Determinants of learning

Determinants of learning

1. Presented to: Dr Manal Mohamed Determinants of learning ALLPPT.com _ Free PowerPoint Templates, Diagrams and Charts Presented by Mohamed Anis faculty of nursing ( ismailia )

2. Out lines The Nurse Educator’s Role in Learning Assessment of the learner Assessing Learning Needs Methods to Assess Learning Needs -Informal Conversations -Structured Interviews -Focus Groups -Self-Administered Questionnaires -Tests -Observations Readiness to Learn -Physical Readiness -Emotional Readiness -Experiential Readiness -Knowledge Readiness Learning Styles Learning Style Instruments Interpretation of Style Instruments

3. The Nurse Educator’s Role in Learning For a nurse to carry his/ her educative role well, s(h)e must identify the information learners need, their readiness to learn, and their learning styles. However, the learner remains the single most important person in the educative process.

4. The role of the educator is to enhance the learning process by serving as a facilitator: The educator: - assesses the learner’s deficits -presents appropriate information in unique ways. -identifies progress being made. -gives feedback -reinforces learning in the acquisition of knowledge , or performance of a skill. -evaluates the learner’s abilities

5. The Educator’s 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.

6. Assessment of the learner includes attending to the three determinants : *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 )

7. Assessment of Learning Needs Learning needs : are gaps in knowledge that exist between a desired level of performance and the actual level of performance.

8. The following are some important steps in the assessment of learning needs : 1-Identify the learner : Is there only one learner with a single need or many needs ? Is there more than one learner with congruent or diverse needs? 2-Choose the right setting : Establish trusting relationship through assuring privacy and confidentiality , so that learners feel secure in confiding information and feel respected.

9. 3-Collect data on the learner : Determine characteristic needs of the audience by exploring typical health problems or issues of interest. Subsequently , identify the type and extent of content to be included in the teaching sessions. 4-Include the learner as a source of information : Allow the patient and/or family and staff members to identify what is important to them. If the learners are staff members or nursing students, ask them about areas of practice they feel they need new or additional information 5-Involve members of the healthcare team : Other healthcare providers may have insight into patient, family, nursing staff, and nursing students educational needs. Because of their frequent contacts with them .

10. 6-Prioritize needs : A list of needs can become endless and seemingly impossible to accomplish. Using Maslow’s hierarchy of human needs, an educator can prioritise identified learning needs. The educator can then assist the learner to meet the most important basic need first. Setting priorities for learning is often difficult when faced with many learning needs in several areas.

11. Maslow’s hierarchy

12. Learning must be prioritised based on the criteria Mandatory : Needs that must be learned for survival or situations in which the learner’s life or safety is threatened . For example, a patient with recent heart attack needs to know the sign and symptoms and when to seek medical help. The hospital nurse must learn cardiopulmonary resuscitation.

13. Desirable : Needs that are not life-dependant but are related to well-being. For example , patients with cardiovascular disease to understand the effects of a high fat diet on their health. Possible : Needs for information that are nice to know but not essential or required because they are not directly related to daily activities or the particular situation of the learner. For example, a patient with diabetes mellitus doesn’t need to know about travelling across time zones

14. 7- Determine availability of educational resources : After identifying a need, it may useless to proceed with the intervention if proper educational resources are not available. For example, if an asthmatic patient needs to learn how to use ventolin inhaler, that learning cannot occur if this equipment is not available for demonstration .

15. Methods to Assess Learning Needs The nurse educator must obtain objective data about, and subjective data from, the learner. This can be achieved by using one or more of the following methods : 1- Informal conversation : Often , learning needs are identified during informal talk with other healthcare providers, and between the nurse and the patient/ family. 2- Structured interviews : The nurse asks the patient direct and often predetermined questions . Establishing trust,using open-ended questions, quiet environment, and allowing the patient to state what his learning needs are merit attention.

16. 3-Focus groups : The educator gets together 4-12 learners to determine areas of educational need . The educator leads the discussion and asks open-ended questions. 4-Self-administered questionnaires : the learner’s responses to questions about learning needs can be obtained by self-administered questionnaires . These are easy to administer and provide more privacy than interviews .

17. 5-Tests : Written pre-tests given before teaching can help identify the knowledge level of learners regarding a particular subject matter and assist in identifying a specific needs of learner. Tests are useful as they prevent the educator from repeating already known material . 6-Observation : Watching a learner perform a skill more than once is an excellent way of assessing psychomotor need. Educators can assess whether all steps are performed correctly.

18. Readiness to Learn Definition : It is the time when the learner demonstrates an interest, willingness, and ability to learn the type or degree of information necessary to maintain optimal health or to become skilful in a job .

