HEALTH EDUCATION GROUP 2

dETERMINANTS
OF LEARNING
 CLASS ACTIVITY!

https://www.16personalities.com/free-personality-test
 In a variety settings, nurses are responsible
for the education of patients, families, staff
and students. Numerous factors make the
nurse educators roll particularly challenging
in meeting the information needs of these
various groups of learnersa variety settings,
nurses are responsible for the education of
patients, families, staff and students

To meet the challenges the nurse educator

must be aware of the various factors that
influence how well an individual learns.
DETERMINANTS OF
LEARNING

01 02 03
STATE OF PREFERRED
LEARNING LEARNING
READINESS
NEEDS STYLES FOR
TO LEARN PROCESSING
OF LEARNING
 The Educator's Role in
Learning Process

The role of educating others is one of the most

essential interventions that a nurse perform.
Educators can greatly enhance learning when
they serves as facilitators helping the learners
become aware of what needs to be known,
why knowing is valuable, how to actively
involved in acquaring information
The Educator's Role in
Learning Process

Assesment permits the nurse educator to

facilitate the process of learning by arranging
experience that assist the learners to find
purpose, the will, and most suitable
approaches in learning . Manipulating the
environment allow learners to experience
meaningful parts and wholes to reach their
individual parts
The Educator's Role in Learning Process

The educator plays a crucial role in the learning process by doing the
following:
Assessing the learner's problems, supports, deficits, and abilities
Providing important best evidence infor- mation and presenting it
in unique and appropriate ways
Identifying progress being made
Giving feedback and follow-up
Reinforcing learning in the acquisition of new knowledge, skills,
and attitudes
Determining the effectiveness of education provided
Assesment of the Learner

Assessment of learners' needs, readiness, and styles of

learning is the first and most important step in instructional
design

Frequently, the nurse dives into teaching before addressing

all the determinants of learning. The result is that information
given to the patient is neither individualized nor based on an
adequate educational assessment
Why assessment is significant and fundamental to
learning process
This initial step in the process validates the need for learning
and the approaches to be used in designing learning
experiences. Patients who desire or require information to
maintain opti- mal health, as well as nursing colleagues who
must have a greater scope or depth of knowl- edge to deliver
high-quality care to patients, deserve to have an assessment
done by the educator so that their needs as learners are ap-
propriately addressed.
Why assessment is significant and fundamental to
learning process
Good assessments ensure that optimal learning can occur
with the least amount of stress and anxiety for the learner.
Assessment prevents needless repetition of known material,
saves time and energy on the part of both learners and
educator, helps to establish positive communication between
the patient and provider, and potentially improves outcomes
Furthermore, the motivation to learn is increased if the
educator focuses on what the patient or staff member feels is
most important to know or to be able to do.
 Gaps in Gap or difference
knowledge that between what

LEARNING exist between a

desired level of
someone knows and
what someone
needs to know due
NEEDS performance and
the actual level
to lack of
knowledge,
of performance attitudes, or skills.

1. Identify 3. Collect data

the learner about the learner

2. Choose the right 4. Collect data

setting from the learner
 5. Involve members of 8. Determine the availability
the healthcare team of educational resources

6. Prioritize 9. Assess the demands of

needs the organization

10. Take time-

7. Provide only need- or
management issues into
want-to-know information
account
 General methods to
assess learning needs
Informal
Questionnaires
Conversations

Structured Tests Documentation

Interviews

Focus
Observations
Groups
 Informal
Conversations

Nursing staff and students can

provide valuable input about their
learning needs by responding to open-
ended questions posed by the
educator.
Nurse educators must rely on active
listening to pick up cues and
information regarding learning needs.
 Structured
Interviews

Form of need assessment most commonly used to solicit the learner’s

point of view.
Nurse educator asks the learner direct and often pre-determined
questions to gather information about learning needs.
The nurse should strive for a trusting environment, use open-ended
questions, choose a setting that is free from distractions, allow learners
to state what are believed to be the learning needs, and take notes with
the permission so that important information is not lost.
 Focus
Groups
Getting together a small number (4-
12) of potential learners, including
the facilitator, to determine areas of
educational need by using group
discussion to identify point of views
or knowledge about a certain topic.
A facilitator leads the discussion by
asking open-ended questions
intended to encourage detailed
discussion.
Questionnaires
Nurse educators can obtain
learners’ written responses to
questions about learning needs by
using questionnaires.
Checklists are one of the most
common forms of questionnaires
because it is easy to administer,
provide more privacy compared to
interviews, and yield easy-to-
tabulated data.
 Tests Observations

Observing health behaviors in several

different time periods can help the
educator draw conclusions about
Giving written pretests prior to
established patterns of behavior that
instruction can help identify the
cannot and should not be drawn from
knowledge levels of learners about
a single observation.
certain subjects to ascertain their
Videotaping (with permission), an
specific learning needs.
approach known as reflection on
action, allows the learner to see what
was done well and what could have
been done better in actual
performance.
 Documentation

