The specific knowledge, skills, and attitudes required, as well as provide educational practices under supervision. Has a direct bearing on students’ ability to integrate theory to practice.

1. TEACHING STRATEGY
PRACTICE-BASED LEARNING
By WONG PEIYIN (Charissa)
BSN, SRN
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2. LEARNING OUTCOME
At the end of the lecture, the student should be
able to;
 Describe practice-based learning.
 Apply practice-based learning method.
 Outline an effective practice-based learning
method in nursing.
 Develop the capability to use ideas and
information of practical-based learning.
 Evaluate the advantages and disadvantages of
practical-based learning. 2

3. INTRODUCTION
 Teaching strategies includes case studies, demonstration,
lectures, group work, simulations, problem-solving and
discussion.
 Used to deliver information to students in the classroom
and skill labs.
 Help students master a set of key ideas and skills to
develop achievable goals in the future.
 Engage students to become independent lifetime learners.
 Attention to skills that are requied for the student’s role.3

4. PRACTICE BASED LEARNING
 Define the specific knowledge, skills, and attitudes
required, as well as provide educational practices
under supervision.
 Has a direct bearing on student’s ability to integrate
theory to practice.
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5. CLASS ROOM TEACHING VS
PRACTICAL TEACHING
CLASS ROOM
TEACHING
PRACTICAL
TEACHING
• Large group
• Theoretical
Knowledge
• Theoretical
framework
• Less interaction
• Passive students
• Small group
• Application of
knowledge
• Practical reasoning
• More interaction
• Active students
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6. HOW TO LEARN TO PERFORM?
I. Do not focus on
memorization.
II. Reinforce new
information with practice
application.
III.Repeated practice in
simulated situations will
reinforce learning.
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7. IMPORTANCE OF INTEGRATING
PRACTICE-BASED LEARNING
 Enable students to learn from experience, rather than
teaching.
 Challenge students to critically think, practice skills
and integrate new knowledge into practice.
 To develop cognitive, affective and psychomotor
skills.
 Give effective feedback.
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8. APPROPRIATE SITUATION FOR
PRACTICE BASED LEARNING
 Students must see, hear and
do skills.
 Cut the lecture time.
 Focus on application of an
integrated scientific knowledge
base to the practice.
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9. METHOD OF PRACTICE-BASED
LEARNING
1. Modelling - teacher provide examples of expert
performance looks like in practice.
2. Demonstrate - offer students opportunities to
practice the knowledge and skills under
supervision.
3. Learning - allow students to practice in coursework
over a period of time, sustained and repeated the
task entirety.
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10. 4. Coaching and feedback - teachers provide
coaching and constructive feedback as
students practice.
5. Analyzing and reflecting – a test or exam in
their coursework to analysis and reflection
their practice and impact on student learning.
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11. EXAMPLE
~ CPR TRAINING ~
1. Teacher demonstrate effective
CPR. Video. Flow chart guideline.
2. Students practices the skills on
manikin in individual under
supervision by teacher.
3. Divided group. Role plays. Guide
students through scenarios in real-
life situation.
4. Briefing session. Teacher give
feedback and judgement about
their performance.
5. Written/oral test and OSCE. 11

12. ADVANTAGES
Actively involves
participants
Focused on
specific details
Adds variety,
reality, and
specificity
immediate
feedback
first hand
experience with
materials
build skills before
real-world
application.
Develops
problem-solving
and verbal
expression skills
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13. LIMITATION
Depends heavily on
learner’s
imagination and
willingness to
participate
Puts pressure
on learner to
perform
unpredictable
in terms of
outcomes
time-
consuming
lack
focus
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14. KEY TO SUCCESS
 Establish a safe environment for learner to
experiment and make mistakes without
sanction.
 Use realistic situations that relate to learning
objectives.
 Provide clear directions and specific time
limits.
 Observe performance (for multiple groups,
rotate through them)
 Conduct a feedback/debriefing session.
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15. CONCLUSION
Learners remember 80% of what is heard,
seen and done.
Increase their understanding of scientific
knowledge and skills through high quality
investigation, reflection and discussion.
Students
Challenges of new skills requirements, rapid
technological developments
Increasing social and cultural diversity, and
the need to provide for more individualised
teaching and special learning needs.
Teachers
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16. REFERENCES
 Price, B., (2007).‘Practice-based assessment: strategies for mentors’,
Nursing Standard, 21(36), pp.49-56.Available at:
http://journals.rcni.com/doi/pdfplus/10.7748/ns2007.05.21.36.49.c4629
 Saputra, J.B. and Aziz, M.S.A.,(2003).‘Teaching strategies’, Teacher and
education development. Available at:
http://www2.tulane.edu/som/ome/upload/ComparisonOfTeachingMeth
odologies.pdf
 McKimm, J. and Jollie, C., (2007).‘Facilitating learning: teaching and
learning methods’, the Deanery’s new web-based learning package for
clinical teachers.Available at:
http://www.faculty.londondeanery.ac.uk/e-learning/small-group-
teaching/Facilitating_learning_teaching_-_learning_methods.pdf
 Benedict,A., Holdheide, L., Brownell, M. and Foley,A.M., (2016).
‘Learning toTeach: Practice-Based Preparation in Teacher Education’,
Center on GreatTeachers and Leaders. Available at:
http://ceedar.education.ufl.edu/wp-
content/uploads/2016/07/Learning_To_Teach.pdf
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17. THANK
YOU
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