NCM 102

LEGEND:

RED- KEY TOPICS

BLUE- CURRENT TOPICS

YELLOW- IMPORTANT INFO

Developmental Stages

  • Infancy to Toddlerhood (Birth to 2 years)

  • Early Childhood (Pre-school, 3-5 years)

  • Middle Childhood and Late Childhood (Schooler, 6-11 years)

  • Adolescence (12-19 years)

  • Young Adulthood (20-40 years)

  • Middle-Aged Adult (41-64 years old)

  • Older Adulthood (65-older)

Teaching Approaches

  • Pedagogy

    • Infancy to Adolescence

    • Art and science of helping children learn

  • Androgogy

    • Young and Middle-Aged Adulthood

    • Art and science of teaching younger adults

  • Geragogy

    • Older Adulthood

    • Art and science of teaching older persons

Stage-Range Factors

  • Physical

    • Defining traits or features of a person’s body

    • Aspect of appearance that are visually apparent to others

  • Cognitive

    • Thinking, knowing, remembering, judging, problem-solving

    • Higher level brain functions encompassing language, imagination, perception, planning

  • Psychosocial

    • Maturation and approach to human behavior

    • Relation between interpersonal, psychological, and environmental aspects

    • Described as "Individual Psychological Development" in relation to social, cultural development

Infancy to Toddlerhood (12 Months to 1 Year)

  • Developmental Stages:

    • Cognitive stage: Sensorimotor

    • Psychosocial stage:

      • Trust vs. Mistrust (0-1)

      • Autonomy vs. Shame & Doubt (1-2)

  1. Learner

    • General Characteristics

      • Explores self and environment

      • Natural curiosity

      • Needs security

  2. Teaching Strategies

    • Environment

      • Dependent on caregiver

      • Orient teaching to caregiver

      • Focus on teaching parents on normal development, safety, health promotion, and disease prevention

      • Use repetition and imitation of information

    • Physical safety and emotional security

      • Welcome active involvement

      • Establish a relationship with child & parents

      • Encourage physical closeness

      • Provide detailed information

      • Allow play and manipulation of objects

  3. Nursing Interventions

    • Cognitive Development

      • Answer questions and concerns

      • Ask about strengths, limitations, likes, and dislikes.

Early Childhood- Pre-Schoolers (3-5 Years)

General Characteristics

  • Fine & gross motor skills are more refined & coordinated

  • Egocentric

  • Limited sense of time

  • Curious

Teaching Strategies

  • Use warm, calm approach

  • Build trust

  • Provide detailed information

  • Encourage physical closeness

Nursing Interventions

Cognitive Stage: Preoperational

  • Thinking precausal, concrete, and literal

  • Use repetition of information

  • Allow manipulation of objects

  • Provide safe environment

Psychosocial Stage: Initiative vs. Guilt

  • Fears bodily injury

  • Believes illness self-caused

  • Reassure not to blame self

  • Welcome active involvement

Middle and Late Childhood (6-11 Years)

  • Developmental Stages:

    • Cognitive stage: Concrete Operations

    • Psychosocial stage:

      • Industry vs. Inferiority

  • Learner

    • More realistic & objective

    • Understands cause & effect

    • Deductive & inductive reasoning

    • Wants concrete information

    • Able to compare objects

  • General Characteristics

    • Variable rates of physical growth

    • Reasons syllogistically & consequences of actions

    • Subject-centered focus

  • Teaching Strategies

    • Encourage independence & active participation

    • Be honest, allay fears

    • Use logical explanation

    • Allow time to ask questions

    • Use analogies to make invisible

  • Nursing Interventions

    • Welcome active involvement

    • Forge alliances

    • Encourage physical closeness

    • Answer questions and concerns

    • Know child's strengths, limitations, and likes/dislikes.

Adolescence (12-19 Years)

General Characteristics

  • Cognitive Stage: Formal Operations

    • Abstract, hypothetical thinking

    • Building on past learning

    • Logical reasoning and scientific understanding

  • Psychosocial Stage: Identity vs. Role Confusion

    • Future orientation

    • Desire for social acceptance

    • Peer group importance

    • Personal preoccupation and imaginary audience

Teaching Strategies

  • Establishing Trust and Authenticity

    • Knowing their agenda

    • Addressing fears and concerns

    • Identifying control focus

  • Making Learning Meaningful

    • Including in care plan

    • Ensuring confidentiality and privacy

    • Using peer group sessions and audiovisual aids

Nursing Interventions

  • Exploring Emotional and Financial Support

    • Determining goals and expectations

    • Assessing stress levels

  • Respecting Values and Norms

    • Clarifying role responsibilities and relationships

    • Engaging in teaching with adolescent's permission

Young Adulthood (20-40 Years)