Nurse educators need to follow a

consistent format for reviewing
medical records by looking at initial
assessments, progress notes, nursing
care plans, staff notes, and discharge
planning forms that can provide
valuable information about the
learning needs of patients.
 specific methods to
assess learning needs
of nursing staff
Quality
Written Job Rules and
Assurance
Descriptions Regulations
Reports

Formal and
Chart Audits Self-Assessment
Informal Requests
 Written Job Formal and
Descriptions imformal
requests

Often staff are informally asked for

A written description of what is
ideas for educational programs, and
required to effectively carry out job
responses to these requests reflect
responsibilities can reflect learning
what they perceive as needs.
needs of staff.
 quality
assurance chart audits
reports

Educators can identify trends in

practice through chart auditing.
trends found in incident reports
Does the staff have a learning need
indicating safety violations or errors
in terms of the actual charting? Is a
in procedures are a source for
new intervention been
establishing learning needs of staff
implemented? Does the record
that education can address.
indicate some inconsistency with
implementation of an intervention?
 Rules and
regulations
A thorough knowledge of hospital,
professional, and healthcare
requirements helps to identify
possible learning needs of staff and
students.
chart audits
A technique that can be used by staff
members to identify their learning
needs so the data yielded can assist
educators in planning for continuing
education and professional
development programs.
Self-assessment by nursing students
is an important method to consider
because it stimulates reflection on
practice and critical thinking as a
means to identify their learning needs.
GAP ANALYSIS

Gap Analysis is an organized

method of collecting data to
identify the differences between
desired and actual knowledge.
The nurse educator can plan
educational intervention to satify
the needs of the learners
GAP ANALYSIS
 DELPHI
TECHNIQUE

The Delphi technique, which is another way to

identify gaps in knowledge, is a structured
process using a series of ques- tionnaires that
are given to subject experts chosen as
experienced professionals who can provide an
informed view or opinion on an issue, this case
the educational needs of students or staff.
DELPHI
TECHNIQUE
 READINESS TO
LEARN
Readiness to learn can be defined as the
time when the learner demonstrates an
interest in learning the information
necessary to maintain optimal health or to
become more skillful in a job. Often,
educators have noted that when a patient,
staff member, or student asks a ques- tion,
the time is prime for learning,
 READINESS TO
LEARN
To assess readiness to learn, the educator must
first understand what needs to be taught, collect
and validate that information, and then apply the
same methods used previously to assess learning
needs,

No matter how important the information is or

how much the educator feels the recipi- ent of
teaching needs the information, if the learner is not
ready, then the information will not be absorbed.
 READINESS TO
LEARN

Timing-that is, the point at which

teaching should take place is very
important. Anything that affects
physical or psychological comfort can
affect a learner's ability and
willingness to learn.
 Four types of
readiness to learn

PHYSICAL Emotional
01 02 READINESS
READINESS

EXPERENTIAL Knowledge
03 READINESS 04 READINESS
 PHYSICAL READINESS

measures ENVIRONMENT
Emotional
OF ABILITIY 02 EFFECTS
READINESS
COMPLEXITY HEALTH
OF TASK STATUS
04
GENDER
 EMOTIONAL READINESS

ANXIETY LEVEL Emotional

Support SYSTEM 02 READINESS
MOTIVATION
RISK TAKING BEHAVIOR
FRAME of mind
04
development stage
EXPERENTIAL READINESS

Emotional
02 READINESS
Level of Aspiration
Past Coping
Mechanism
Cultural Background
Locus of Control
04
KNOWLEDGE READINESS

Emotional
Present Knowledge 02 READINESS
Cognitive ability
Learning disabilities
Learning Styles 04
 DETERMINING
LEARNING STYLES

Three mechanisms to
determine learning style
are observation,
interviews, and
administration of learning
style instruments.
 LEARNING
STYLES
Refer to the ways in which learners most
efficiently and most effectively perceive,
process, store, and recall what they are
attempting to learn and their preferred
approaches to different learning tasks
(Cassidy, 2004; Furnham, 2012).

