Learning Flashcards
What is the educators role in learning?
Assess problems/deficits, provide info, identify progress made, give feedback/follow up, reinforce learning, and evaluate learner’s abilities
Benefits of individualized teaching?
Improve outcomes, increased pt satisfaction, decreases anxiety/stress, prevent religion of known info, saves time/energy, establishes positive communication, and increases pt motivation
3 determinants of learning?
- Learning needs
- Readiness to learn
- Learning style
What is learning needs?
What the learner needs/wants to learn. It’s gaps in knowledge that exists between desired/actual performance level. Nurses need to assess deficits in cognitive, affective, and psychomotor domain.
10 steps to assess learner needs?
- Identify the learner
- Choose the right setting
- Collect data about the learner
- Collection data from learner
- Involve other members of healthcare team
- Prioritize needs
- Provide only need/wants to know info
- Determine availability of educational resources
- Assess demands of organization
- Take time management issues into account
What methods can we use to assess learning needs?
Informal conversations, structured interviews, focus groups, questionnaires, test, observations, and documentation
What is readiness to learn?
The time when learner demonstrate an interest in learning info necessary to maintain optimal health. Information won’t be absorbed if learner isn’t ready/willing/able to learn.
4 types of readiness to learn (PEEK)?
Physical readiness, emotional readiness, experimental readiness, and knowledge readiness
What is physical readiness entail?
Measure of ability (to perform fine/gross motor movements, strength, flexibility, coordination), complexity of task (more difficult a task=longer it takes to master), environmental effects (loud noises, interruptions), health status (energy/pain/acuity level, mental/physical status), gender (women are more receptive to healthcare)
What does emotional readiness entail?
Anxiety level (can affect motivation, can be helpful sometimes), support systems, motivation, risk taking behaviours (help pt be aware of these/develop strategies for them), frame of mind (is pt in survival mode), developmental stage
What does experimental readiness entail?
Level of aspiration (how driven are they to learn), past coping mechanisms, cultural background (norms, behaviour differences, what illness means to them), locus of control (do they feel they need to learn something)
What does knowledge readiness entail?
Present knowledge base, learning/reading disabilities (require diff. teaching approaches), cognitive ability (ability to process info), and learning style (what style is preferred)
What is learning style?
The way in which/conditions under learners perceive/process/store/recall what they are learning and their preferred approach
Kolby’s experimental learning model?
Kolb said a learner isn’t a blank slate (they enter the learning process with preconceived ideas). He says past experiences/genetics/present demands play a role in learning.
His model has 2 dimensions: perception and processing, and 4 modes of learning
Specific parts of kole’s learning cycle?
- Concrete experience- learn by feeling, learners rely more than feeling than systematic approaches to problems, they enjoy interacting with people (perception dimension)
- Abstract conceptualization- learn by thinking, learners rely on logic/ideas rather than feelings, use systematic planning to solve problems (perception dimension)
- Reflective observation- learn by watch/listen, learners rely on careful judgment/objectivity/feelings to form opinions, they learn from different perspectives (process dimension)
- Active experimentation- learn by doing, learning is active, learners enjoy experiencing things/take risks/be involved (process dimension)
What is kolby’s learning style inventory?
A 20 item self reported questionnaire that looks at the learners style. Learners styles are diverger, assimilator, converger, and accommodator
Developmental theories and learning?
A person’s developmental stage influences the ability to learn. Physical/cognitive/psychosocial maturation impacts learners and their readiness. When considering a teaching plan, the teacher should try to match the learners developmental theory
Piagets theory?
- Sensorimotor- birth to 2 yrs, understand world through sense/action
- Pre operational- 2 to 7 yrs, understand world through language/mental images
- Concrete operational- 7 to 12 yrs, understand world through logical thinking/categories
- Formal operational- 12 yrs+, understand world through hypothetical thinking/scientific reasons
Erikson’s stages of development?
Infant-18 months (trust vs mistrust), 18 month-3 yrs (autonomy vs shame), 3-5 (initiative vs guilt), 5-113 (industry bs inferiority), 13-21 (indentity vs confusion)….
Pedagogy, andragogy, geragogy meaning?
P- art and science of helping children learn
A- art/science of helping adults learn
G- teaching older people and accommodating their physical, cognitive, and psychosocial changes
Characteristics of infants/toddlers?
Birth-2 yrs, dependent, need security, natural curiosity, explore self/environment, short attention span, limited language
Characteristics of early childhood?
3-5 yrs, egocentric, thinking is concrete/literal, can’t generalize, separation anxiety, active imagination, can believe illness is self care or a punishment
Characteristics of middle/late childhood?
6-11 yrs, more realistic/objective, understand cause and effect, wants concrete info, variable rates of physical growth
Adolescents characteristics?
12-19 yrs, can build on past learning experiences, abstract/hypothetical thinking, logical/understands science, motivated by desire for acceptance, future orientated, preoccupation with self
Infant/toddler teaching strategy, nursing interventions, and cognitive psychosocial considerations?
TS- focus education on parents, use repetition/imitation, stimulate all sense, provide safety/emotional security, allow play
NI- welcome active participation, create strong therapeutic relationships, encourage physical closeness, allow for asking questions, ask for info about child’s (strengths, limits, likes)
CP- cognitive (respond to step by step commands, language skills are developing), psychosocial (aggravated by personal/external limits, routines provide security, looks to parents for response)
Early childhood teaching strategy, nursing interventions, and cognitive psychosocial considerations?
