ch 26 teaching and learning Flashcards
why do nurses need teaching skills?
Teaching clients is part of independent nursing practice
The American Nurses Association (ANA) standard related to promoting health demands skill in teaching clients.
Patients participate in healthcare decisions.
Hospital stays are brief.
Healthcare is expensive.
Three domains of learning?
cognitive
psychomotor
affective
cognitive domain of learning
Storage and recall of information
e.g., facts about a disease
psychomotor domain of learning
“Hands-on” skill
Requires thinking and doing
(e.g., self-administration of insulin)
affective domain of learning
Changing feelings, beliefs, attitudes, and values
e.g., changing a belief about diet
what are the theories of learning?
Social learning
Behavioral learning
Cognitive theory
Humanism
Behavioral learning theory
belief that the environment influences behavior and is the essential factor in determining human action
Pavlov
cognitive learning theory
sees learning as a complex cognitive (mental) activity
recognizes the importance of developmental stage and social, emotional, and affective influences on learning
Bloom
social learning theory
explains the characteristics of the learner
Self-efficacy refers to a person’s perceived ability to successfully perform a task
humanism learning theory
focuses equally on the learner’s affective (emotional), cognitive (intellectual), and attitudinal qualities
It emphasizes the learner’s active participation and responsibility in the learning process.
Learning is self-motivated, self-initiated, and self-evaluated, and its purpose is self-development and achievement of the learner’s full potential.
5 rights of teaching
Time Context Goal Content Method
right time
Is the learner ready, free of pain and anxiety, and motivated?
Have you and the learner developed a trusting relationship?
Have you set aside sufficient time for the teaching session?
right context
Is the environment quiet, free of distractions, and private?
Is the environment soothing or stimulating, depending on the desired effect?
right goal
Is the learner actively involved in planning the learning objectives?
Are you and your client both committed to reaching mutually set goals of learning that achieve the desired behavioral changes?
Are family or friends included in planning so that they can help follow through on behavioral changes?
Are the learning objectives realistic and valued by the client; do they reflect the client’s lifestyle?
right content
Is the content appropriate for the client’s needs?
Is it new information or reinforcement of information that has already been provided?
Is the content presented at the learner’s level?
Does the content relate to the learner’s life experiences or is it otherwise relevant to the learner?
right method
Do the teaching strategies fit the learning style of the learner?
Do the strategies fit the client’s learning ability?
Are the teaching strategies varied?
factors that affect client learning
Motivation Readiness to learn Timing Active involvement Feedback given Repetition Learning environment Scheduling of the session Amount and complexity of content Teacher/learner communication Special populations Developmental stage Culture Health literacy
motivation
is desire from within. Little learning can occur without it. Motivation is greatest when clients:
readiness
is the demonstration of behaviors that indicate the learner is both motivated and able to learn at a specific time
amount and complexity of learning
The more complex or detailed the content is, the more difficult it is for most people to learn and retain
the greater the change
the greater the challenge will be
Health illiteracy
exists when the person is unable to apply language skills to understanding information about his healthcare
barriers to teaching and learning
Barriers for the teacher
Barriers for the learner
Barriers to technology-based learning
Barriers for the teacher
Competing demands on the nurse’s time (e.g., to prepare for teaching)
Conflicting schedules between the nurse’s available time for teaching and the patient’s available time to learn
Ineffective coordination of class lecture with clinical experience
Lack of space and privacy
Teaching not seen as a priority (by the nurse or the organization)
No third-party reimbursement for teaching
Frustration with the amount of documentation needed
barriers for the learner
Illness, fatigue, other physical conditions
Anxiety, personal stress
Low literacy; low health literacy
Environmental not conducive to learning
Lack of time to learn
Overwhelming amount of behavioral change needed
Overwhelming complexity of the condition or treatment to be learned
Lack of support and ongoing positive reinforcement
Lack of motivation, willingness to take responsibility
Language barrier
Teaching not suited to learning preferences and style
Provider uses jargon and technical terms
Does not perceive need for the information taught
Barriers to technology-based learning
Lack of social interaction
Poor learner motivation
Diverse learning styles
Time issues
Technical problems (software or devices)
Access to the Internet, for some learners
evaluating learning components
Oral questions, interviews, questionnaires, checklists
Direct observation
Client reports and client records
Tests and written exercises
Oral questions, interviews, questionnaires, checklists
clients to evaluate their own progress.
You may obtain more information by talking with the client; however, you may obtain more honest responses from anonymous written evaluations.
direct observation
of client performance are descriptive notes that you make of the learner’s performance.
They will help you in providing feedback either to reinforce accurate learning or to correct misinformation.
Client reports and client records of performance and results
You can evaluate the data and give feedback.
Provide criteria and clear expectations to help the client document.
Tests and written exercises
can be used in a formal learning setting to measure retention and progress toward meeting cognitive objectives. This method requires the learner to have adequate literacy skills.
Maslow’s Hierarchy of Needs
least - most
self-actualization ego social security physical
self-actualization
the need for development / creativity
ego
the need for self esteem power recognition prestige
social
the need for being loved, belonging, conclusion
security
the need for safety, shelter, stability
physical
need for water, food, rest, health
bloom’s taxonomy
highest to lowest level of thinking skills
creating evaluating analyzing applying understanding remembering
creating
designing
constructing
inventing
evaluation
judging
assessing the value
applying criteria or standards
analyzing
structuring information by breaking it down
identifying relationships
applying
using abstract ideas
implementing
understanding
understanding
summarizing
informing
interpreting
remembering
memorizing
recalling
defining
recognizing