General Characteristics

  • Autonomous

  • Self-directed

  • Uses personal experiences to enhance learning

  • Intrinsic motivation

  • Able to analyze critically

  • Makes decisions about personal, occupational, and social roles

  • Competency-based learner

  • Full of "teachable moment" opportunities

Teaching Strategies

  • Use problem-centered focus

  • Draw on meaningful experiences

  • Focus on immediacy of application

  • Encourage active participation

  • Allow to set own pace, be self-directed

  • Organize material: Apply new knowledge through role-playing and hands-on practice

Nursing Interventions

  • Cognitive stage: Formal Operations

  • Psychosocial stage: Intimacy vs. Isolation

  • Explore emotional, financial, and physical support system

  • Assess motivational level for involvement

  • Identify potential obstacles and stressors

Middle Aged Adulthood (41-64 Years)

  • General Characteristics

    • Sense of self well developed

    • Concerned with physical changes

    • Reflects on contribution to family and society

  • Teaching Strategies

    • Focus on independence

    • Assess motivational level for involvement

  • Nursing Interventions

    • Reestablish normal life patterns

    • Explore emotional, financial, and physical support system

    • Assess potential sources of stress

Physical: physiological changes begin to take place

  • Cognitive stage: Formal Operations

    • Explores alternative lifestyles

    • Reexamines goals and values

  • Psychosocial stage: Generativity vs. Self absorption and stagnation

    • At peak in career

    • Desires to modify unsatisfactory aspects of life

    • Identify potential obstacles and stressors

Older Adulthood (65 Years and Above)

  • General Characteristics

    • Cognitive stage: Formal Operations

      • Process information abstractly

      • Decreased short-term memory

    • Psychosocial stage: Ego Integrity vs. Despair

      • Focuses on past life experiences

  • Teaching Strategies

    • Use concrete examples

    • Allow time for processing

    • Present one concept at a time

    • Use repetition and reinforcement

    • Avoid written exams

    • Encourage active problem solving

  • Nursing Interventions

    • Involve principal caregivers

    • Assess coping mechanisms

    • Provide resources for support

    • Provide written instructions for reinforcement

    • Provide anticipatory involvement

    • Keep explanations brief

    • Use analogies to illustrate abstract information

Role Of the Family in Patient Education

  • Increased knowledge on the part of the family have positive benefits for the learner as well as the nurse educator

  • Reduces hospital readmissions/decreases the stress of hospitalization/ reduces costs of care

  • Effectively prepares the client for self-care management outside the healthcare setting

Principles of Teaching

  • Seven Principles of Teaching

    • Encourage learner-teacher contact

      • Build rapport, trust, and professional relationship

    • Encourage cooperation among learners

      • Boost self-esteem, promote productivity

      • Learn better collaboratively

    • Encourage active learning

      • Manipulate learning tools

      • Interact with classmates, groupmates & teacher

      • Ask questions, share opinions, engage in group activities

    • Give prompt feedback

      • Immediate evaluation

    • Emphasize time on task

      • Ensure learners know time allocation for tasks

    • Communicate high expectations

      • Motivate learners to excel

      • Provide support and encouragement

    • Respect diverse talents and ways of learning

      • Allow learners to showcase talents

      • Support individualized learning styles

Health Education Process

1. Determinants of Learning

  • Identify Learner's Needs

    • For assessment and noting

  • Check Readiness to Learn

    • Ensure absorption of concepts

  • Know Learning Styles

    • Enhance learning process

2. Role of Educator

  • Assess Problems or Deficits

    • Impact on students' lives and careers

  • Present Information

    • Deliver lesson content effectively

  • Identify Progress

    • Track student progress

  • Give Feedback and Follow Up

    • Basis for improvement

  • Reinforce Learning

    • Acquire KSA

    • Knowledge, skills, and attitude are characteristics of a competent nurse

  • Determine Effectiveness

    • Evaluate for continuous enhancement

3. Assessing Learner Needs

  • Learning Needs

    • Gap between current knowledge and desired knowledge

  • Steps in Assessing Learner Needs

    • Identify learner

    • Choose the right setting

    • Collect data about the learner

    • Collect data from the learner

    • Involve healthcare team

    • Prioritize needs

    • Determine availability of resources

Methods to Assess Learning Needs

  • Informational Conversations

    • Impromptu conversations with healthcare team

    • Active listening for valuable input

    • Open-ended questions for varied ideas

  • Structured Interviews

    • Establish trust

    • Use open-ended questions

    • Choose distraction-free setting

  • Focus Group Discussion (FGD)

