Health Ed. - Chapter 4

8/2/2019 Health Ed. - Chapter 4

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Chapter 4

Determinants of Learning


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Educators Role in Learning

The educator plays a crucial role in the

learning process by:

assessing problems or deficits providing information in unique ways

identifying progress made

giving feedback reinforcing learning

evaluating learners abilities


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The Educators Unique Position

The educator is vital in giving support,

encouragement, and direction during the

process of learning.

The educator assists in identifying optimal

learning approaches and activities that can

both support and challenge the learner.


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Assessment of the learner includes attending to the three

determinants of learning:

* Learning Needs(WHAT the learner needs to

learn)

* Readiness to Learn(WHEN the learner is receptive

to learning)

* Learning Style(HOW the learner best learns)


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ASSESSING LEARNING NEEDS


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Assessment of Learning Needs

Identify the learner

Choose the right setting

Collect data about, and from, the learner

Involve members of the healthcare team Prioritize needs

Determine the availability of educationalresources

Assess demands of the organization

Take time-management issues into account


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Needs are prioritized based on the

following criteria:Mandatory: Needs that must be learned

for survival when the learners life or

safety is threatenedDesirable: Needs that are not life-dependent but

are related to well-being

Possible: Needs for information that are nice to know but notessential or required because they are not directly related to

daily activities or the particular situation of the learner


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Methods to Assess Learning Needs

Informal conversations

Structured interviews

Focus groups Self-administered questionnaires

Tests

Observations

Patient charts


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Assessing Learning Needs of

Nursing Staff

Written job descriptions

Formal and informal requests Quality assurance reports

Chart audits

Rules and regulations Knox Four-Step approach


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Take TIME to take a PEEK atthe four types of Readiness to

Learn!


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P = Physical readiness

E = Emotional readiness

E = Experiential readiness

K = Knowledge readiness

The Four Types of Readiness to

Learn Are:


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1. Physical readiness

measures of ability

complexity of task

health status

gender anxiety level

support system

2. Emotional readiness

- Anxiety level

- Support system- motivation

- risk-taking behavior

- frame of mind

- developmental stage

3. Experiential readiness

level of aspiration

past coping mechanisms

cultural background

locus of control

orientation

4. Knowledge readiness

present knowledge base cognitive ability

learning disabilities

The Components of Each Type of

Readiness to Learn Include:


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Learning Styles


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Six Learning Style Principles

Both the style by which the teacher prefers toteach and the style by which the learner prefersto learn can be identified.

Educators need to guard against relying onteaching methods and tools which match theirown preferred learning styles.

Educators are most helpful when they assist

learners in identifying and learning through thetheir own style preferences.


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Six Learning Style Principles

(cont.) Learners should have the opportunity tolearn through their preferred style.

Learners should be encouraged todiversify their style preferences.

Educators can develop specific learning

activities that reinforce each modality orstyle.


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Learning Style Models and

Instruments

Brain Preference Indicator(Right-Brain, Left-Brain, and Whole-Brain)

Embedded Figures Test (EFT)(Field-Independent/Field-Dependent)

Environmental Preference Survey(EPS) (Dunn and Dunn Learning Style Inventory)

Myers-Briggs Type Indicator (MBTI)


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Learning Style Instruments (cont.)

Kolb Learning Style Inventory (LSI)

4MAT System Gardners Eight Types of Intelligence

VARK Learning Styles


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Right-Brain/Left-Brain and

Whole-Brain Thinking

Brain Preference Indicator

Right hemisphereemotional, visualspatial,

nonverbal hemisphereThinking processes using the right brain areintuitive, subjective, relational, holistic, andtime free

Left hemispherevocal and analytical sideThinking process using reality-based andlogical thinking with verbalization


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Right-Brain/Left-Brain and

Whole-Brain Thinking

No correct or wrong side of the brain

Each hemisphere gathers in the same

sensory information but handles theinformation in different ways

Knowledge of ones own brain

hemispherical performance can helpeducators identify the strengths andweaknesses of various teachingmethods


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Examples of Right-Brain/Left-Brain

and Whole-Brain Thinking

Prefers talking and writing

Recognizes/remembers

names Solves problems by

breaking them into parts

Conscious of time and

schedules

Prefers drawing andmanipulating objects

Recognizes/remembersfaces

Solves problems by lookingat the whole, looks forpatterns, uses hunches

Not conscious of time andschedules

Left Brain Right Brain

Whole braincombining both sides of the brain


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Field-Independent/Field-Dependent

Embedded Figures Test

Embedded Figures Test

Learners have preference styles for certainenvironmental cues.

Helps the educator structure the learning taskand environment

Helps assess the extent to which learners areable to ignore distractions from other persons

Assesses whether learners see the whole firstor the individual parts of a task when learning


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Environment Preference Survey

(LSI)

Stimuli

Environmental

Emotional

Sociological

Physical

Psychological


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Myers-Briggs Type Indicator

Extraversion (E) Introversion (I)

Sensing (S)Intuition (N)

Thinking (T) Feeling (F)

Judgment (J) Perception (P)


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Kolb Learning Style Inventory

Concrete experience Abstract conceptualization

Active experimentation Reflective observation

Diverger Converger

Assimilator Accommodator


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4MAT System

There is a combination of Kolbs modelcombined with right/left brain research.

There are four types of learners.

Educators can address all four learningstyles by teaching sequentially fromtype-one learner to type-two learner,etc.

Learning sequence is circular andcyclic.


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Gardners Eight Types of

Intelligence(#8 identified in 1999--naturalistic)

Linguistic intelligence Musical intelligence

Spatial intelligence Logicalmathematical intelligence

Bodily kinesthetic intelligence Intrapersonal intelligence

Interpersonal intelligence


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Interpretation of Style Instruments

Caution must be exercised in assessing styles sothat other equally important factors in learning arenot ignored.

Styles only describe how individuals process

stimuli, not how much or how well information islearned.

Style instruments should be selected based onreliability, validity, and the population for which

they are to be used. More than one learning style instrument should

be used for appropriate assessment of learner.

Health Ed. - Chapter 4

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