DETERMINANTS-OF-LEARNING.pptx

determinants of learning, education

1. DETERMINANTS OF LEARNING

2. Learning needs (What) - must be examined first to discover what has to be taught and to determine the extent of teaching required Readiness to learn (When )- defined as the time when the learner expresses or shows interests in learning the information necessary to maintain optimal health. Learning styles (How) - R efers to the way individuals process information These determinants include:

3. Learner’s Characteristics

4. CULTURE It is defined as invisible patterns that form the normal ways of acting, feeling, judging, perceiving, and organizing the world (Shade, Kelly, & berg, 1997). Culture affects healthy behaviors and the teaching/learning process in many ways. Culture influences gender roles, sexual behavior, diet, personal hygiene, body image (i.e. obesity, slimness, etc.), drug abuse (alcohol, hallucinogens, coffee, tea), exercise, and communication, among others (Nakamura, 1999)

5. LITERACY The client’s ability to read and understand what is being read is an essential component of learning.

6. AGE Older adults usually needs more time to learn. Regardless of how the time factor is addressed, older adults tend to learn best when the information is relevant to them and has a practical application. Older adults often enjoy learning in a group.

7. As with all clients, emotional or mental status should be acknowledge and taken into account when planning an educational intervention. Depression, denial, fear, and anxiety can all have an impact on the effectiveness of teaching.

8. To address visual impairments, use large-print materials or print in larger letters if using a flip chart or chalkboard. For those eyesight is such that reading is not possible, make a tape e recording of pertinent instructions.

9. EDUCATIONAL LEVEL AND HEALTH STATUS A client’s education level may have an impact on learning. It has been well documented that education level is significantly associated with health status (i.e., the more educated the healthier). When teaching, it is important to establish the client’s level of knowledge or depth of understanding of his or her condition. This will enable you to provide information at an appropriate level – basic or in great medical detail

10. SOCIOECONOMIC LEVEL The impact of socioeconomic level on learning has more to do with being able to use the information being taught rather than the process of learning. Example: Changes in diet May include increasing the intake of fresh fruits and vegetables. Fresh produce is expensive, does not keep well, and may not be available to some at a neighborhood store. While the information is learned, the behavior cannot be changed because of factors beyond the client’s control, income, transportation, and local availability.

11. Socioeconomic level may dictate where a client lives. In teaching patients and clients, it is important to identify as many variables as possible that may affect learning or ultimately on complying with health care. The more the nurse knows about the person, the better able he or she will be to develop an educational intervention that will be successful

12. ASSESSMENT OF THE LEARNERS

13. The effectiveness of nursing care depends on the scope, accuracy, and comprehensiveness of assessment . Factors that considered with respect to three determinants of learning: 1- Assessment should based on theories, concepts & principles 2- Identify priorities of behavioral objectives 3- Reduce anxiety of client as possible 4- Prevent unneeded repetition

14. LEARNING NEEDS

15. Learning needs must be examined first to discover what has to be taught and to determine the extent of teaching required Learning needs defined are gaps in knowledge that exist between a desired level of performance and the actual level of performance

16. STEPS TO ASSESS LEARNING NEEDS 1 - Identify the learner 2 - Choose the right setting 3 - Collect important information about the learner 4 - Involve members of the health care team 5 - Prioritize needs 6 - Take time- management issues into account

17. 1 - Identify the learner Who is the audience? Individual patient, group of patients, significant others. Are their needs the same or different? Teaching opportunity formal or informal must be based on accurate identification of the learners

18. 2 - Choose the right setting Establish an environment in which the learners feel a sense of security in confiding (revealing disclosing)information and believe their concerns are respected and taken seriously. Maintaining privacy and confidentiality is essential to establish a trusting relationship.

19. 3 - Collect important information about the learner Patients or family member are the most important source of needs assessment information. Be sure to ask what is important to them , what type of social support systems are available and how their social support system can help. Actively engage learners in defining their needs and problems .

20. 4 - Involve members of the health care team Consult with other professionals to gain insight into the needs of patients and their families. Representatives of health related organizations such as Diabetes organization, Heart Association often provide insight into learning needs of people specific health problems or concerns.

21. 5 - Prioritize needs If the basic needs are not attended to first and foremost as indicated by Maslow's hierarchy of needs, learning of other information may either delayed or impossible to achieve Prioritizing helps nurses in partnership with patient set realistic and achievable learning goals Not All Learners need to know everything and assessment can help to discriminate the “need to know” from the “ nice to know” information

22. Criteria Prioritize needs CRITERIA LEARNING NEEDS Mandatory that must be learned for survival recent heart attack need to know sign & symptoms & when to get immediate help   Desirable that are not life dependent but related to well-being, clients with cardiovascular disease need to know the effect of a high-fat diet on their condition   Possible that are nice to know but not essential, about daily activity, newly diagnosed diabetes 

23. 6 - Take time- management issues into account Because lack of time is a major barrier to carrying out a proper assessment the following are s ome tips that, in long term are time-savers. 1- Give more efficient and effective time to do good initial assessment 2- Learner must given time to offer their own thought (Involve client actively) 3- Do assessment any time & any where as possible 4- Inform client a head of time 5- Minimizing interruptions and distractions

24. Methods of Assessing Learning Needs

25. Casual conservations: during performing pt. care, nurse must rely on active listening , use open-ended questions Structured interviews: use direct open-ended questions Questionnaires: use checklist Observations: watching the learner perform a task is an excellent way of assessing a skill Patient charts: physicians’ notes, nurses’ notes

26. READINESS TO LEARN

27. READINESS TO LEARN Timing— that is, the point at which teaching should take place—is very important A learner who is not receptive to information at one time may be more receptive to the same information at another time. 28

28. Take time to take a PEEK at the four types of readiness to learn Physical readiness measures of ability 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 29

29. LEARNING STYLES

30. LEARNING STYLES Refers to the way individuals process information Each learner is unique and complex with distinct learning style preferences that distinguish one learner from another. 31

31. 32 SIX LEARNING STYLE PRINCIPLES 1- Identify style that nurse & client prefer 2- Nurse need not to use her preferred style exclusively 3- Assist patients to identify their own style preference 4- Client will have opportunities to learn through their preferred style of learning 5- Encourage client to diversity styles of learning 6- Become aware of various methods and materials available

32. To determine a person’s learning style, three mechanisms can be used: Observation Interviews Learning style instruments 33