Module 4 -Developmental stages of learners.pptx

sftbhrnr

1. Developmental Stages of the Learner

2. Developmental Stages of Childhood Infancy (First 12 Months of Life) and Toddlerhood (1-2 Years of Age) Parents: Focus of instruction for health maintenance of children Stimulation Nutrition Practice of safety measures to prevent illness & injury Health Promotion

3. Piaget: Sensorimotor period – coordination and integration of motor activities with sensory perceptions Object Permanence – end of 2 nd year of life - objects & events exist even when they cannot be seem, heard or touched Toddler – develop an elementary concept of causality, the ability to grasp cause-and-effect relationship between two paired, successive events

4. Toddler is oriented to the here and now and little tolerance for delayed gratification Short attention span, easily distracted, egocentric in thinking and not amenable to correction of their own ideas

5. Teaching Strategies: - Aspects of normal development, safety, health promotion and disease prevention - Injured or ill: Assessing the parent’s anxiety and child’s anxiety levels is the first priority. Establish relationship with child and parents Movement is an important mechanism by which toddlers communicate Approach should be warm, honest, calm, accepting & matter of fact.

6. For Short-Term Learning: Read stories with lots of pictures Use dolls and puppets to act out feelings and behavior Use simple audiotapes with music and videotapes with cartoon character Role play to bring the child’s imagination closer to reality Give simple, non-threatening explanations to accompany visual and tactile experiences.

7. Perform procedures on a teddy bear or doll first to help the child anticipated what an experience will be like Allow the child something to do to channel his/her response to an unpleasant experience Keep teaching sessions brief (not longer than 5 mins each) Cluster teaching sessions close together – easily remember learned

8. For Long-Term Learning Focus on rituals, imitation and repetition of information Use reinforcement Employ teaching methods of gaming and modelling Encourage parents to act as role models – values and beliefs serve to reinforce healthy behaviors and influence the child’s development of attitudes and behaviors

9. Early Childhood (3-5 Years of Age) Acquire new behaviors that give them more independence Learning occurs through interaction with others and through mimicking and modelling the behaviors of playmates and adults Fine & gross motor skills more refined and coordinated

10. Piaget: Preoperational Period – child’s inability to think things through logically without acting out the situation - transitional period when child use symbols to represent something Pre-causal thinking – understand that people can make things happen, but unaware of causation as the result of invisible physical & mechanical forces

11. Animistic thinking – tendency to endow inanimate objects with life and consciousness Preschool children – very curious and pose questions about almost anything. - develop imaginary playmates and believe they can control events with their thoughts. - fear of body mutilation and pain Egocentric Causation – attributes the cause of illness to the consequences of their own transgressions

12. For Short-Term Learning: Provide physical and visual stimuli – expressing ideas and comprehending verbal instructions Keep teaching sessions short (no more than 15 mins and scheduled sequentially at close intervals Relate information needs to activities and experiences familiar to the child Encourage to participate in selecting teaching-learning options

13. Small group sessions with peers Give praise, approval (verbal and nonverbal gestures) and tangible awards Allow to manipulate equipment and play with replicas or dolls to learn about body parts

14. For Long-Term Learning: Enlist the help of parents, who can play a vital role in modelling a variety of healthy habits Reinforce positive health behaviors and acquisition of specific skills

15. Middle and Late Childhood (6-11 Years of Age) Motivated to learn because of their natural curiosity and desire to understand more about themselves, their bodies, their world and influence of different things -Gross and fine motor abilities more coordinated so they have the ability to control their movements with much greater dexterity

16. Piaget: Concrete Operations – logical, rational thought processes and ability to reason inductively deductively Syllogistic Reasoning – consider two premises and draw a logical conclusion from them Conservation – ability to recognize that properties of an object stay the same even though its appearance and position may change Causal thinking – incorporate the idea that illness is related to cause and effect

17. Teaching Strategies: Hands on experiences are important sources of learning Teaching presented in concrete terms with step-by-step instructions Thrive on praise from others who are important in their lives Specific conditions: behavioral disorders, hyperactivity, learning disorders, obesity, diabetes, asthma and eneuresis

18. Short-Term Learning: Allow to take responsibility for their own health care Teaching sessions can be extended to last up to 30 mins . Use diagrams, models, pictures, digital media, printed materials and computer as adjunct to teaching methods Use analogies – x-ray is like having your picture taken

19. Use one-to-one teaching sessions Provide time for clarification, validation and reinforcement Select instructional techniques that provide opportunity for privacy Employ group teaching sessions with similar age Prepare children for procedures and interventions in advance Encourage participation in planning of procedures and events

20. Long-Term Learning: Help to acquire skills they can use to assume self-care responsibility for carrying out therapeutic regimens Assist in learning to maintain their own well-being and prevent illnesses from recurring.