    • Gather people with similar backgrounds

    • Facilitated discussion with open-ended questions

    • Homogeneous group for qualitative data

  • Self-Administered Questionnaires

    • Survey instruments like checklists

    • Space for additional learner input

    • Example: Patient Learner Need Scale

  • Observing Health Behaviors

    • Watch learner perform tasks

    • Video watching for assessment

  • Patient Charts

    • Doctor's and nurse's notes

    • Discharge planning forms

    • Documentation by healthcare team

  • Readiness to Learn

    • Demonstrates interest in learning

    • Becomes receptive and willing to participate

4 Types of Readiness to Learn

Physical Readiness

  • Measures of ability

    • Ability to perform a task

    • Requires fine and gross motor movements

    • Sensory motor

  • Complexity of task

  • Health status

  • Gender

Emotional Readiness

  • Anxiety level

  • Support system

  • Motivation

  • Risk-taking behavior

  • Frame of mind

  • Developmental stage

Experiential Readiness

  • Level of aspiration

  • Past coping mechanisms

  • Cultural background

  • Locus of control

  • Orientation

Knowledge Readiness

  • Present knowledge base

  • Cognitive ability

  • Learning disabilities

Central Idea: Learning Styles

Holistic Thinkers

  • Want to get the whole picture quickly

    • See broad categories

    • Look at details

  • Process information simultaneously

    • Need to connect new information to existing knowledge

  • Retain an overall or global view of information

Analytical Thinkers

  • Process details of a picture

    • Outline component parts logically

  • Perceive information objectively

    • Do not connect it to personal values/experiences

Left-Brain, Right-Brain, Whole Brain Theory

  1. Anatomy of the Brain

    • The brain is a complex organ with 100 billion neurons.

    • Weighs approximately three pounds.

  2. Different Types of Thinking

    • Each side of the brain controls different types of thinking.

    • Individuals may prefer one type of thinking over the other.

Right Brain

  • Emotional, nonverbal hemisphere

    • Creative and free-thinking

    • Sees the big picture

    • Intuitive and visualizes more than verbalizes

Left Brain

  • Vocal and analytical side

    • Reality-based and logical

    • Verbalizes thoughts

    • Detail-oriented and fact-focused

    • Enjoys numbers and thinks in words

Field Independence vs. Field Dependence

Field Independence

  • Cognitive

    • Ability to observe parts and details from a whole

  • Personality

    • Independent, confident, competitive

  • Second Language Learning

    • Successful through class exercises, activities, and drilling

Field Dependence

  • Cognitive

    • Ability to observe the whole picture and general ideas

  • Personality

    • Social, empathetic, self-identity from others

  • Second Language Learning

    • Successful through communication

Dunn and Dunn Learning Style

  • Emphasize individual learning styles and the importance of meeting physical, emotional, and sociological needs for academic success.

5 Learning Style Domains

  1. Environmental

    • Sound

    • Light

    • Temperature

    • Design

  2. Emotional

    • Motivation

    • Persistence

    • Responsibility

    • Structure

  3. Sociological

    • Learning individually

    • Learning in pairs

    • Learning in teams

    • Learning with an adult

  4. Physiological

    • Perceptual preferences

    • Food and drink intake

    • Time of day

    • Mobility

  5. Psychological

    • Global or analytical preferences

    • Impulsive and reflective tendencies

Myers-Briggs Indicator

  • Constructed by Katherine Cook Briggs and her daughter Isabelle Briggs Myers

    • Main Branches:

      • Purpose: Introspective self-report questionnaire

        • Sub-branches:

          • Indicating differing psychological preferences

          • Perception of the world and decision-making

      • Benefits:

        • Builds a foundation for personal development

        • Provides a framework for understanding individual differences and strengths

      • Usage:

        • Not a learning style instrument

        • Measures differences in personality types

      • Educational Impact:

        • Helps educators understand learners' perception, judgment, and learning preferences