Preferred styles of learning, how

someone learns best and likes to learn.
LEARNING STYLE MODELS
AND INSTRUMENTS

Right-Brain/Left-Brain and Whole-Brain

Thinking
Field of Independent and Dependent
Perception
Dunn and Dunn Leame Leaming Styles
Jung and Myer-Briggs Typology
Kolb's Experiential Learning Мodel
Gardener's Eight Types of Intelligence
VARK learning style
1. Right-brain/left-brain
and whole brain thinking
Roger Sperry (1977) and William Edward
Herrmann (1988)
- They discovered that the brain
operates as two brains which is the
right-brain and left-brain, with each
hemisphere having separate and
complementary functions.
The left hemisphere of the brain was found to be the
vocal and analytic side and its thinking process is using
reality-based and logical thinking with verbalization.
The right hemisphere was found to be the emotional,
visual-spatial, and non-verbal side, its thinking process
are intuitive, subjective, relational, holistic and time free.
According to Sperry and his colleagues, learners can
use both sides of the brain because of a connector
between two hemisphere called CORPUS CALLOSUM.
No correct or wrong side of the brain.
Each hemisphere gathers the same sensory information
but handles the information differently.
Knowing one’s brain dominance can help educators
identify the strengths and weaknesses of various
teaching methods.
Educators need to employ teaching methods that
enables the learner to use both sides of the brain.
 Examples
Left Brain Right Brain

Prefers drawing and

Prefers talking and writing
manipulating objects
Recognizes/remember
Recognizes/ remember faces
names
Solves problems by looking
Solves problems by
at a whole, looks for
breaking them into parts
patterns, uses hunches
Conscious of time and
Not conscious of time and
schedules
schedules
 roles of educator
To stimulate left brain thinking To stimulate right brain thinking

Provide a more
Provide a structured
unstructured, free-
environment by relying
flowing, environment that
on specific object and a
allows for creative
course outline
opportunities.
Left Brain Right Brain

If you are left If you are

brained, you right brained,
are more you are more
likely to see likely to see
the dress as the dress as
white and blue and
gold. black.
Mermaid or Fish?
INSTRUMENTS TO MEASURE Right-
brain/left-brain and whole
brain thinking
Brain Preference Indicator (BPI)
-Whole brain thinking by Wonder and
Donovan (1984)
Hermann Brain Dominance Instrument
(HBDI)
-Hermann (1988)
Brain Preference Indicator
(BPI)
Hermann Brain Dominance
Instrument (HBDI)
FIELD - INDEPENDENT/ FIELD-
DEPENDENT PERCEPTION
Witkin, Oltman, Raskin, and Karp (1971)
they identified two styles of learning in the cognitive
domain which is based on the bipolar distribution of
characteristics of how learners process and
structure information. These are the Field-
Independent and Field-Dependent Perception.
A Field- Independent Person perceive items as separate or
differential from the surrounding field.
- they have internalized frames of reference such that they
experience themselves as separate or differentiated from
others and the environment.
A Field-Dependent Person perception is influenced by or
immersed in the surrounding field.
- they are more externally focused and as such are socially
oriented, more aware of social cues and more dependent on
others for reinforcement.
 Examples
Field- Independent Learners Field- Dependent Learners

Not affected by criticism

Will not conform to peer
pressure
Less influenced by external
feedback
Place emphasis on applying
principle
Easily affected by criticism
Will conform to peer pressure
influenced by feedback
Place emphasis on facts
 INSTRUMENTS TO MEASURE FIELD -
INDEPENDENCE/ FIELD-DEPENDENCE
Group Embedded Figures Test (GEFT)
- Witkin, Oltman, Raskin, and Karp (1971)
- This tool assess the learners preference
styles for certain environmental cause.
- Helps to assess the extent to which
learners are able to ignore distractions
from other persons.
-
Group Embedded Figures Test
(GEFT)
 Dunn & Dunn
learning style
In 1967, Rita Dunn & Kenneth Dunn made a user-friendly model that
aids in identifying characteristics that allow individuals to learn in
different ways.

It includes several factors such as

motivational factors
social interaction patterns
physiological factors
environmental elements
5 basic Stimuli

1. Environmental Elements
biological in nature
 5 basic Stimuli

1. Environmental Elements

biological in nature
Light temprature

sound Design
 5 basic Stimuli

2. Emotional Elements

develop & emerge over time due to experiences.

motivation, responsibility, and structure
 5 basic Stimuli

3. Sociological Patterns

influence of social interactions and the presence of others in

the learning environment.
how a student learns best can be when they work alone, with a
friend, in a team, following a set plan, or with more or less help
from the teacher.
 5 basic Stimuli

4. Physical Elements

biological in nature & relate to the way learners function

physically
factors such as perceptual strength, intake, time of day, &
mobility
 5 basic Stimuli

5. Psychological Elements

biological in nature & how we process and react to infos

individual's cognitive preferences and processing styles.
(e.g., visual, auditory, kinesthetic).
 Instrument to measure
the dunn and dunn
learning style inventory
has 3 different forms for different age groups
the adult version is the Productivity Environmental Preference Survey (PEPS)
indicates how people prefer to learn, not their abilities

(Arip et al., 2016; Dunn & Griggs, 2003; Mangino, 2004)

highly tested and continuously revised that is valid & reliable as reported by those
who like and use this instrument