21. Adolescence (12-19 Years of Age) Gen Z Excel in self-directed learning and thrive on the use of technology Clumsiness and poorly coordinated movement : rapid, dramatic and significant bodily changes Alteration in physical size, shape and function of their bodies with the appearance and development of the secondary sex characteristics

22. - Impulsiveness, rebelliousness, lack of good judgment and social anxiety stem from biological reasons more than environmental influences Piaget: Formal Operations Cognitive development, conceptualize invisible processes and make determinations about what others say and how they behave Propositional Reasoning – capable of abstract thought and the type of complex logical thinking

23. Egocentrism – obsessed with what they think as well as what others are thinking - believe that everyone is focusing on the same things they care labeled by Elkind as imaginary audience – social thinking that explains the pervasive self- consciousness Personal fable – feelings of invincibility; believe that they are invulnerable

24. Teaching Strategies: Asthma, learning disabilities, eating disorders, diabetes, range of disabilities resulting from injury or psychological problems High risk for teenage pregnancy, effects of poverty, drug or alcohol abuse and sexually transmitted disease Leading cause of deaths: accident, homicide and suicide

25. Potential topics for teaching: sexual adjustment, contraception and venereal diseases to accident prevention, nutrition, substance abuse and mental health Greatest challenge to the nurse: develop a mutually respectful, trusting relationship Need privacy, understanding, an honest straightforward approach and unqualified acceptance in the face of their fears of embarrassment, losing independence, identity and self-control

26. For Short-Term Leaning: Use one-to-one instruction to ensure confidentiality Choose peer-group discussion sessions to deal with topics such as smoking, alcohol, drug use, safety measure, obesity and teenage sexuality Use face-to-face or computer group discussion, role playing, and gaming as methods to clarify values and solve problems. Share decision making whenever possible

27. Include in formulating teaching plans Suggest options – choice about action Give rationale for all that is said and done – sense of control Approach with respect, tact, openness and flexibility to elicit their attention and encourage responsiveness Expect negative response Avoid confrontation and acting like an authority figure – instead of contradicting their opinions, acknowledge their thoughts and suggest alternative

28. For Long-Term Learning: Accept adolescent’s personal fable and imaginary audience as valid Acknowledge that their feelings are very real Allow them the opportunity to test their convictions.

29. Developmental Stages of Adulthood Andragogy – used by Knowles to describe his theory of adult learning and is the art and science of teaching adults Basic Assumptions: 1. The adult’s self-concept moves from one of being a dependent personality to being an independent, self-directed human being.

30. 2. Accumulates a growing reservoir of previous experience that serves as a rich resource for learning. 3. Readiness to learn becomes increasingly oriented to developmental tasks of social roles. 4. Best motivated to learn when need arises in their life situation that will help them satisfy their desire for information. 5. Learn for personal fulfillment such as self-esteem or an improved quality of life.

31. Three categories describe the general orientation of adults towards continuing education: 1. Goal-oriented learners – engage in educational endeavors to accomplish clear and identifiable objectives - attend night courses or professional workshops to build their expertise in a specific subject or for advancement in their professional or personal lives

32. 2. Activity-oriented learners – select educational activities primarily to meet social needs - desire to be around others and converse with people in similar circumstance – retirement, parenting, divorce or widowhood - drive is to alleviate social isolation and loneliness

33. 3. Learning-oriented learners – perpetual students who seek knowledge for knowledge’s sake - Active learners throughout their lives and tend to join groups, classes or organizations with the anticipation that the experience will be educational and personally rewarding

34. Young Adulthood (20-40 Years of Age) Emerging adulthood 20-34 - millennial generation 35-40 – Generation X Establishing long-term, intimate relationships with other people, choosing a lifestyle and adjusting to it, deciding on occupation and managing a home and family Intimacy and courtship are pursued and spousal and parental roles are developed

