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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

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teaching strategy return demonstration

Teaching Strategy: Return Demonstration

Lori Couch RN, BSN, CDE

Christina Jilek, RN, BSN, CNOR

broad overview of strategy
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
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
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
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
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
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
  • 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
  • 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
  • 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
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.