1. Define or describe the following educational-related conceptsa. Outcome-base education

OBE is simply the establishment of expected goals or outcomes for different levels of elementary-secondary education, and a commitment to ensuring that every student achieves at least those minimum proficiencies before being allowed to graduate. The modern approach to education has taught the educational system to come up with a more formatted and systematized method of assessing the capacity and ensuring a more detailed approach to teaching methods. Outcome-based education has been the topic of hostile debates in many countries and academic institutions. The disturbance surprised some educators who, after years of hearing calls for results from political and academics, assumed that most parents and students would support a move to more definite outcomes and means of assessing them. Perhaps the majority of people do agree with the principles of OBE, but highly vocal skeptics have now raised enough questions about how OBE might work in practice to create doubts among informed members of the public about its attractiveness.Some might argue that education is already outcome-based, to some extent. Nearly all academic institutions have goals that supposedly direct their work. When teachers or instructors plan prospectus or programs, or teachers plan lessons for their classes, they usually start by clarifying the purpose. Still, academic institutions nowadays are really time-based. Teachers and principals may want students to learn something, but they usually deal out a certain amount of time to study of that topic and then move on, whether or not students have mastered it. For academic institutions to be fully outcome-based, they must organize so that outcomes are fixed, and time and other resources needed to achieve the outcomes are to be considered only variables (Brant, 1998).b. Distance Learning

Distance learningoccurs when there is a separation between the instructor and the student, usually due to geographical or time concerns that prevent the student from attending an on-campus course. Often, electronic means are used to bridge this gap and distribute educational material though distance learning programs using printed and mailed materials have existed for well over a hundred years. These programs have usually been specially designed to help best meet the needs and requirements that arise when learning is taking place outside of a traditional classroom setting.Due to changing times and conflicts between time and discrepancies in multitasking and priorities, education adapted with the changing demands that society have today. The mainstream of distance education today takes place using the Internet, now readily available for the vast majority of students whether in their own homes or at facilities such as local libraries. These electronic means are used to distribute the learning material, keep students in touch with teachers, and provide access to communication between students. Of course, distance learning can use othertechnological formatsas well as including television, teleconferencing, DVDs, and printable material, but the closeness and functionality of Web learning has made it a first choice for many distance learners. Online programs often take advantage of a number of emerging technologies to make keeping in touch and effectively communicating ideas easier and more efficient than ever before and students may find themselves using interactive videos, e-mail, and discussion boards to complete their lessons.

Distance learning makes it much easier for some students to complete a degree or get additional job-training while balancing work and family commitments. Because the hours when class work can be completed are flexible, as most distance learning programs allow students to work at their own pace and on their own time, many students can complete their work during times when they are free, rather than scheduling their lives around a set classroom time. With more flexibility comes more responsibility on the part of the learner. Students must learn to work well independently and without the constant guidance and monitoring of an instructor, making distance learning a challenge for those who are not easily self-motivated (Distance Learning Net, 2015).c. Instructional Scaffolding

Instructional scaffolds are temporary support structures faculty put in place to assist students in accomplishing new tasks and concepts they could not typically achieve on their own. Once students are able to complete or master the task, the scaffolding is gradually removed or fades awaythe responsibility of learning shifts from the instructor to the student. One of the main benefits of scaffolded instruction is that it provides for a supportive learning environment. In a scaffolded learning environment, students are free to ask questions, provide feedback and support their peers in learning new material. When you incorporate scaffolding in the classroom, you become more of a mentor and facilitator of knowledge rather than the dominant content expert. This teaching style provides the incentive for students to take a more active role in their own learning. Students share the responsibility of teaching and learning through scaffolds that require them to move beyond their current skill and knowledge levels. Through this interaction, students are able to take ownership of the learning event (Hogan, K., and Pressley, M., 1997).Application of learned theories and concepts, with supervision and monitoring of teachers or instructors, students feel freer and feel liberated to learn intensively by asking questions on the application of the concept or theory. The approach itself is dynamic and instructors can monitor the students progress in actual time. Although scaffolding is usually very effective with a few number of students, it can still be applied in a whole class setting. By showing the students how its done, they can see the actual process and thus will learn by seeing and understanding it if applied.To gain a better understanding of scaffolding, consider the analogy of a child learning to walk. First, a parent holds the child up. His feet barely touch the floor as he mimics walking. Slowly, the child is allowed to support more and more of his own weight. Next, he might support himself by holding on to an object like a coffee table while his parents watch. Finally, the child is ready to take steps, though his parents hand might still be just inches away. Soon enough, the child is walkingand runningon his own. Like the parents in this example, teachers teaching new tasks initially have complete control and support their students fully (The Iris Center, 2015). Gradually, when the students are ready, support is withdrawn until the students are able to stand on their own.d. Sandwich Approach