(Coffield et al., 2004)

although, others highlight several problems with the design and reliability of the
instrument.
 Jung and
myers-Briggs typology
According to Carl G. Jung's theory of psychological
types [Jung, 1971], people can be characterized by their
preference of general attitude
He proposed that people are likely to operate in a
variety of ways depending on the circumstances.
Despite these situational adaptations, every individual
tends to develop comfortable patterns, which dictate
behavior in certain predictable ways. Jung used the
word type to identify these styles of personality.
 Jung and
myers-Briggs typology
The Myers-Briggs Type Indicator (MBTI) is a popular
personality assessment tool that categorizes individuals
into one of 16 personality types based on their preferences
in four key dimensions.

The MBTI was constructed by two Americans: Katharine

Cook Briggs and her daughter Isabel Briggs Myers, who
were inspired by the book Psychological Types by Swiss
psychiatrist Carl Jung.
16 personality
types
 4 key dimensions
EXTRAVERSION-INTROVERSION (E-I)

This pair of opposite preferences describes the extent to which

behavior is determined by attitudes toward the world. Jung invented
the terms from Latin words meaning "out-ward turning" (extraversion)
and "inward turning" (introversion).
 4 key dimensions
EXTRAVERSION-INTROVERSION (E-I)

operate comfortably and successfully more interested in the internal world of

by interacting with things external to their minds, hearts, and souls.
them-selves, such as other people, are often thoughtful, reflective, and slow
experiences, and situations. to act because they need time to translate
thinks aloud. internal thoughts
 4 key dimensions
Sensing-Intuition (S-N)
Describes perception as coming directly through the five senses or indirectly by way
of the unconscious. This pair of opposite preferences explains how people understand
what is experienced

SENSING
Experiences the world through their
senses-vision, hearing, touch, taste,
and smell.
They observe what is real, what is
factual, and what is happening
overtly.
Seeing or experiencing is believing.
Observes carefully, gathers facts,
and focuses on practical actions.
INTUITION
Tend to read between the lines
focus on meaning, and attend to
what might be.
View the world through possibilities
and relationships and are tuned into
subtleties of body language and tone
of voice.
Examines problems and issues in
creative and original ways.
 4 key dimensions
THINKING-FEELING (T-F)
Thinking preference:
analyze info, data, situations,
and people
make logical decisions
careful & slow analysis for
accuracy & thoroughness is
important
more objective
explores & weighs all
alternatives before deciding
Feeling preference:
decides through a subjective, perceptive,
empathetic, & emotional perspective
considers alternatives & examine
evidence for personal reaction &
commitment
decision-making is complex & not totally
objective
 4 key dimensions
JUDGING-PERCEIVING (J-P)
way that people conclude or become aware of something
person's approach to dealing with the outer world

Judging preference: Perceiving preference:

desire to regulate and bring closure desire to be open-minded and
to circumstances in life understanding
structure, planning, and closure flexibility, adaptability, and spontaneity.
 instrument to measure
the myers-briggs personality types
MBTI
permits people to learn about their own type of behavior and understand themselves
better with respect to the way in which they interact with others.
forced-choice, self-support inventory

(Bargar & Hoover, 1984)

what each party values & believes most and how they go about learning or dealing with
info differ and may lead to misunderstandings and conflicts.

(Clack et al., 2004)

findings of significant differences between medical and the general adult population in
Great Britain in three of the four basic personality dimensions of the MBTI, as well as in
combinations of perception and judgment, suggest potential points. for miscommunication
between physicians and patients
 instrument to measure
the myers-briggs personality types
(Randall et al., 2017)
Another example of how these two personality types function is that the preferred learning
style of sensing-thinking learners emphasizes hands-on experience, demonstration, and
application of concepts, whereas intuition-feeling learners prefer an emphasis on
theoretical concerns before they can concentrate on practical applications.

(Schoessler et al., 1993)

Over the years, the MBTI has been used frequently by educational and health professions
programs to measure diverse personalities that exist in these fields of study.
used the MBTI to develop a continuing education department for nursing.

(Hardy and Smith (2001)

restructured their nursing orientation program to match preceptor and orientee based on
teaching and learning traits identified through individual MBTI scores.
 instrument to measure
the myers-briggs personality types

(Stilwell et al., 2000)

identified the usefulness of the MBTI in understanding how aspects of personality relate to
medical graduates' choice of medical specialty areas.