Kolb Learning Style: Experiential learning Theory

Central Idea

  • Kolb Learning Style: Experiential Learning Theory

Main Branches

  1. Background

    • David Kolb's learning style model

    • Developed in 1984

    • Learning style inventory

  2. Experiential Learning Theory

    • Four-stage cycle of learning

    • Four separate learning styles

    • Concerned with internal cognitive processes

  3. Learning Process

    • Learner's internal cognitive processes

    • Developing abstract theories

    • Experimenting with actions

  4. Application

    • Learning abstract concepts

    • Applying concepts flexibly

    • Impetus for new concepts from new experiences

Sub-Branches

  • Abstract Concept Acquisition

    • Concepts applied flexibly

    • Range of situations

  • Cognitive Processes

    • Internal cognitive processes

    • Developing abstract theories

  • Experimentation

    • Active experimentation with actions

    • Testing concepts

  • New Experiences

    • Impetus for new concepts

    • Development of new ideas

Types of Experiences

  • Central Idea: Kolb’s Experiential Theory

    • Concrete Experience (CE)

      • Abilities include learning from actual experience

    • Reflective Observation (RO)

      • Learning by observing others

    • Abstract Conceptualization (AC)

      • Creating theories to explain observations

    • Active Experimentation (AE)

      • Applying theories to solve problems

    • Types of Learners

      • Converger

        • Learns through AC and AE

        • Good at decision making and problem solving

        • Prefers technical work over interpersonal relationships

      • Diverger

        • Stresses CE and RO

        • Excels in imagination and awareness of meaning

        • People-oriented and enjoys working in groups

      • Accommodator

        • Relies on CE and AE

        • Actively accomplishes tasks, uses trial and error

        • Impatient with others, risk-taker

      • Assimilator

        • Emphasizes AC and RO

        • Strengths in inductive reasoning and theoretical models

        • Prefers playing with ideas over applying them, idea-focused

Four Mat System

Devised by Bernice McCarthy

  • Aims to provide a superior learning experience

  • Addresses four preferred learning styles

Premises of the System

  • Individuals perceive and process experiences differently

  • Unique learning styles are essential for quality learning

  • Awareness of one's preferred learning style is crucial

4 Types of Learners

  1. Type 1: Imaginative (Why?)

    • Listen, speak, interact, brainstorm

  2. Type 2: Analytical (What?)

    • Observing, analyzing, theorizing

  3. Type 3: Common Sense (How to?)

    • Experimenting, improving, tinkering

  4. Type 4: Dynamic (What if?)

    • Modifying, adapting, creating, taking risks

Learning Preferences

  • Type 1: Seek meaning, interested in "why"

  • Type 2: Think through ideas, interested in "what"

  • Type 3: Test theories, interested in "how"

  • Type 4: Trial and error, seek hidden possibilities, interested in "what if" or "so what"

Gardener’s 8 Types of Intelligence

  • The theory of multiple intelligences by Dr. Howard Gardner proposes that traditional IQ-based intelligence is limited. He suggests that individuals are unique, emphasizing the importance of individual differences. Gardner identifies eight intelligences to encompass a wider range of human potential in children and adults.

  • Main Branches:

    1. Linguistic Intelligence

      • Verbal skills

      • Writing abilities

    2. Logical-Mathematical Intelligence

      • Problem-solving

      • Analytical thinking

    3. Spatial Intelligence

      • Visual thinking

      • Navigation skills

    4. Bodily-Kinesthetic Intelligence

      • Physical coordination

      • Movement skills

    5. Musical Intelligence

      • Musical abilities

      • Rhythmic skills

    6. Interpersonal Intelligence

      • Social skills

      • Empathy

    7. Intrapersonal Intelligence

      • Self-awareness

      • Emotional intelligence

    8. Naturalistic Intelligence

      • Understanding nature

      • Environmental awareness

Multiple Intelligences

  • Verbal/Linguistic Intelligence - "Word Smart"

    • Reading

    • Writing

    • Speaking

  • Logical-mathematical Intelligence - "Number/Reasoning Smart"

    • Problem-solving

    • Critical thinking

    • Analysis

  • Visual/Spatial Intelligence - "Picture Smart"

    • Imagination

    • Visionary

    • Creativity

  • Bodily/Kinesthetic Intelligence - "Body Smart"

    • Physical activities

    • Hands-on learning

    • Movement

  • Musical/Rhythmic Intelligence - "Music Smart"

    • Music appreciation

    • Instrument playing

    • Rhythm recognition

  • Interpersonal Intelligence - "People Smart"

    • Communication

    • Empathy

    • Collaboration

  • Intrapersonal Intelligence - "Self Smart"

    • Self-awareness

    • Emotional intelligence

    • Personal growth

  • Naturalist Intelligence - "Nature Smart"

    • Environmental awareness

    • Nature connection

    • Observation skills

  • Existentialism

    • Purpose of living

    • Meaning of life

    • Self-realization