of the
students, the instructor can device a new strategy that will cater their needs and
capacities.
Instructors can monitor the effectiveness of their approach by observing the
improvement of the students. If students improve and begins to develop their
skills by application of concepts, then the strategy of teaching is somewhat
effective. Asking students regarding how your methods are is also a possible way
to find out the effectiveness of teaching. The importance of reflective practice
cannot be undermined. By reflecting on how you approach teaching will
determine your effectiveness as an instructor, and by being dynamic as an
instructor you can always improve and develop your own strategy in teaching.
Reflective practice on students also will help them understand what is ought to
be done to improve capacities, abilities and skills as well as learning. Being
adaptive has always been the best quality of mankind.
6. You are a clinical instructor teaching the concept of Middle East respiratory
syndrome coronavirus or MERVS-CoV. Discuss your teaching methods,
appropriate instructional technology as well as evaluation strategies you can use
to measure learning outcomes.
In every setting you always start with an overview of the topic. Discuss what is
the topic, as well as what other topics it is related to. Viruses that plagued the

world and The changing tide of health issues could be possible approach to
the overview. By giving your students a glimpse of what is to come and what is
interesting about the topic is very issential. Giving introduction of the topic is also
necessary by including the history and other related information there is. This is
the part where in you try to start the information about the topic. What is
MERVS-CoV?, Where did it started?, and What is it? could be possible
questions that the instructor will need to answer in the introductory part of the
discussion. This is where you share information and data.
In the presentation of data, it is very much effective to use visual materials.
Projectors are a trend nowadays because of its convenience and effectiveness.
Pictures and graphical data is very much appropriate in presenting the logistics of
the spread of the virus and the effects of the virus on people. By presenting
visual aids, students can see what you are talking about and will understand
twice as much on your discussion. Throughout the discussion, you can ask
students questions, what do you think is the causes of the virus? or how can
the virus be transmitted? are some possible questions that the instructor can
throw to the students to answer for class discussion and participation. By having
a healthy interaction between the instructor and the students, it will lessen the
fatigue and boredom that students will feel during class.
Before you end your discussion or lecture it is very much important to leave a
question for your students to ponder on. Then have a very short quiz to assess
learning, 5-10 items if you want to assess the retention of the concepts
presented, or a critical question to assess the understanding of the students with
the concepts and how they apply it.
7. Discuss three major learning theories that serve as a useful guide for clinical
instructors in dealing with their nursing students.
Constructivist approach is an effective approach in handling nursing students.
The principles of constructivist learning require that teachers ask the children
many questions about a variety of examples, which occur within the learning

environment. The constructivist learning environment must be authentic and

learning experiences must be relevant. Based on both Piaget and Vygotsky,
learning experiences must be social in context to augment individual
development. Learning should never be forced, but should be appreciated as it
occurs naturally. By keeping the learning environment authentic and the natural
perceptions worthy, motivation exists as an element of the environment. The
teacher is an observer of perception rather than a presenter of information. The
teacher provides for the learner rather than imposing on the learner. It could be
very effective on nursing students because by allowing them to experience the
environment where they will operate and show them how things are to be done
and at the same time try to assess their understanding is a very useful way in
learning because students at this stage are autonomous and self-directed.
Similar to the constructive approach is the cognitive approach. With prior lectures
in class, you introduce students with actual experiences so that they can apply
what they learned as well as acquire new information that can only be gain
through experience. The basic principles underlying cognitive learning theories
include thought as an active pursuit, a foundation of experience used to organize
new information, a personal perspective regarding new information, a social
environment to acquire new knowledge, and the use of practice to further
differentiate between experience and new information. The process of learning is
enhanced with reconsiderations of past experiences and new details. This is to
let students bring life experiences and knowledge on the table.
Social Cognitive Approach can also be very effective because students in this
age are very much goal-oriented and focus on the relevance of the things that
they learn. Students are motivated to learn when they can see the need to
acquire knowledge to address a real life problem or situation. If you have clearly
identified learning goals for the placement and you structuring learning activities
to relate to those goals, this will assist in maximizing the adult students' learning
experience. An adult learner will learn best when they can relate the learning task
to their own goals and what they want to achieve. Providing some choice in

placement experiences, such as choosing a project to work on, will assist with
this. Placement allows students to apply theory learnt in the university context to
real life experience and settings. Identifying the link between what students have
learnt and the application of that knowledge to practice is important in facilitating
learning (JCU, 2015)