The concept is very easy. Instructors assess the students capacities by complimenting their efforts and what they did right, giving pointers to what needs to be improved and by summing up how well they did. By putting the criticism part of learning in the middle, students will feel encourage to improve instead of being discouraged to continue. The sandwich approach is very relevant in making the students listen to what they should do better by complimenting what they did good and how the overall assessment of their work.Negative feedback (only mention what is not good) is usually not acceptable for our subconscious. Improvements such as fillings in a sandwich, are placed between two positive statements, and are acceptable for our subconscious and can be subsequently converted into (new) behaviour. Giving feedback is most effective if given within 5 minutes. Within 5 minutes, our subconscious can take in feedback and process immediately. Feedbacks should not condemn but rather addition to improvement so that to avoid discouragement. Specifying what needs improvement, rather than broad safe words is a lot more effective in developing the learning of students (Mind Academy, 2015).2. Compare and contrast the types of e-learning

Skeptics and aggressive critics have doubted the effectiveness and efficiency of e-learning since the concept was introduced in mainstream. Some would say that by simply publishing PowerPoint versions of lectures and information is the only direction that the concept is heading. But now, it has been the most sought after mode of acquiring additional and further learning. It has began developing into a more adaptive and dynamic avenue for learning. Although the process and the course itself is very dynamic, e-learning course is likely to fall into one of the following three types, Text Driven, Interactive, and Simulation.

a. Text DrivenIn this level, the content is simple and includes text, graphics, and some audio and simple test questions. Compliance courses are a good example of text driven e-learning that usually has one purpose or goal: present the learning and quickly test on the content.

The text driven course rarely has any interactive components, any gamification, and images used sparingly. PowerPoint files converted to elearning often fall into this category.

b. Interactive

An interactive e-learning course is very similar to a text driven one, with the exception that there has been more consideration placed on interactive components to enhance the learning. There is also a greater use of visuals in general (graphics, charts, diagrams), all of which are likely to have an interactive aspect.

Unlike the text driven course, interactive courses also take advantage of additional media types, include videos.

c. Simulation

Simulation elearning is highly interactive and relies heavily upon graphics, video, audio andsome level of gamification. Importantly, there are often custom simulations to aid in learning acquisition, which could very well include 3D components. New software training is an example of a course that often includes a high degree of interactivity and simulations.It isnt uncommon for these simulations to also be accompanied with some sort of controlled test environment.

E-learning that is simulation heavy puts an emphasis on portraying concepts through various mediums, usually starting with text and graphics, with audio and video examples. Afterwards, there is often a try-it mode where users can practice the new skills, potentially earning achievements or points along the way.The type of e-learning will still be determined by many factors like availability of technology or equipment, preferences and what is sought after or what people will demand that will suit there time available (Ferriman, J. 2013).3. Differentiate the two roles of the clinical teacher: Socratic teacher vs. One-minute preceptor.The One-minute Preceptor model continues to provide a reliable framework onwhich good teaching conversations can be built. The model is most helpful when it is not viewed as static and rigid but as a pliable set of guidelines that can be shuffled and altered as the ever changing teaching situation warrants. You can acquire these microskills yourself with practice and reflection on your own teaching encounters (Huang, W. MD. 2003).

