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GROUP 3 Presentation PDF
GROUP 3 Presentation PDF
learning
Presented to:
Dr Manal Mohamed
Presented by:
Group 3
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
The Nurse Educator’s Role in Learning
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.
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
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 .
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.
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.
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.
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.
Types of Readiness to Learn :-
P = Physical readiness
E = Emotional readiness
E = Experiential readiness
K = Knowledge readiness
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)
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
Learning styles
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 s
peeches and presentations, and reads the text aloud.
information.
Kolb’s Learning style inventory