Mentioned in this section of this module is that demonstration teaching depends upon the observation and manipulation of materials as a method of student learning, and research has shown that humans are generally capable of handling only 5 to 7 instructional steps at a time.
These two points mentioned above remind me of an effective technique that I established when teaching in the skills lab. It follows:
I would stand at the front of the skills lab and (1) first demonstrate the correct steps of a nursing procedure (according to the exact steps listed in their nursing textbook) in front of all students, (2) I would ask any student to volunteer to be the first one to perform the procedure with me teaching it directly to that first student at the front of the skills lab where I would direct that first student step-by-step on how to perform the procedure correctly (as if they had never seen me perform it just five minutes earlier), and finally (3) I would ask that first student to be the “teacher” (with me standing about five feet away and ready to step-in as needed) while that first student would teach the nursing procedure to a second student. Naturally, if a step were missed or if the student “teacher” or the second student violated sterile technique, then I would step-in and say “rewind” to bring us back a couple of steps and try again under my direction.
Next, “second student” would then become the new “teacher” while a third student would volunteer to come forward to the front of the skills lab to learn from the new “teacher.” I continued this process until all students had a chance to learn from their peer who volunteered ahead of them to be the new “teacher.” All students had a chance to be teachers. In this manner, each student had the opportunity to initially observe how to perform the procedure correctly when I first taught it and watch the procedure taught (repeatedly) by their classmates to other peers.
I was surprised at how students incorporated my tone and even mannerisms when they were the new “teacher” instructing subsequent students. Clearly, this is evident that instructors certainly are modeling behaviors and actions.
