Teaching Strategy: Return Demonstration LORI COUCH RN, BSN, CDE CHRISTINA JILEK, RN, BSN, CNOR Broad overview of strategy  Return demonstration is effective strategy when learning.

Teaching Strategy: Return
Broad overview of strategy
 Return demonstration is effective strategy when
learning a psychomotor domain
 This strategy is effective when combined with a
demonstration, the learner should return
demonstration as close to demonstration as possible
 Gives the learner an opportunity to show what they
have learned in a comfortable non-intimidating
Educational theories
 Self Efficacy theory: theory based on performance
accomplishments. The learner is taught a skill and
then given the opportunity to demonstrate the skill
 According to Albert Bandura, self-efficacy is “the
belief in one’s capabilities to organize and execute
the courses of action required to manage prospective
situations” (Bandura, 1994).
Educational Theory:
Self Efficacy Defined
 People with strong self efficacy
 View challenging problems as tasks to be mastered
 Develop deeper interest in the activities in which they participate
 Form a stronger sense of commitment to their interests and activities
 Recover quickly from setbacks and disappointments (Bandura, 1994)
 People with weak self efficacy
 Avoid challenging tasks
 Believe that difficult tasks and situations are beyond their capabilities
 Focus on personal failings and negative outcomes
 Quickly lose confidence in personal abilities (Bandura, 1994)
Usages of the strategy
 Demonstration of blood glucose testing, explained and
the learner is given the opportunity to demonstrate this
to the instructor. Best used with individualized
Other examples:
Dressing Change
Blood Pressure Measurement
Medication Administration
Hand washing
Donning Sterile Gloves
Pros of strategy
 Effective for learning in the psychomotor domain
 Engages the learner using visual, auditory and tactile
 Repetition of movement and constant reinforcement
increases confidence, competence, and skill retention
 Provides opportunity for over learning to achieve
Cons of strategy
 Best completed with 1:1 instruction
 Can be costly
 Need to limit the size of instruction
 Requires plenty of time to be set aside for teaching
and for learning
 Extra space and equipment may be necessary for
certain skills
 Return demonstration is beneficial in making
patients comfortable with new skills.
 This strategy permits the nurse to document
patient’s progress and any areas they need
 Evaluator/Coach can use a checklist to make sure the
learner is mastering each step, and which steps
require more practice
 Can increase the knowledge base for health
promotion practices.
 Accurately reflects both what was taught and how
the patient is able to demonstrate the skill.
 Teacher should remain silent except for offering cues
 Practice should be supervised until the learner is
 Bastable, S. B. (2008). Nurse as educator (3 ed.).
Sudbury, MA: Jones and Bartlett.
 Cirone, N. (2010). Documenting return
demonstration. Nursing 2010. Retrieved May
24, 2010 from www.journal.lww.com.
 Finkelstein, E., Wittenborn, J. & Farris, R. (2004).
Evaluation of public health demonstration
programs: The effectiveness and cost effectiveness
of wise woman. Journal of Women’s Health.
Retrieved May 24, 2010 from ebscohost.
 London, F. (1997, February). Return Demonstration:
How to validate patient education. Nursing 97,
References Continued
 Bandura, A. (1994). Self-Efficacy. New York, New
York: Academic Press.
 Bastable, S. (2008). Nurse as educator: principles of
teaching and learning for nursing practice.
Sudbury: Jones and Bartlett.
 Mantik Lewis, S., & Heitkemper, M. (2004).
Medical-surgical nursing: assessment and
management of clinical problems. Mosby.

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