(Allen and Brock, 2002)

offered MBTI-based guidelines on effective communication among healthcare
professionals and between providers, patients, and families.
 instrument to measure
the myers-briggs personality types

Since its initial development in the 1920s, the MBTI instrument has undergone several-revisions.
Capraro and Capraro (2002)
its reliability and validity, a meta-analysis yielded mixed reviews,
Randall et al. (2017)
a more recent systematic review and meta-analysis revealed evidence to support the
utility of the MBTI as it applies to college-age students in particular because this group was
the focus of the majority of research studies conducted on this instrum
 KOLB’S
EXPERIENTIAL
LEARNING MODEL

David Kolb is a management expert from Case Western

Reserve University. He developed his learning model in the early
1970s and published it in 1984.
He believed that knowledge is acquired through a
transformational process, which continously created and
recreated.
KOLB’S EXPERIENTIAL LEARNING MODEL

FOUR MODES
Perception
Processing
Some perceive through concrete experience (CE)
while some through abstract conceptualization
(AC)
Some process information through reflective
observation (RO) while some through active
experimentation (AE)
KOLB’S EXPERIENTIAL LEARNING MODEL
KOLB’S EXPERIENTIAL LEARNING MODEL
FOUR MODES OF LEARNING
a.) Concrete Experience (CE) - relies more on feelings
than on systematic approach to problems and situations
likes interacting with people, benefit from specific
experiences and sensitive to others *feeling*
b.) Abstract Conceptualization (AC) - relies on logic
and ideas rather than feelings to deal with situations or
problems
use systematic planning and logical analysis to solve
problems *thinking*
KOLB’S EXPERIENTIAL LEARNING MODEL

c.) Reflective Observation (RO) - relies on objectivity,

careful judgment, personal thoughts and feelings to
form opinions
look for meaning of things by viewing them from a
different perspective *watching and listening*
d.) Active Experimentation (AE) - however learning is
active and learners like to experiment to get things
done, they prefer to infuence or change situations and
see the result of their action. They enjoy involvement and
are risk-takers. *doing*
KOLB’S EXPERIENTIAL LEARNING MODEL
KOLB’S EXPERIENTIAL LEARNING MODEL
FOUR LEARNING STYLE
a.) Diverger (CExRO) - they are good at viewing concrete situations from
many points of view, they observe, gather infos and gain insights rather
than take action. They learn best through group discussions and
brainstorming sessions.
b.) Assimilator (ROxAC) - ability to understand large amount of
information by putting it into concise and logical form, less interested in
people and more focused on abstract ideas and concept. They value
theory over practical application of ideas and needs time to reflect on
what has been learned. They learn best through lecture, one-to-one
instruction and self-instruction method with ample reading materials
supporting their learning
KOLB’S EXPERIENTIAL LEARNING MODEL

c.)Converger (ACxAE) - finds practical application for ideas and

theories and are able to use deductive reasoning to solve
problems, likes structure and facts and tends to look for specific
solutions to problems. They prefer technical tasks rather than
dealing with social and interpersonal issues. Individuals with these
style have skills that are important for specialist and technology
careers. They learn best through demos, retdem methods of
teaching with handouts and diagrams.
KOLB’S EXPERIENTIAL LEARNING MODEL

d.) Accomodator (AExCE) - acts on intuition and gut feelings

rather than on logic , risk takers to explore all possibilities and
learn by experimenting with materials and objects. They are
perhaps the most challenging to educators because they demand
new and exciting experiences. Methods of teaching are role-pay,
gaming and computer simulations, they learn best on hands-on
experience and enjoy new challenging situations.
https://intense-eu.info/wp-content/uploads/2017/11/Kolb_Questionnaire.pd
 GARDNER’S EIGHT
TYPES OF
INTELLIGENCE
Psychologist Howard Gardner developed a theory focused
on the multiple kinds of intelligence in children. He based
his theory on findings from brain research, developmental
works and psychological testing. He identified 7 kinds of
intelligence located at different parts of the brain then
later on identified the eighth kind.
THEORY OF
MULTIPLE
INTELLIGENCES
GARDNER’S EIGHT TYPES OF INTELLIGENCE

1. LINGUISTIC INTELLIGENCE- resides at Broca‘s area of the left

side of the brain. Highly developed auditory skills and think in
words. They like writing, spelling, reading and recalling. They learn
01
best by verbalizing, hearing or seeing words. Word games or
crossword puzzles are excellent method of learning.
POTENTIAL CAREER CHOICE: LAWYER, SPEAKER/HOST
AUTHOR, JOURNALIST, CURATOR
03
GARDNER’S EIGHT TYPES OF INTELLIGENCE

2. LOGICAL-MATHEMATICAL INTELLIGENCE- involves both side

of the brain, right deals with concepts and left remembers
symbols. They analyze problems logically, carry out mathematical
01
operations and investigates issues scientifically. They enjoy
strategy board games like chess and checkers.
POTENTIAL CAREER CHOICE: MATHEMATICIAN,
ACCOUNTANT, STATISTICIAN, SCIENTIST,
COMPUTER ANALYST
03
GARDNER’S EIGHT TYPES OF INTELLIGENCE

