A teaching-learning concept basic to all teaching plans is to present content from the :

IGNOU PB Bsc Nsg.Entrance-2026

Nursing Education

Easy

Appeared in: IGNOU PB Bsc Nsg.Entrance-2026

Explanation

Presenting content from simple to complex is a fundamental maxim of teaching, rooted in educational psychology.
This principle, also known as gradation or scaffolding, involves starting with easy, foundational material before moving to more difficult concepts.
This approach builds learner confidence, reduces cognitive load, and ensures that a solid base of understanding is established before tackling advanced topics.
According to this maxim, if complex material is presented first, the learner may become overwhelmed and lose interest. (SRC_638)

Option A: The cognitive (knowledge) and affective (attitudes/feelings) are domains of learning, not a required sequence. Effective teaching often addresses these domains concurrently rather than in a fixed order.
Option B: Formal (e.g., lecture) and informal (e.g., role-play) refer to teaching methods. The choice of method and their sequence is flexible and depends on the learning objective, not a fixed progression from formal to informal.
Option D: Moving from broad to specific describes a deductive teaching approach. However, the opposite approach, inductive (moving from specific examples to a broad generalization), is also a valid and common teaching strategy. Since it's not the only valid direction, it is not a principle basic to all plans. (SRC_637)

Clinical Relevance

Nursing practice connection: This is primarily an exam-oriented knowledge point with limited direct bedside application, so retain Fundamental principles of teaching and learning as background academic context rather than a clinical decision trigger.
This principle is critical in patient education. A nurse must start with simple, clear instructions before explaining complex physiological reasons or long-term management plans.
For example, when teaching a newly diagnosed diabetic patient, a nurse first teaches the simple skill of how to use a glucometer before moving on to the complex concept of how diet, exercise, and medication interact to affect blood glucose levels.
What if the learner is a highly educated professional learning a new, complex clinical skill? Even in this scenario, the principle holds. The instructor should start with the simple, foundational aspects of the new skill or technology before delving into its more complex applications and troubleshooting.

How to Approach the Question

First, identify the core question: It asks for a concept that is 'basic to all' teaching plans.
Analyze the keyword 'basic to all'. This implies a universal, fundamental principle that is not context-dependent or just one of several valid options.
Evaluate each option against this 'universal' criterion.
Option A (Cognitive to affective): Are these always sequential? No, they are different learning domains.
Option B (Formal to informal): Is teaching always formal first? No, methods are chosen based on need.
Option D (Broad to specific): Is this the only way? No, specific to broad (inductive) is also common.

Concept Tested & Keywords

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E6 Essentials of Educational Technology Nursing EducationL Gopichandran C Kanniammal (pp 39-344 of 355) p. 36-38

E6 Nursing Education & Educational TechnologySuresh k Sharma (pp 21-557 of 572) p. 108-110