NURSING TOOL BOX SERIES

  A – C Abdominal cavity:  in vertebrates that part of the body cavity containing the digestive organs, and in mammals separated from the thoracic cavity by the diaphragm. Absorption:  the passage of material into a cell; the passage of nutrients from the intestines into the blood vessels associated with them. Acclimation:  the habituation of an organism or animal to another climate i.e. becoming acclimatised e.g. as in behaviour. Achondroplasia:  shortening of long bones of the limbs caused by a disturbance in the ossification process (bone formation) during growth of the bone. Acid-base balance:  the maintenance of the correct ratio of acids to bases in the blood to maintain the correct pH. Acquired behaviour:  behaviour brought about by conditioning and learning. ACTH:  Adrenocorticotropic hormone. Aerobic:  in oxygen – usually refers to organic chemical reactions or to microorganisms that operate in the presence of oxygen. Amoeba:  a protozoan the shape of which is subject to const

  ROLES OF THE TEACHER/STUDENT IN LEARNING 1.      Facilitating learning and setting ground rules One of the main tasks of the teacher is to establish an appropriate micro culture within the group; this includes the physical environment, the psychological climate and the interactions between the teacher and the groups and between the individual group members. Sometimes the ‘rules’ are assumed and problems are rare, in other instances a teacher may find it helpful to establish ground rules. Simple rules, such as listening to the teacher without constant interruptions, switching off mobile phones and treating others with respect, contributions with respect might have to be reinforced when a teacher is meeting a group for the first time.   2.      Explaining One of the key skills a teacher needs is how to explain, to give understanding to another person. The most important characteristics of explaining are: Ø   clarity Ø   interest Ø   logical organization Ø   relevance

  Classroom dynamics Introduction   Welcome to lesson three which will discuss classroom dynamics.     Objectives of the Lesson By the end of this lesson, you should be able to: 1.   Differentiate the different types of leadership. 2.   Analyse teacher-pupil interaction 3.   Analyse the communication patterns in a classroom   Introductory activity What factors determine the nature of communication in a social group such as a classroom?   Explanation on the introductory question The intensity of a relationship, the individuals involved and the goal of a social group are among the factors affecting group communication Types of leadership   1.       A utocratic – he is also known as a dictator/ dominates. The teacher under this type dictates almost everything students contribute very little 2.       D emocratic – intergrative the teacher consults and intergrate students’ ideas and built on that. There’s a common approach in whatever activities in the

  The individual and the group Introduction   Welcome to lesson one which deals with how the individual interacts with others win a group.     Objectives of the Lesson By the end of this lesson, you should be able to: 1.   Define sociometry 2.   Understand network characteristics among members of different types of social groups.   Introductory activity What factors are at play when individuals come together? What joins these different individuals together?   Explanation on the introductory question When people come together in a group they are held together by many different considerations and interests. The level to which these individuals share common interests is key to continued existence as a group. However, tensions exist and failure to resolve these may result in group breakup. The individual and the group   Talcott parsons has identified 4 features of social classroom interaction 1.       A n element of equalization of students. Teachers tre