The oldest and still the most powerful, teaching tactic for fostering critical thinking is Socratic teaching. In Socratic teaching we focus on giving students questions, not answers. We model an inquiring, probing mind by continually probing into the subject with questions. Fortunately, the abilities we gain by focusing on the elements of reasoning in a disciplined and self-assessing way, and the logical relationships that result from such disciplined thought, prepare us for Socratic questioning (Paul, R. & Elder, L. 1997).There is a clear difference between the Socratic teacher and the one-minute preceptor it terms of time period and allocation of time in teaching or instructing students. The Socratic Method allows independency and room for discussion and in-depth understanding of a clinical problem or a clinical concept. The one-minute preceptor came up with a five step that allows the instructor to have a format or a process on how to help the students or the group. It tries to help improve and develop microskills that will lead to a concrete and specific improvement.

4. Identify the issues and problems related to video conferencing.With the changing demands of people and with the new window of possibilities presented by modern technologies, indeed our way of life is changing drastically. Conventional methods to everything are changing to a more indirect, nonhuman-interaction and technologically-dependent. From classroom education to online, shopping malls to online purchasing, and from a traditional phone calls to video calls or video conferencing.

These practices may give convenience to users because of the unbelievable positive sides it offers but of course it also has its problems and issues. Video conferencing allows dependency on cameras. If another one has no access to camera on computers or Smartphones, then access to video conferencing is denied. Dependency to internet connection is also a problem, since the Philippines is not yet a full internet zone area.Sincerity is also one of a more humane issue with video conferencing. Nothing beats an actual person conversing with you than a person on a screen. Video conferencing for classes would fall to a more lecture type scenario than a discussion type of a class. Personally, discussion types of classes are far more effective because of the interaction of the instructor and the students.

5. Reflection on ones performance is an important teaching and learning strategy. How does a clinical instructor promote reflective practice in educating his or her nursing students? And why does a clinical instructor need to reflect on his or her teaching practice?

Reflection on every action done is very much important in understanding if the action committed is appropriate, inappropriate, or lacking. As an instructor, it is very much important to assess the capacities and the abilities of students. Assessing if they completely understood everything that was taught and trying to learn if the approach with the topic is appropriate for them or not are one of those things to be considered in reflective practices. By determining the capacity of the students, the instructor can device a new strategy that will cater their needs and capacities.

Instructors can monitor the effectiveness of their approach by observing the improvement of the students. If students improve and begins to develop their skills by application of concepts, then the strategy of teaching is somewhat effective. Asking students regarding how your methods are is also a possible way to find out the effectiveness of teaching. The importance of reflective practice cannot be undermined. By reflecting on how you approach teaching will determine your effectiveness as an instructor, and by being dynamic as an instructor you can always improve and develop your own strategy in teaching. Reflective practice on students also will help them understand what is ought to be done to improve capacities, abilities and skills as well as learning. Being adaptive has always been the best quality of mankind.6. You are a clinical instructor teaching the concept of Middle East respiratory syndrome coronavirus or MERVS-CoV. Discuss your teaching methods, appropriate instructional technology as well as evaluation strategies you can use to measure learning outcomes.In every setting you always start with an overview of the topic. Discuss what is the topic, as well as what other topics it is related to. Viruses that plagued the world and The changing tide of health issues could be possible approach to the overview. By giving your students a glimpse of what is to come and what is interesting about the topic is very issential. Giving introduction of the topic is also necessary by including the history and other related information there is. This is the part where in you try to start the information about the topic. What is MERVS-CoV?, Where did it started?, and What is it? could be possible questions that the instructor will need to answer in the introductory part of the discussion. This is where you share information and data.In the presentation of data, it is very much effective to use visual materials. Projectors are a trend nowadays because of its convenience and effectiveness. Pictures and graphical data is very much appropriate in presenting the logistics of the spread of the virus and the effects of the virus on people. By presenting visual aids, students can see what you are talking about and will understand twice as much on your discussion. Throughout the discussion, you can ask students questions, what do you think is the causes of the virus? or how can the virus be transmitted? are some possible questions that the instructor can throw to the students to answer for class discussion and participation. By having a healthy interaction between the instructor and the students, it will lessen the fatigue and boredom that students will feel during class.Before you end your discussion or lecture it is very much important to leave a question for your students to ponder on. Then have a very short quiz to assess learning, 5-10 items if you want to assess the retention of the concepts presented, or a critical question to assess the understanding of the students with the concepts and how they apply it.