8. What are the points to consider by the clinical instructor in making clinical
learning assignments?
The most important criterion for selection of clinical assignments is usually the
desired learning outcomes. The teacher should structure each clinical activity
carefully in terms of clinical objectives, and each clinical activity should be
essentially part of the course or the educational program. The desired outcome
should be clear and specific to avoid misdirection. The roles aw well of the
instructor, students, and staff should be clarify to know what needs to be done
and what should be the function of each other towards each other.
The capacity of the students should also be consider in making clinical learning
assignments. The students educational levels, previous experiences, aptitude for
learning as well as learning styles and specific needs, interest and abilities
should influence the selection of clinical learning assignments. Instructors should
assess the level of understanding, coping and individual differences that his or
her students have before creating clinical assignments. In relation to the learning
objective, it should be assessed whether the activity will present enough
challenge to the students or are they too complex to handle (Gaberson, N.K.,
Oermann, M., & Shellenbarger T., 2015)
Patient needs and care requirements should also be considered when planning
clinical assignments for students. Is the patients need as well as its familys
ready to accept a new nursing student? What particular needs should be
addressed to the particular patient and could the nursing student assigned be

able to provide those needs? These should be considered also before

determining the clinical assignments.
9. How can a teacher maximize the use of interactive whiteboard as a tool in
enhancing pedagogical practices in the classroom and in the clinical laboratory?
Interactive whiteboards have become popular over the last few years, and it
appears that their use will continue to grow exponentially. an interactive
whiteboard is a large display that connects to a computer and a projector. The
projector projects the computer's desktop onto the board's surface, where users
control the computer with a pen, finger, or other device. The board is typically
mounted to a wall or floor stand. Various accessories, such as student response
systems, enable interactivity. The research results indicated that, in general,
using interactive whiteboards was associated with a 16 percentile point gain in
student achievement. This means that we can expect a student at the 50th
percentile in a classroom without the technology to increase to the 66th
percentile in a classroom using whiteboards. Interactive whiteboards have great
potential as a tool to enhance pedagogical practices in the classroom and
ultimately improve student achievement. However, simply assuming that using
this or any other technological tool can automatically enhance student
achievement would be a mistake. As is the case with all powerful tools, teachers
must use interactive whiteboards thoughtfully, in accordance with what we know
about good classroom practice (Marzano R., 2009). It ultimately boils down to
how instructors make the most out of this. The use of an interactive whiteboards
is an effective means of reaching more students, keeping them engaged in
learning and provides regular intervals of interaction which are all highly effective
practices that improves instruction for even the best of teachers.
10. Discuss the principles of providing effective feedback as part of clinical
evaluation.
There are five principles for providing feedback to students as part of the clinical
evaluation process. First, the feedback should be precise and specific. It should

be avoided to use general terms such as do better on your work or improve

your assessment will not help because of lacking information on what particular
to improve or change. Second is providing a concrete reason for feedback. There
should be an acceptable reason for feedback and it should be for the
improvement of the students and it should be given privately and promptly. Third
is for the student to have their own reflection of their work and performance.
Instructors should encourage their students to reflect on their won work to ensure
lifelong learning and development. Fourth, describing how the students are
performing based on specific observations of behaviors, which should be shared.
It is important to provide concrete and tangible examples of performance and
describe specifically how the student can improve. And lastly, instructors should
suggest new ways the students can improve their performances with inputs
coming from both the instructor and the students (Oermann, N. M. & Gaberson,
K., 2014). It is not enough to just point out areas of improvement but to also
guide students and help them become competent in the future.

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