3. SPATIAL INTELLIGENCE- related to the right side of the brain,

kids learn by images and pictures. They enjoy building blocks,
jigsaw puzzle and daydreaming. They like to draw or do art
01
activities, read charts and diagrams and learn through video
POTENTIAL CAREER CHOICE: PILOT, SURGEON, ARCHITECT,
GRAPHIC ARTIST, INTERIOR DESIGNER

03
GARDNER’S EIGHT TYPES OF INTELLIGENCE

4. MUSICAL INTELLIGENCE- related to the right side of the brain,

musically found children are found to be singing a tune, indicating
when note is off key, playing instruments, dancing to music and
01
keeping time rhythmically. They are sensitive to the sound in the
environment such as sound walking on snow, they learn best with
music playing in the background.
POTENTIAL CAREER CHOICE: SINGER,
COMPOSER, DJ, MUSICIAN
GARDNER’S EIGHT TYPES OF INTELLIGENCE

5. BODILY-KINESTHETIC INTELLIGENCE- involves basal ganglia

and cerebellum of the brain, learn by processing knowledge
through bodily sensations such as moving or acting things out. It is
01
difficult for them to sit still, they are good at sports and have highly
developed fine motor coordination. Use of body language to
communicate and copying people‘s movement or behaviors come
easily for them.
POTENTIAL CAREER CHOICE: DANCER,
ATHLETE, SURGEON, MECHANIC, CAR-
PENTER, PHYSICAL THERAPIST
GARDNER’S EIGHT TYPES OF INTELLIGENCE

6. INTERPERSONAL INTELLIGENCE- involves pre-frontal lobes of

the brain. Children with this understands people, notice others‘
feelings, tend to have many friends and gifted on social skills. They
01
learn best in groups and gravitate toward activities that involve
others in problem solving.
POTENTIAL CAREER CHOICE: TEACHER,
PSYCHOLOGIST, MANAGER, SALES-
PEOPLE, PUBLIC RELATIONS
GARDNER’S EIGHT TYPES OF INTELLIGENCE

7. INTRAPERSONAL INTELLIGENCE- involves te prefrontal lobes of

the brain. Children with this type of intelligence have strong
personalities, prefer inner world of feelings and ideas and likes
01
being alone. They are very private individuals, desire a quiet area
to learn, self-directed and self-confident.
POTENTIAL CAREER CHOICE: THERAPIST,
PSYCHOLOGIST, COUNSELOR,
ENTREPRENEUR, CLERGY
GARDNER’S EIGHT TYPES OF INTELLIGENCE

8. NATURALISTIC INTELLIGENCE- refers to sensing abilities in

making patterns and connections to elements in nature. Children
like this can distinguish and categorize objects or phenomena in
01
nature. They enjoy subjects, shows and stories that deals with
animals or nature and are keenly aware of their surroundings and
subtle changes on it.
POTENTIAL CAREER CHOICE:
BOTANIST, BIOLOGIST, ASTRONOMER,
METEOROLOGIST, GEOLOGIST
 Instrument to Measure the VARK
VARK Questionnaire Overview
VARK questionnaire version 7.8
16 questions with four modalities
Allows multiple options per question
Available online or as a printable version at
http://vark-learn.com
Validity of VARK Scores
Some evidence supports the validity of the
VARK scores, suggesting that this instrument
may be used as a low-stakes diagnostic tool
by students and teachers (Leite et al., 2010),
although Fleming and Mills
(1992) never intended this
questionnaire to be
diagnostic in nature.
 Instrument to Measure the VARK

Application in Healthcare
Research Applications
The VARK questionnaire is easy to use and
Educators may find VARK scores to be an
can readily be applied in the healthcare set-
excellent way to help open a dialogue with
ting. In a pilot study, Koonce et al. (2011) used
learners on the differences that exist in the
the VARK assessment to tailor health
way individuals prefer to learn. Leite et al. do
information materials for emergency
not recommend the VARK as a research tool
department patients who were hypertensive.
until other sources of psychometric evidence
are collected. However, researchers continue
to use the VARK to measure whether an
educational intervention is successful
(Bhagat et al., 2015; Stirling & Alquraini,
2017).
 Instrument to Measure the VARK
Application in Healthcare
Although there were no significant
differences in changes in quiz scores on a
hypertensive knowledge assessment between
the experimental and control group, patients
who received the learning style-tailored
information reported higher levels of
satisfaction with the intervention materials.
The authors hypothesized that the lack of
significant differences between the two
groups may have been a result of the
presence of high baseline hypertension
knowledge scores.
Multimodal Learning in Healthcare
Childs-Kean et al. (2020) reviewed research
related to the VARK and summarized that
healthcare students prefer a multimodal
approach to learning, but there is no
correlation between using the VARK as a
framework for learning activities and students'
academic success. Auguste et al. (2020) found
that adverse events in new home dialysis
patients were related to learning styles.
Visual learning preferences resulted in fewer
adverse events in comparison to nonvisual
preferences. The authors advised nurses to
teach patients by learning styles to improve
health outcomes.
 Interpretation of the Use of
Learning Style Models and Instruments