7. Discuss three major learning theories that serve as a useful guide for clinical instructors in dealing with their nursing students.

Constructivist approach is an effective approach in handling nursing students. The principles of constructivist learning require that teachers ask the children many questions about a variety of examples, which occur within the learning environment. The constructivist learning environment must be authentic and learning experiences must be relevant. Based on both Piaget and Vygotsky, learning experiences must be social in context to augment individual development. Learning should never be forced, but should be appreciated as it occurs naturally. By keeping the learning environment authentic and the natural perceptions worthy, motivation exists as an element of the environment. The teacher is an observer of perception rather than a presenter of information. The teacher provides for the learner rather than imposing on the learner.It could be very effective on nursing students because by allowing them to experience the environment where they will operate and show them how things are to be done and at the same time try to assess their understanding is a very useful way in learning because students at this stage are autonomous and self-directed.Similar to the constructive approach is the cognitive approach. With prior lectures in class, you introduce students with actual experiences so that they can apply what they learned as well as acquire new information that can only be gain through experience. The basic principles underlying cognitive learning theories include thought as an active pursuit, a foundation of experience used to organize new information, a personal perspective regarding new information, a social environment to acquire new knowledge, and the use of practice to further differentiate between experience and new information.The process of learning is enhanced with reconsiderations of past experiences and new details. This is to let students bring life experiences and knowledge on the table.

Social Cognitive Approach can also be very effective because students in this age are very much goal-oriented and focus on the relevance of the things that they learn. Students are motivated to learn when they can see the need to acquire knowledge to address a real life problem or situation. If you have clearly identified learning goals for the placement and you structuring learning activities to relate to those goals, this will assist in maximizing the adult students' learning experience. An adult learner will learn best when they can relate the learning task to their own goals and what they want to achieve. Providing some choice in placement experiences, such as choosing a project to work on, will assist with this. Placement allows students to apply theory learnt in the university context to real life experience and settings. Identifying the link between what students have learnt and the application of that knowledge to practice is important in facilitating learning (JCU, 2015)8. What are the points to consider by the clinical instructor in making clinical learning assignments?

The most important criterion for selection of clinical assignments is usually the desired learning outcomes. The teacher should structure each clinical activity carefully in terms of clinical objectives, and each clinical activity should be essentially part of the course or the educational program. The desired outcome should be clear and specific to avoid misdirection. The roles aw well of the instructor, students, and staff should be clarify to know what needs to be done and what should be the function of each other towards each other. The capacity of the students should also be consider in making clinical learning assignments. The students educational levels, previous experiences, aptitude for learning as well as learning styles and specific needs, interest and abilities should influence the selection of clinical learning assignments. Instructors should assess the level of understanding, coping and individual differences that his or her students have before creating clinical assignments. In relation to the learning objective, it should be assessed whether the activity will present enough challenge to the students or are they too complex to handle (Gaberson, N.K., Oermann, M., & Shellenbarger T., 2015)Patient needs and care requirements should also be considered when planning clinical assignments for students. Is the patients need as well as its familys ready to accept a new nursing student? What particular needs should be addressed to the particular patient and could the nursing student assigned be able to provide those needs? These should be considered also before determining the clinical assignments.9. How can a teacher maximize the use of interactive whiteboard as a tool in enhancing pedagogical practices in the classroom and in the clinical laboratory?