35. Piaget : Formal operation - generalize new situations and improve abilities to critically analyze, solve problems and make decisions about personal, occupational and social roles Erikson: Intimacy vs Isolation - establish trusting, satisfying and permanent relationship with others

36. Teaching Strategies: Crucial period for establishment of behaviors that help individuals lead to healthy lives, physical and emotional Major factors to be addressed: healthy eating habits, regular exercise and avoiding drug abuse When faced with acute or chronic illnesses or disabilities, they are stimulated to learn to maintain their independence and return to normal life patterns

37. Opportunity for mutual collaboration in health education decision making Encourage young adults to seek information to expand knowledge base and helps them control their lives and bolsters for their self-esteem Do well with written patient education materials, audiovisuals tools that allow them to self-pace their leaning independently

38. Middle-Aged Adulthood (41-64 Years) - highly accomplished in their careers, sense of who they are developed, children are grown and have time to share their talents, serve as mentors for others and pursue new or latent interests - Reflect on the contributions they have made to family and society, relish their achievements and re examine their goals and values

39. Dialectical thinking – the ability to search for complex and changing understandings to find a variety of solutions to any given situation or problem Erikson: Generativity vs Self-absorption and Stagnation

40. Teaching Strategies: Aware of potential sources of stress, health risk factors and concerns typical of midlife Want information related to chronic illnesses that can arise Adult learners need to be reassured or complimented on their learning competencies

41. Older Adulthood ( 65 years and older) Later adulthood (60-75 years) and elderhood (75 years until death) Ageism – prejudice against the older adult Geragogy – teaching of older adults Senses of sight, hearing, touch, smell and taste are the first areas of decreased functioning Hearing loss – common beginning late 40s and 50s

42. - Visual changes such as cataract, macular degeneration, decline in depth perception and presbyopia Two Kinds of Intellectual Ability: Crystallized intelligence – absorbed over a lifetime; vocabulary, general information, social interactions, arithmetic reasoning and ability to evaluate experiences Fluid intelligence – capacity to perceive relationships, to reason, and perform abstract thinking

43. Decrease in fluid intelligence results to: Slower processing and reaction time – more time to react to information Persistence of stimulus (afterimage) – confuse a previous symbol or word with a new word or symbol just introduced Decreased short-term memory – difficulty remembering events or conversations that occurred just hours or days before; long term memory remains strong

44. 4. Increased test anxiety – anxious about making mistakes when performing; when they make an error, they become easily frustrated 5. Altered time perception – life becomes more finite and compressed - Issues of the here and now tend to be more important

45. Teaching Strategies: Physical Needs: 1. Compensate for visual changes – brightly lit; visual aids are large print, well spaced letters and use of primary colors. Accomodation – arranging seats so learner is close. 2. Compensate for hearing loss – eliminate extraneous noise, avoid covering mouth when speaking, face the learner and speak slowly - low-pitched voices are heard best, do not shout, word speed should not exceed 140 words/minute

46. 3. Compensate for musculoskeletal problems, decreased efficiency of the cardiovascular system and reduced kidney function : - Keep sessions short Schedule frequent breaks to allow for use of bathroom facilities Allow time for stretching to relieve painful, stiff joints and to stimulate circulation

47. 4. Compensate decline in central nervous system functioning, decreased metabolic rates Set aside time for giving and receiving information and for practice of psychomotor skills 5. Compensate for the impact of hearing and visual changes on computer use: Speakers are working well – use headphones Screen should be clean and free of glare Provide large-enough print

48. Cognitive Needs: Short, discrete, step-by-step messages and waiting for a response for each one Schedule teaching sessions before or well after medications are taken and wen the person is rested. Ask what an individual already knows about healthcare issue or technique Information that confirms existing beliefs is better remembered

49. 5. Arrange for brief teaching sessions because a shortened attentions span requires scheduling a series of sessions to provide sufficient time for learning 6. Conclude each teaching session with a summary of the information presented and allow for question-and-answer period

50. Psychosocial Needs Assess family relationships to determine how dependent the older person is on other members for financial and emotional support Determine availability of resources Encourage active involvement of older adults to improve their self-esteem and stimulate both mentally and socially Identify coping mechanisms