Melissa Kunz One-to-One Instruction

1. Melissa KunzOne-to-One Instruction

2. One-to-One Instruction • Is an educational plan that takes place in an intimate setting that enables the educator and learner to agree on the goal that is mutually acceptable and to develop the objectives that will be learned to achieve the goal centered around the learner’s unique learning needs (Bastable, 2008)

3. Humanistic Theory • Assumes that each individual learner is unique • Nursing focus of caring and patient- centeredness • Motivational theory • Listening is important and educator is a facilitator • Maslow’s Hierarchy of needs • Physiological • Safety • Belonging and Love • Esteem • Self-Actualization • More learner directed than educator directed ( but learner and educator should work together)

4. Domains of Learning • “One to one instruction can be tailored to meet objectives in all three domains of learning” (Bastable, 2008, p.437). Cognitive Affective Psychomotor

5. One-to-one Instruction • Sensitive topic education with students • Nutrition and weight management • Hygiene (Bronson, 2007) • Diabetic education • Medication administration education • Smoking cessation • Weight control • Safe sex and birth control • Learner literacy issues, learning disabled & educationally disadvantaged • Personal medical needs • Home health care instruction • Student nurse clinical instruction (group and on-to-one) • New employee orientation • New student/employee preceptorship • Continuing staff education

6. One-to-one Instruction Settings • Classroom • Learner’s home (homecare patient instruction) • Patient room (hospital) • Exam room (physician’s office) • Online (tutoring) • School nurse’s office

7. Advantages to One-to-One Instruction • The tempo and subject matter can be individually suited to the learner’s needs • Easier to determine needs during assessment and evaluation of learning • Effective instruction for cognitive, affective and psychomotor learning • Instruction is appropriate for learners with learning difficulties • Offers instant evaluation of learner needs to both educator and learner (Bastable, 2008)

8. Disadvantages to One-to-one Instruction • The learner does not have the advantage of interaction with fellow students learning the same content • Educator’s focus on learner may make the learner feel uncomfortable • If an abundance of information is presented too quickly it may overwhelm the learner and interfere with the learning process • No possibility to learn from other students • This instruction can be time consuming for the instructor and costly (Bastable, 2008)

9. Educator and Learner work together to base learning on learner’s individual learning needs Goal

10. Evaluation of One-to-one Instruction • Immediate and ongoing evaluation and feedback • Questioning is effective in evaluating content learned and encourages learners to be active in the learning process • Questions can be asked to evaluate objectives in each domain

11. References • Bastable, S. B. (2008). Nurse as Educator: Principles of teaching and learning for nursing practice (3rd ed.). Sudbury, MA: Jones-Bartlett. • Bronson, M.H., Cleary, M.J., Hubbard, B.M., & Zike, D. (2007). Teen Health: Course Three. New York: McGraw-Hill. • Freda, M. C. (2004). Issues in patient education. J Midwifery Women’s Health 49(3)203-209. Retrieved April 13, 2009, from http://www.medscape.com/viewarticle/478283 • Gordon, J. (2003). ABC of learning and teaching in medicine: One to one teaching and feedback. BMJ, 326, 543-545. Retrieved April 13, 2009, from http://www.bmj.com/content/vol326/issue7388/ • Paulsen, M.F. (n.d.). Teaching methods and techniques for computer-mediated communication. Retrieved April 13, 2009, from http://nettskolen.nki.no/forskning/22/icdepenn.htm • Skills Cascade: One to one teaching the consultation to individual instead of groups. (n.d.). Retrieved April 13, 2009, from http://www.skillscascade.com/courses/one_to_one.htm