19. Types of Readiness to Learn :- P = Physical readiness E = Emotional readiness E = Experiential readiness K = Knowledge readiness

20. The Components of Each Type of Readiness 1 . Physical readiness Measure of ability (strength, flexibility) Environmental effects (noise ) Health Status (energy & comfort level ) Gender (women more receptive to medical care) 2- Emotional readiness : Anxiety level Support system Motivation Developmental Stage (human development)

21. 3-Experiential readiness : Level of Aspiration (long-term goals established ) Past coping mechanisms ( previous problems ) Cultural background Locus of control - ( internally motivated to learn ) Orientation 4-Knowledge readiness : Present knowledge base Cognitive ability (learner capable to learning) Learning disabilities (mental retardation) Learning styles

22. Learning styles "Learning style is the way in which each learner begins to concentrate and retain new and difficult information.

23. The types of learning styles are: visual : A student learns by reading a material, and uses visual material such as charts, pictures, maps. auditory : A student learns by listening, participates in discussions, makes speeches and presentations, and reads the text aloud. kinesthetic : A student learns by touching.

24. Learning Style Principles 1. Style the educator prefers and style by which learners learn. 2. Caution against using teaching methods and tools that only apply to the educators own learning style. 3. Assist the learner in identifying and learning according to their own learning preference. 4. Learners given opportunity to learn through their preferred style first. 5. Encourage learner to diversify their style preferences. 6. Specific learning activities that reinforce each modality or style.

25. Learning Style Models and Instruments B rain P reference I ndicator (Right-Brain, Left-Brain, and Whole-Brain) E nvironmental P reference S urvey (EPS) (Dunn and Dunn Learning Style Inventory) Kolb L earning S tyle I nventory (LSI)

26. Right-Brain/Left-Brain and Whole-Brain Thinking Brain Preference Indicator Right hemisphere emotional, visual–spatial, nonverbal hemisphere Thinking processes using the right brain are intuitive, subjective, relational, holistic, and time free Left hemisphere vocal and analytical side Thinking process using reality-based and logical thinking with verbalization

27. No correct or wrong side of the brain Each hemisphere gathers in the same sensory information but handles the information in different ways Knowledge of one’s own brain hemispherical performance can help educators identify the strengths and weaknesses of various teaching methods

28. Examples of Right-Brain/Left-Brain and Whole-Brain Thinking Right Brain Left Brain Prefers drawing and manipulating objects Prefers talking and writing Recognizes/remembers faces Recognizes/remembers names Solves problems by looking at the whole, looks for patterns, uses hunches Solves problems by breaking them into parts Not conscious of time and schedules Conscious of time and schedules

29. E nvironmental P reference S urvey (EPS) (Dunn and Dunn Learning Style Inventory) Is a self reporting instrument that is widely used in identification of how individual prefer to function, learn , concentrate and perform educational activities

30. Basic Stimuli that affect a person's ability to learn : -Environmental as sound, light, temperature. -Emotional as motivation, responsibility. -Sociological :desire to work alone or in group. -Physical as time, mobility. -Psychological: way learner process and react to information .

31. Kolb’s Learning style inventory Kolb’s theory on learning style is that learning is a cumulative result of past experiences, heredity, and demand of present environment . Kolb’s Learning Cycle He hypothesized that learning result from the way learner perceive as well as how they process what they perceive.

32. It include four modes of learning, which reflect : A-dimension of perception : 1-Concrete Experience(CE mode): Learner like relating with people, benefit from specific experience, learn from feeling . 2-Abstract Conceptualization (AC mode): Learner use systematic planning and logical analysis to solve problem , learn by thinking . B- process dimension : 1- Active Experimentation(AE mode) : Learner like to experiment to get things done, learn by doing . 2- Reflective Observation(RO mode) : Look for meaning of things by viewing them from different perspectives, learn by watching and listening .

33. * Kolb described each learning style as a combination of four basic learning modes (CE, AC, AE, RO). Learner demonstrates characteristics of one of four style types: 1-diverger combine CE and RO modes. Learner like to observe, gather information, gain insight rather than take action, prefer working in group , Learn best through group discussions , brain storming sessions. 2- assimilator combine RO and AC modes. Learner has ability to understand large amount of information less interested in people, focus on abstract ideas and concept, rely on knowledge from expertise, learn best through lecture .

34. 3- converger combine AC and AE modes. Learner find practical application for ideas and theories, has ability to use deductive reasoning to solve problem, learn best through demonstration- return demonstration . 4-accommodator combine AE and CE modes. Learner enjoy new and challenging situations, like to explore possibilities , learn by hand on experience, learn best through role playing.

35. Interpretation of Style Instruments Caution must be exercised in assessing styles so that other equally important factors in learning are not ignored. Styles only describe how individuals process stimuli, not how much or how well information is learned. Style instruments should be selected based on reliability, 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.