The Importance of Learning Styles Understanding Learning Styles and

Learning style is an important concept, but
educators must exercise caution when
assessing styles so as not to ignore other
factors that are equally important to
teaching and learning, such as readiness and
capabilities to learn, educational
background, and rates of learning.
Capabilities
Learning styles, which vary from person to
person, also differ from capabilities.
The style by which someone learns describes
how that individual processes stimuli, whereas
that individuals capabilities define how much
and how well the person processes the
information (Thompson & Crutchlow, 1993).
 Interpretation of the Use of
Learning Style Models and Instruments
Caution in Using Learning Styles
Another caution to keep in mind is that much
of the advice offered with respect to using
learning styles consists of "logical deductions
from the various theories of learning style,
rather than conclusions drawn from empirical
research" (Coffield et al., 2004a, p. 125).
Some learning theorists advocate that
learning style be matched with a similar
teaching style for learners to attain an
optimal level of achievement.
Inconsistent Findings in Research
Understanding learning styles helps educators
think about how to modify their instructional
methods so to best present different content
and to reach the widest variety of learners.
However, research in this area is clouded by
inconsistent findings (Coffield et al., 2004b;
Cuevas, 2015; Norman, 2009; Scott, 2005;
Willingham et al., 2015).
 Interpretation of the Use of
Learning Style Models and Instruments
Inconsistent Findings in Research
After reviewing the literature, Pashler et al.
(2008), Rogowsky et al. (2015), Bhagat et al.
(2015), and Newton and Miah (2017)
concluded that there is insufficient evidence
to justify this approach.
Cuevas (2014) believes learning styles are no
more than a myth and suggests cognitive
scientists and educators consider an
alternative theory, dual coding, which is more
strongly supported by empirical research.
Alternative Theory - Dual Coding
Dual coding refers to the idea that two
separate pathways exist, one verbal and one
visual, for encoding information into memory.
Instead, these authors suggest that educators
should be more concerned with matching
their instruction to the content they are
teaching than to the style preferences of
learners. In fact, Alzain et al. (2018) suggest
that using learning styles can be associated
with harms because focusing only on styles
limit the learner's exposure to other ways of
learning.
 Interpretation of the Use of
Learning Style Models and Instruments
Limitations of Learning Styles
Are learning style instruments really
measuring what the educator thinks they are
measuring? Barry and Egan (2018) strongly
believe that learning style theory is a method
to inform learners of the various ways they
can learn but will not limit their educational
choices. The validity of the various learning
style models is still challenged even while
educators continue to pursue using them.
Recognizing Unique Gifts
The most important rationale for continued
use is that both educators and learners can
realize that not everyone is the same, all
learners preferences are equally important to
learning, and no matter what the student's
learning style preference is, the content at
hand can still be learned. With that said, it is
worth honoring the unique gifts that each
learner possesses.
 Interpretation of the Use of
Learning Style Models and Instruments
Embracing Variety in Teaching
It may be that learning occurs not so much
because teacher and learner style are a
perfect match, but because the educator
uses a variety of teaching approaches rather
than relying on just one, so that learners feel
less stressed and more confident.
As a result, learners are
more satisfied overall with
their learning experience
and hence more motivated
to learn.
Dynamic Learning
Application of learning style theory to facilitate the
education process allows the educator to
approach each learner holistically by recognizing
that not all learners process information in
precisely the same way.
The concept of matching styles implies that
individuals are static, which contradicts the
purpose of education. Learners need to experience
some discomfort before they can grow. Educators
need to rent are dynamic disequilibrica-rather than
create an environment that is too narmonious
(Bhagat et al., 2015: Joyce, 1984).
 Interpretation of the Use of
Learning Style Models and Instruments
Selecting a Learning Style Instrument
When selecting a learning style instrument,
the educator must first evaluate the
instrument for validity, reliability and
applicability to the population for which it is
intended. In addition, the ease of
administering the instrument as well as
analyzing the results needs to be taken into
consideration. Also, educators must adhere
to copyright laws, which means that they
must purchase the instrument or obtain the
authors permission before using the tool.
Using Multiple Models
It may be that learning occurs not so much
because teacher and learner stysle are a perfect
match, but because the educator uses a variety of
teaching approaches rather than relying on just
one, so that learners feel less stressed and more
confident. As a result, learners are more satisfied
overall with their learning experience and hence
more motivated to learn.
Of course, it may not always be practical to
administer learning style instruments because of
considerations such as cost, time, accessibility, or
appropriateness for a specific population.
 Interpretation of the Use of
Learning Style Models and Instruments