Interactive whiteboards have become popular over the last few years, and it appears that their use will continue to grow exponentially. an interactive whiteboard is a large display that connects to a computer and a projector. The projector projects the computer's desktop onto the board's surface, where users control the computer with a pen, finger, or other device. The board is typically mounted to a wall or floor stand. Various accessories, such as student response systems, enable interactivity. The research results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards. Interactive whiteboards have great potential as a tool to enhance pedagogical practices in the classroom and ultimately improve student achievement. However, simply assuming that using this or any other technological tool can automatically enhance student achievement would be a mistake. As is the case with all powerful tools, teachers must use interactive whiteboards thoughtfully, in accordance with what we know about good classroom practice (Marzano R., 2009). It ultimately boils down to how instructors make the most out of this. The use of an interactive whiteboards is an effective means of reaching more students, keeping them engaged in learning and provides regular intervals of interaction which are all highly effective practices that improves instruction for even the best of teachers.10. Discuss the principles of providing effective feedback as part of clinical evaluation.

There are five principles for providing feedback to students as part of the clinical evaluation process. First, the feedback should be precise and specific. It should be avoided to use general terms such as do better on your work or improve your assessment will not help because of lacking information on what particular to improve or change. Second is providing a concrete reason for feedback. There should be an acceptable reason for feedback and it should be for the improvement of the students and it should be given privately and promptly. Third is for the student to have their own reflection of their work and performance. Instructors should encourage their students to reflect on their won work to ensure lifelong learning and development. Fourth, describing how the students are performing based on specific observations of behaviors, which should be shared. It is important to provide concrete and tangible examples of performance and describe specifically how the student can improve. And lastly, instructors should suggest new ways the students can improve their performances with inputs coming from both the instructor and the students (Oermann, N. M. & Gaberson, K., 2014). It is not enough to just point out areas of improvement but to also guide students and help them become competent in the future.

References:Brant, B. 1998. An Overview of Outcome-based Education. - http://www.ascd.org/publications/curriculum_handbook/413/chapters/An_Overview_of_Outcome-Based_Education.aspx

Distance Learning Net, 2015. What is Distance Learning? http://www.distancelearningnet.com/what-is-distance-learning/Hogan, K., and Pressley, M. (1997). Scaffolding student learning: Instructional approaches and issues. Cambridge, MA: Brookline Books.The Iris Center, 2015. What is instructional scaffolding? - http://iris.peabody.vanderbilt.edu/module/sca/cresource/q1/p01/Mind Academy, 2015. Sandwich Feedback Model - http://www.mindacademy.com/nlp/sandwich-feedback-modelFerriman, J. 2013. Three Types of Elearning - http://www.learndash.com/3-types-of-elearning/Huang, W. MD. 2003. The One-Minute Preceptor: Shaping the Teaching Conversation. Retrieved March 18, 2015 http://www.stfm.org/fmhub/fm2003/jun03/stevens.pdfJCU, 2015. JCU Workplace Educators Resource Package - http://www.jcu.edu.au/wiledpack/modules/fsl/JCU_090463.htmlGaberson, N.K., Oermann, M., & Shellenbarger T., 2015. Clinical Teaching Strategies in Nursing. Fourth Edition. Retrieved March 19, 2015 https://books.google.com.ph/books?id=cR7yAgAAQBAJ&printsec=frontcover&hl=fil#v=onepage&q&f=falseMarzano, R. 2009. The Art and the Science of Teaching / Teaching with Interactive Whiteboards. Retrieved March 20, 2015. http://www.ascd.org/publications/educational-leadership/nov09/vol67/num03/ Teaching-with-Interactive-Whiteboards.aspxOermann, N. M. & Gaberson, K., 2014. Evaluation and Testing in Nursing Education. Fourth Edition. https://books.google.com.ph/books?id=ahdoia _JYJQC&pg=PA242&lpg=PA242&dq=principles+of+providing+effective+feedback+as+part+of+clinical+evaluation.&source=bl&ots=4aWc5JgZuz&sig=n8HkiZVN QRqOXgEGE2RdMzKY_nU&hl=fil&sa=X&ei=XsYMVbaaFJG68gXarYHQAw&ve d=0CCEQ6AEwAQ#v=onepage&q=principles%20of%20providing%20effective% 20feedback%20as%20part%20of%20clinical%20evaluation.&f=false