Carolina RN to BSN Online

Conceptual Bases of Professional Nursing Practice


Teaching and Learning
September 9-22

Part 1:  Variables Influencing Teaching and Learning

System Variables

Teacher Variables

Learner Variables

Part 2:  The Seven Steps of Planning --Plus One

Weekly Assignment 1
Evaluating Learning

Weekly Assignment 2
Analyzing Experiences




As nurses we are teachers; teaching patients and families, nursing colleagues, and other health professionals.  The first section of the module presents information about variables that influence teaching and learning--system variables, teacher variables and learner variables.  The interaction of these variables (and their constituent elements) determines both the character and the effectiveness of the teaching-learning interaction. This impact can be planned or unplanned, depending on our level of understanding of each component, and our willingness to consider each and make thoughtful choices as we go about teaching and learning.
The second section of the module addresses planning for an effective teaching-learning interaction. 
Finally, Activities 3 & 4 ask you to apply concepts and principles covered in the module.


  1. Compare and contrast compliance and cooperation models of education.
  2. Identify characteristics of each of the following categories of learning theory: behaviorist, cognitivist, humanist.
  3. Describe teaching styles using the dimensions of formality and structure.
  4. Discuss the three components of readiness: experiential, emotional, and physical/mental ability.
  5. Describe learning styles using continuua including: concrete-abstract, inductive-deductive, internal-external locus of control, auditory-visual, social-solitary, and orally-writing dependent.
  6. Discuss the four learning style types described by Kolb.
  7. Identify myths about low literacy learners.
  8. Identify strategies for teaching low-literacy learners.
  9. Differentiate between felt and analyzed needs.
  10. Differentiate between teacher and learner objectives.
  11. Write learner objectives which include performance, conditions, and criteria.
  12. Describe the three domains of learning.
  13. Identify factors to consider when choosing learning activities.
  14. Use learning objectives to evaluate learner outcomes.

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