31-40 (Teaching - patient's rights) Flashcards
learning theories
behavioral
cognitivism
humanism
→ introduced by Skinner, described as a pleasant experience such as praise and encouragement
positive reinforcement
focus of Bandura, process by which individuals copy or reproduce what they have observed.
imitation
process by which a person learns by observing the behavior of others.
modeling
Learning is largely a mental or intellectual or thinking process.
cognitivism
Piaget’s periods of cognitive development
sensorimotor
pre-operational
concrete operational
formal operational
uses senses and motor skills, items known by use
sensorimotor
symbolic thinking, language used, egocentric thinking
pre-operational
logic applied, has objective/ rational interpretations
concrete operational
thinks abstractly, hypothetical ideas (broader issues)
formal operational
three domains of Bloom’s taxonomy
cognitive, psychomotor, affective
knowledge, understanding, thinking
cognitive
physical/ manual skills
psychomotor
attitudes, beliefs, emotions, values
affective
bloom’s taxonomy (in order)
remember - understand - apply - analyze - evaluate - create
recall facts and basic concepts
remember
explain ideas or concepts
understand
use information in new situations
apply
draw connections among ideas
analyze
justify a stand or decision
evaluate
produce new or original work
create
learning theory that Focuses on both cognitive and affective qualities of the learner
Humanism
factors affecting learning
motivation
readiness
active involvement
relevance
simple to complex
repetition
environment
physiologic events
feedback
nonjudgmental support
timing
emotions
cultural aspects
psychomotor ability
desire to learn.
Motivation
demonstration of behaviors or cues that reflect the learner’s motivation to learn at a specific time.
Readiness
when the learner is actively involved in the process of learning, learning becomes more meaningful, is faster and retention is better.
Active involvement
clients connect more easily if they can connect the new knowledge to that which they already know or have experienced.
Relevance
enables the learner to comprehend new information, assimilate it with previous learning, and form new understandings.
Simple to complex
facilitates retention of newly learned material.
Repetition
reduced distractions and provides physical and psychologic comfort, adequate lighting, comfortable room temperature, good ventilation, free of noise, private.
Environment
critical illness, pain or sensory deficits inhibit learning.
Physiologic events
the information regarding a person’s performance to a desired goal.
Feedback
people learn best when they believe they are accepted and will not be judged.
Nonjudgmental support
people retain information and psychomotor skills best when the time between learning and active use of the learning is short; the longer the time interval, the easier it is to forget the learning.
Timing
such as fear, anger, and depression can
impede learning as well as high level of anxiety
Emotions
example: language and values
nurses must be culturally sensitive and competent
Cultural aspects
muscle strength, motor coordination, energy, sensory acuity.
Psychomotor ability
should be done by both nurse and client, with the client’s priorities always being considered.
Determining teaching priorities
state the client (learner) behavior or response, not nurse behavior
Setting learning outcomes
“what is to be taught”
Choosing content
the method of teaching that the nurse chooses should be suited to the individual and the material to be learned.
Selecting teaching strategies