Caution in Assessment The Role of Artificial Intelligence (AI)

Educators must exercise caution when using
any of these instruments to assess learning
style. They should avoid placing too much
emphasis or reliance on these tools to
categorize learners. The goal should not be
to stereotype learners as to style but rather
to ensure that each learner is given an equal
opportunity to learn in the best or most
comfortable way.
As some aspects of education, technology, and
health care move toward adopting artificial
intelligence (Al) ca-abilities, possibly AI can
substitute as a means to assess the determinants of
learning due to its potential for being more
accurate, efficient, and faster in comparison to
human skills.
A framework for using Al (Bajaj & Sharma, 2018) for
this purpose has been created but the software is
still being developed. As another example of
advancement, El Aissaoui et al. (2019) describe a
machine learning algorithm for predicting students
learning styles.
 Interpretation of the Use of
Learning Style Models and Instruments

Guidelines for Assessment

Therefore, educators should follow these general guidelines when assessing individual learning styles:
Become familiar with the different models and instruments available and the various ways in which
styles are classified so that they are easier to recognize.
Identify key elements of an 'individuals learning style by observing and asking questions to verify
observations. Then, initially match teaching methods and instructional materials to
those unique qualities.
For example, the following questions could elicit valuable
information: Do you prefer to attend lectures or group discussions? Which do you like
best, reading or viewing a film? Would you like me to demonstrate this skill first, or
would you rather learn by doing while I talk you through the procedure?

Always allow learners the opportunity to say when a teaching method or

instructional material is not working for them.
 Interpretation of the Use of
Learning Style Models and Instruments

Guidelines for Assessment

Therefore, educators should follow these general guidelines when assessing individual
learning styles:
Encourage learners to become aware of their learning styles so as to increase understanding from both
the educator's and the learner's perspectives. Everyone should realize that a variety of learning
modalities exist and that no one style is better than another.
Be cautious about saying that certain, teaching methods are always more effective for certain styles.
Remember that everyone is unique, circumstances may alter preferences, and many factors influence
learning.
Prompt learners to expand their style ranges rather than to seek only comfortable experiences.
Provide learning choices that enable learners to operate, at least some of the time, in the style by
which they prefer to learn.
When possible, use a team of educators who have varied teaching styles to present new and complex
information in different ways to ensure mastery of information.
 STATE OF THE EVIDENCE
Interwoven into each section of this chapter are examples of specific published research about the determinants of
learning. This chapter's approach to assessing the evidence to be included in support of the three determinants of
learning is based on the framework suggested by Lohr (2004).

She cites four dimensions of evidence that nurse educators

need to consider when assessing the available evidence:

Quality of evidence (concern with

01 Level of evidence (study design)
02 bias)

03 Relevance of evidence (implying

applicability) 04 Strength of evidence (precision,
repro-ducibility, and attributability)
 STATE OF THE EVIDENCE

Using this framework was helpful in deciding what is considered appropriate evidence, where the
evidence comes from (e.g., refereed journals as opposed to commercial internet sites), and whether all
the evidence counts (or counts with the same weight when several articles are available from which to
choose).

Most of the literature about the determinants of learning is descriptive in nature or consists of expert
opinion. Many studies lack the scientific rigor needed to provide evidence of strength; therefore, for
the most part, these studies were not included in this chapter.

The research findings cited in this chapter support the importance of conducting an
educational assessment. However, the deficit of evidence on the process and criteria
for assessment is striking when compared to the number of studies that provide evidence
for the effectiveness of different teaching methodologies.
 STATE OF THE EVIDENCE

Every learner has different learning needs, readiness to learn, and learning styles, which may account for the
paucity of experimental research in this area. Even though very few systemic reviews that pertained to
learning styles were found, the evidence suggests that learning style instruments should be used with caution.

The amount of research-based evidence about the three determinants of learning suggests that educational
assessment is not an easy area in which to conduct research. It is essential to acknowledge this limitation and
to remember that nursing research, as compared to other sciences, is still young and is just beginning to
attract a greater number of investigators.

Even though much more evidence is needed, the available evidence on conducting
an educational assessment substantiates its importance and provides direction for
the nurse as an educator. Conducting a needs assessment on all three determinants
of learning is essential before any educational intervention is performed.
 Thank
you for
listening!
 PRESENTORS
GROUP 2 - DETERMINANTS OF LEARNING
BSN II- ORLANDO

Catudio, Alyana Andrea S.

Cruz, Christine Ann R.
Dandoy, Diane Isabel U.
Dungca, Debbie DV
Encila, Elaisa G.
Espinas, Hanna Faith S.
Frayna, Rafaelle P.