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32 Cards in this Set
- Front
- Back
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Attributes of Learning
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*Experience that occurs inside the learner
*Discovery of the personal meaning and relevance of ideas *Consequence of experience *Collaborative and cooperative process *Evolutionary process *Process that is both intellectual and emotional |
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What is teaching
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*A system of activities designed to produce learning
*A dynamic interaction between teacher and learner |
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Who do Nurses Teach
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Patients and families
*1-to-1 teaching *Professional colleagues and students *Continuing education *Community groups |
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Aspects of Learning
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*Compliance
*Adherence |
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Aspects of Learning
*Compliance |
Person’s desire to learn and to act on that learning
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Aspects of Learning
* Adherence |
Commitment or attachment to a regimen
“the ability to maintain health-promoting regimens, which are determined largely by a health care provider” |
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Behaviorism
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*Thorndike, Pavlov, Skinner, Bandura
*Learning is based on the learner’s behavior *Stimulus and response *Conditioning *Positive reinforcement *Observational learning and instruction (imitation and modeling) |
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Behaviorism
*Thorndike |
Contribution is that learning should be based on the learner’s behavior. In the behaviorist school of thought, an act is called a response when it can be traced to the effects of a stimulus. Behaviorists closely observe responses and then manipulate the environment to bring about the intended change. To modify a person’s attitude and response, a behaviorist would either alter the stimulus condition in the environment or change what happens after a response occurs.
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Behaviorism
*Skinner’s and Pavlov’s |
Work focused on conditioning behavioral responses to a stimulus that causes the response or behavior. Skinner also introduced the importance of positive reinforcement. According to Bandura, most learning comes from observational learning and instruction; his research focuses on imitation and modeling.
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Cognitivism
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*Piaget, Lewin, Bloom
*Learning is a complex cognitive activity *Learner structures and processes information *Perception chosen by learner *Personal characteristics impact perceptions *Social, emotional, and physical contexts |
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Cognitivism
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Depicts learning as a complex cognitive activity in which learning is largely a mental or intellectual or thinking process. The learner structures and processes information. Perceptions are selectively chosen by the individual, and personal characteristics have an impact on how a cue is perceived. Cognitivists also emphasize the importance of social, emotional, and physical contexts in which learning occurs.
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Bloom's Domains of Learning
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*Cognitive
-Thinking *Affective - Feeling *Psychomotor - Performing |
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Bloom's Learning Domain
*Cognitive Domain |
The “thinking” domain, includes six intellectual abilities and thinking processes: *knowledge *comprehension *application *analysis *synthesis *evaluation.
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Bloom's Learning Domain
* Affective Domain |
Known as the “feeling” domain, is divided into categories that specify the degree of a “person’s depth of emotional response to tasks.” It includes: *feelings *emotions *interests *attitudes *appreciations.
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Bloom's Learning Domain
* The psychomotor domain |
The “skill” domain, includes: *motor skills such as giving an injection.
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Humanism
* Maslow & Rogers |
Humanistic learning theory focuses on both cognitive and affective qualities of the learner.
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Humanism
*Nurses using humanism will: |
*Convey empathy
*Encourage learner to establish goals *Promote self learning *Serve as facilitator, mentor or resource for learners *Use active learning strategies *Expose the learner to new, relevant information *Ask appropriate questions *Encourage the learner to seek new answers |
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Factors Affecting Learning
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*Motivation *Readiness *Desire, ability *Active involvement *Relevance *Connecting new learning with old learning *Feedback *Nonjudgmental support
*Organizing material from simple to complex *Repetition *Timing - Interval between information and practice should be short *Environment -Distractions, comfort, privacy *Emotions *Physiologic events *Culture *Psychomotor ability |
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How to Assess a Clients Learning Needs
* Nursing History |
* Age * Client’s understanding of the health problem * Health beliefs and practices * Cultural factors *Economic factors * Learning style * *Client’s support system Readiness to learn
*Motivation to learn *Health literacy |
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How to Assess a Clients Learning Needs
* Physical Examination |
*General survey provides useful clues, such as:
*Mental status *Energy level *Nutritional status *Pain status * Remainder of physical exam reveals additional information, such as: * Visual ability *Hearing ability * Muscle coordination |
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Assessment of Readiness to Learn
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*Physical readiness
*Hunger, pain, discomfort, fatigue * Emotional readiness *Anxiety, depression, fear *Cognitive readiness *Alertness, attention |
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How to suspect literacy problems in patients
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* Pattern of noncompliance
* Insist they already know information * Have friend or family member read the document for them *Excuses why they didn’t read the material |
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Nursing Diagnoses regarding Client Low Literacy:
*Primary problem or etiology for other nursing diagnoses |
NANDA diagnoses when used as the primary problem:
*Deficient Knowledge (specify) *Health-seeking Behavior *Noncompliance |
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NANDA diagnoses when used as the primary problem:
* Deficient Knowledge |
The absence or deficiency of cognitive information related to a specific topic. The area of deficiency should always be included in the diagnosis. If this diagnosis is used, one client goal must be “client will acquire knowledge about. . . . ”
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NANDA diagnoses when used as the primary problem:
* Health-seeking Behavior |
Active seeking by a person in stable health of ways to alter personal health habits and/or the environment in order to move toward a higher level of health. The client may or may not have an altered response of dysfunction but may be seeking information to improve health or prevent illness.
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NANDA diagnoses when used as the primary problem:
* Noncompliance |
: behavior of person and/or caregiver that fails to coincide with a health-promoting or therapeutic plan agreed upon by the person (and/or family and/or community) and health care professional.
Noncompliance should be used with caution. In general, the diagnosis is associated with the intent to comply but situational factors make it difficult. It should not be used for a client who is unable to follow instructions or for a client who makes an informed decision to refuse or not follow the medical treatment. |
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Nursing Outcomes for patients Regarding Low literacy
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*Specify specific knowledge or skills client must acquire
*State in terms of the client ( the client will) *State in observable, measurable terms *Add conditions or modifiers as needed *Add criteria specifying the time for achievement |
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Nursing Interventions for Patients Regarding Low Literacy
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*Selecting content
*Selecting teaching strategies *Organizing learning experiences |
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Guidelines for the Nurse Teaching Plan
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*Nursing Diagnosis
*Goals *Learning outcomes *Contain content that is: *Accurate *Current *Based on learning outcomes *Adjusted for the learner’s age, culture, and ability *Consistent with information nurse is teaching *Carefully selected with time and resources in mind |
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Guidelines for Effective Teaching
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Establish rapport *Use client’s previous learning to encourage further learning *Choose the best times for learning *Communicate clearly and concisely *Use a layperson’s vocabulary *Be sensitive to teaching pace (too fast or too slow)
*Choose the best environment for learning *Use teaching aids to foster learning and focus attention * Involve the senses *Allow learners to discover content for themselves* Use repetition to reinforce learning *KNOW YOUR AUDIENCE!!!! |
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Guidelines for Teaching Strategies
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*Lecture *One-to-one discussion *Answering questions* Demonstration *Group discussion *Practice *Printed and audiovisual materials Role-playing *Modeling *Contracting *Group teaching *Computer-assisted learning programs *Discovery/problem solving *Behavior modification
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Strategies to Evaluate Learning Capabilities In Patients
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*Cognitive learning
*Direct observation * Written measurements * Oral questioning * Self-reports or self-monitoring * Psychomotor learning *Observing how well the client carries out the skill *Affective learning -More difficult to evaluate Inferred by the following: *Listening to the client’s responses to questions *Noting how the client speaks about relevant subjects * Observing the client’s behavior |
