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1. Learning Needs
2. Readiness to Learn
3. Learning Style
Three determinants
Good assessments
Ensure that optimal learning can occur with the least amount of stress and anxiety for the learner.
Learning needs
Gaps in knowledge between what someone knows and what someone needs to know due to lack of knowledge, attitudes or skills. It may arise because of a lack of knowledge, attitude, or skill.
Identify the learner
Who is the learner? What are the learning needs?
Choose the right setting
Establish a trusting environment by ensuring privacy and confidentiality especially if confidential information will be shared.
Collect data on the learner
By determining the characteristics learning needs of the target population or any recipient of the learning material.
Include learner as the source of information
Allow the learner to actively participate in identifying his needs and problems.
Include members of the healthcare team
Collaborate with those who may have knowledge of the patient.
Determine availability of educational resources
The materials and equipment used to demonstrate procedures should be appropriate, available, affordable, easy and simple to manipulate by the learner.
Assess demands of the organization
Examine the organizational climate (philosophy, vision, mission, goals) to know its educational focus.
Consider time management issues
(1) allow learners to identify their learning needs (2) identify potential opportunities to assess the patient anytime, anywhere (3) minimize distractions/interruptions during planned assessment interviews.
Prioritize Needs
Take note of Maslowās hierarchy of needs.
Mandatory
Meet immediately; life-threatening
Desirable
Promote well-being
Possible
Nice to know information; not related to ADLās.
Gauge of Success
To be able to transfer oneās skills, knowledge, values and attitudes to the learner
Readiness to learn
The time when the learner demonstrates an interest in learning the information necessary to maintain optimal health or to become more skillful in a job.
Timing
The point at which teaching should take place.
Teachable moment
Best time to teach
Informal Conversations
o often learning needs are discovered during impromptu conversations
o rely on active listening to pick up cues and information regarding learning needs.
Structured Interviews
o form of needs assessment most commonly used to solicit the learnerās point of view.
o The nurse educator asks the learner direct and often predetermined questions to gather information about learning needs.
Written Pretests
o Giving written pretests before planned teaching can help identify the knowledge levels of potential learners
o assist in identifying their specific learning needs before instruction begins.
Health Behavior Observation
Observing health behaviors in several different time periods can help the educator draw conclusions about established patterns of behavior that cannot and should not be drawn from a single observation.
Measures of Ability
Ability to perform a task
Complexity of the task
Affect the extent to which the learner can master the behavioral changes in the cognitive, affective, and psychomotor domains.
Environment
Helps to hold the learnerās attention and stimulate interest in learning.
Health Status
Amounts of energy available and the individualās present comfort level are factors that significantly influence that individualās readiness to learn.
Gender
Women are generally more receptive to medical care and take fewer risks with their health than do men.
Anxiety
Affects patientsā ability to concentrate and retain information.
Fear
It is a major contributor to anxiety.
Support system
Availability and strength of a support system also influence emotional readiness and are closely tied to how anxious an individual might feel.
Reachable moment
Unique opportunity that nurses have in providing emotional support to patients and family members.
Motivation
Knowing the motivational level of the learner assists the educator in determining when that person is ready to learn.
Risk taking behavior
Develop awareness in the patient as to how this can shorten his lifespan, develop strategies to minimize the risk, recognize signs and symptoms of probable disease state and what to do should this worst-case scenario develop.
Frame of Mind
It involves concern about the here and now versus the future.
Developmental Stage
Each task associated with human development produces a peak time for readiness to learn, known as a teachable moment
Levels of Aspiration
Extent to which someone is driven to achieve is related to the type of short- and long-term goals established.
Past coping mechanisms
Explore the coping mechanisms that learners have been using to understand how they have dealt with previous problems
Cultural background
Avoid teaching in opposition to cultural beliefs
Health Status
Amounts of energy available and the individualās present comfort level are factors that significantly influence that individualās readiness to learn.
Locus of Control
Motivation to learn
Orientation
Personās point of view
Parochial
Close-minded thinking, conservative, less willing to learn new materials and have great trust in the physician.
Cosmopolitan
Worldly perspective and more receptive to new innovative ideas.
Present knowledge base
How much someone already knows about a specific subject or how proficient that person is at performing a task.
Cognitive ability
Extent to which information can be processed is indicative of the learnerās capabilities.
Learning disabilities
Require educators to use special or innovative approaches to instruction to sustain or bolster readiness to learn.
Learning styles
The way learners learn that takes into account the cognitive, affective, and physiological factors affecting how learners perceive, interact with, and respond to the learning environment.
Motivation
Drives the learner to learn; significantly related to measure of compliance with medical regimen.
Health behavior frameworks
Facilitate motivation and compliance to health regimen.
Literacy and Readability
Concerned when assessing learning styles.
Literacy
Ability to read, write, understand and interpret information.
Health literacy
Ability to read and understand instructions for medications, procedures, appointments for follow- up care and patient health education programs.
Reading
Process of transforming letters into words and being able to pronounce them correctly.
Readability
Ease with which written or printed information can be read.
Comprehension
Degree to which individuals understand what they have read; the ability to grasp the meaning of the message (get the gist of it).
REALM
o rapid estimate of adult literacy in medicine
o requires patients to pronounce common medical and anatomical words
o contains 66 words arranged in three columns in ascending order of number of syllables and increasing difficulty
WRAT
o wide range achievement test
o patient is asked to read aloud from a list of 42 words of increasing difficulty.
o Examiner asks the patient to pronounce each word and checks off each word that is pronounced incorrectly. When 10 consecutive words is mispronounced the test is stopped.
Establish a trusting relationship
o Focus on patientās strengths
o Specify what needs to be learned
Teach what needs to be learned
o Prioritize behavioral objectives
o Present context first before giving any new information
o Teach for 20-30 minutes
Vivid and explicit explanation
o Simple terms
o Visual aids
o Underlining, highlighting, color coding
Teach one step at a time
o Teach in increments (simple to difficult)
o Chunk information
o Evaluate progress and give positive reinforcements
Use multiple teaching methods and tools requiring fewer literacy skills
o Repetition of information
o Supplement oral instructions with other forms of media
o Interactive computer