TS- use warm/calm approach, build trust, repeat info, reassure, encourage questions, provide safety/security
NI- activate participation, create therapeutic relationships, encourage physical closeness, ask for info about child likes/strengths, explain procedures simply, use play therapy (drawing and stories),
CP- cognitive (animistic thinking, limited sense of time), P (play is their work, fear loss of body integrity, active imagination, interaction with playmates)
Middle/late childhood teaching strategy, nursing interventions, and cognitive psychosocial considerations?
TS- encourage independence, honest, logical explanations, allow time for questions, use analogies, establish role models
NI- active participation, therapeutic relationships, ask for info about child’s strength/likes, relate care to other children’s experiences, use play therapy/group activities/tablets
CP- c (reasoning, immediate orientation), p (interact with other kids is important)
Adolescents teaching strategy, nursing interventions, and cognitive psychosocial considerations?
TS- trust, be authentic, know their agenda, include them in care planning, use peer support, confidentiality, negotiate changes
NI- determine goals, assess stress, explore emotional/financial support, respect values, engage in 1:1 teaching, explore their roles/responsibilities/relationships
CP- C (complex logical thinking) P (peer influence/acceptance is very high, seek independence from parents, feel invincible to natural laws)
Teaching/learning principles of adults?
Self directed, experience, social roles, immediacy of application, desires an active role
Characteristic of young adults, middle age, and older adults?
YA- 20 to 40, self directed, personal experiences enhance/interfere with learning, intrinsic motivation, analyze critically, makes decisions, stress r/t marriage/careers/parenthood
MA- 41 to 64, sense of self, concerned with physical changes, at peak in career, reexamines goals/values, faces issues with growing kids/change in health
OA- 65+, cognitive changes (decreased memory, abstract thinking), focuses on past experiences, sensory changes (hear and vision changes, fatigue)
Teaching strategies for different stages of adulthood?
YA- problem centred focus, draw on meaningful experiences, focus on immediacy of application, allow for self direction, encourage role play
MA- maintain independence, assess positive/negative past learning experiences, assess potential sources of stress, provide info r/t life concerns and problems
OA- use concrete examples, build on past experiences, focus on one concept at a time, speak slow/direct, provide brief explanations, use analogies, repetition/reinforcement, rely on visual aids, large printed words, give time to reminisce
Role of family in pt education?
Nurse educator and family should be allies. It helps with influential variables in positive pt care outcomes if you involve the family
Motor learning vs motor performance?
ML- set of processes associated with practice/experience leading to permanent changes in capability for movement
MP- initial acquisition of a skill but doesn’t necessarily mean long term retention of that skill
What does amount of practice required to learn a new skill rely on?
Type of skill/complexity, readiness/motivation to learn, health status, past/current experience, confidence, support, and self efficacy
Stages of motor learning?
Cognitive stage- Learner works to develop an overall understanding of the skill, Requires focus and attention.
Associative stage- Learner works on more consistent performance, Dependance on visual cues decrease, need for feedback increases
Autonomous stage- Speed and efficiency of skill improves, Requires little attention or conscious information
processing.
Cognitive stage of motor learning?
Emphasize purpose of skill, minimize distractions, point out similarities to other skills, use clear instructions, break down skill into parts, demonstrate ideal performance, point out distance/speed of movement, emphasize importance of controlled movement, use variety of forms of feedback, and provide guidance/make room for errors
Assocative stage?
Increase complexity of skill, increase level of distraction in environment, encourage independent practice, practice with greater #/variety of movements, decrease guidance, and keep giving feedback
Motor learning variables- prepractice, practice, and feedback?
PP- includes motivation/attention/goal setting/understanding from the task, consider illness/disabilties affecting patients
P- most important variable in developing/maintaining motor skills, includes amount/type/variability of practice
F- critical role in promoting motor learning, includes intrinsic/extrinsic feedback
What is practice variables (massed practice, distributed practice, variability of practice, part practice, whole practice, and discovery learning)
- Massed Practice → Sequence of practice and rest times in which work periods are run close together with little to no rest.
• Distributed Practice → Spacing periods of work with longer intervals of rest.
• Variability of Practice → Practicing under a variety of conditions.
• Part-Practice → Task broken down into parts.
• Whole-Practice → Practicing the task all at once.
• Discovery Learning → Presents learner with challenging, yet achievable problems and encourages them to discover their own solutions
What are motor learning variable (instrinsic feedback, extrinsic feedback, knowledge of result, knowledge of performance)
- Intrinsic Feedback → The sensory and perceptual information that arises when a movement is produced and can include visual and somatosensory information.
• Extrinsic Feedback → Information provided to the learner from an outside source.
• Timing, Type, and amount – Continuous feedback, concurrent feedback, post-response feedback.
• Knowledge of Result (KR) → Feedback about outcome relative to goal.
• Knowledge of Performance (KP) → Feedback about the movement to achieve goal
Feedback for learners?
Should be positive and conductive, provided in privacy, r/t improvement in performance, immediate feedback is effective especially is early learning, and focus on behaviour aspects that can be changed
Motivational constructs that influencing someone to act/not act?
Motivational state, self regulation learning activities, neuro cognitive activities
