The teaching-learning process is facilitated by the existence of a helping
(a) A helping relationship exist among people who provide and receive
assistance in meeting a common goal. The relationship is established as a result of
The communication is continuous and reciprocal.
(2) Nurses in the role of teachers must be able to communicate effectively
with individuals, with small groups, and in some instances with large groups.
(3) Knowledge of the communication process is necessary for the assessment
of verbal and nonverbal feedback.
(4) A thorough assessment of clients and the factors affecting learning helps
to diagnose their learning needs accurately.
(5) The teaching-learning process is more effective when the client is included
in the planning of learner objectives.
Unless the client values these objectives, little learning is likely to occur.
(7) The implementation of a teaching plan should include varied strategies for
sensory stimulation, which apparently promote learning.
(8) Relating new learning material to clients' past life experiences is effective
in helping to assimilate new knowledge.
(9) Proposed behavioral changes must always be realistic and explored in the
context of the client's resources and everyday life-style.
(10) Careful attention should be paid to time constraints, scheduling, and the
(11) Learner objectives provide the basis for evaluating whether learning has
(12) When learning objectives have not been met, careful reassessment
provides ideas for changing the teaching plan for subsequent implementation.
b. The teaching-learning process and the nursing process are interdependent.
Patient teaching is approached more effectively if the steps of the nursing process are