Lecture 8 age- appropriate teaching strategies Flashcards
4 approaches of teaching
Pedagogy
Andragogy
Heutagogy
Geragogy
the art and science of helping children to learn
pedagogy
the art and science of teaching adults
Andragogy
the study of self-determined learning
Heutagogy
the teaching of older persons
Geragogy
The learner is a dependent
personality.
The teacher determines what, how,
and when anything is learned
dependence under pedagogy
The learner has few resources —
the teacher devises transmission
techniques to store knowledge in the
learner’s head
resources for learning under pedagogy
Learn in order to advance to the next
stage.
reasons for learning under pedagogy
Adults are independent.
They strive for autonomy and self-
direction in learning
dependence under andragogy
Adults use their own and other’s
experience
resources of learning under andragogy
Adults learn when they experience
a need to know or to perform more
effectively
reasons for learning under andragogy
Learners are interdependent.
They identify the potential to learn from
novel experiences as a matter of course.
They are able to manage their own
learning
dependence under heutagogy
The teacher provides some resources, but
the learner decides the path by negotiating
the learning
resources for learning under heutagogy
Learning is not necessarily planned or
linear. Learning is not necessarily based on
need but on the identification of the
potential to learn in novel situations
reasons for learning under heutagogy
Learning is subject centered, focused on
the prescribed curriculum and planned
sequences according to the logic of the
subject matter.
focus of learning under pedagogy
Motivation comes from external sources —
usually parents, teachers, and a sense of
competition
motivation under pedagogy
Designs the learning process, imposes
material, is assumed to know best
role of the teacher under pedagogy
Adult learning is task or problem
centered.
focus of learning under andragogy
Motivation stems from internal sources —
the increased self-esteem, confidence
and recognition that come from
successful performance.
motivation under andragogy
Enabler or facilitator, climate of
collaboration, respect and openness
role of the teacher under andragogy
Learners can go beyond problem solving by
enabling pro-activity. Learners use their own and
others’ experiences and internal processes such
as reflection, environmental scanning, experience,
interaction with others, and pro-active as well a
problem-solving behaviors
focus of learning under heutagogy
Self-efficacy, knowing how to learn, creativity,
ability to use these qualities in novel as well as
familiar situations, and working with others
motivation for heutagogy
Develop the learner’s capability.
Capable people:
* Know how to learn
* Are creative
* Have a high degree of self-efficacy
* Apply competencies in novel as well as familiar
situations
* Can work well with others
role of the teacher under heutagogy
The art and science of teaching the older adult.
geragogy
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For older adult learning to be effective, the learning experience must not take advantage of the extensive experience of older learners.
f
must take advantage
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Facilitators are encouraged to draw on the life experiences of the
learners in a variety of effective ways
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t or f
must not accommodate the normal physical, cognitive, and psychosocial
changes that occur during this phase of growth and development.
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must accommodate
7 developmental stages
infancy – Toddlerhood
Early Childhood
Middle And Late Childhood
Adolescence
Young adulthood
Middle-aged adulthood
Older adulthood
- Dependent on environment
- Needs security
- Explores self and environment
- Natural curiosity
general characteristics of?
Infancy–Toddlerhood
- Approximate age: Birth to 3 years
- Cognitive Stage: Sensorimotor
- Psychosocial Stage: Trust vs Mistrust
(Birth – 12 months) - Autonomy vs Shame and Doubt (1-3
years)
Physical, Cognitive, and Psychosocial Development
Infancy–Toddlerhood
- Orient teaching to caregiver
- Use repetition and imitation of
information - Stimulate all senses
- Provide physical safety and
emotional security - Allow play and manipulation of
objects
teaching strategies of?
Infancy–Toddlerhood
Welcome active involvement
* Forge alliances
* Encourage physical closeness
* Provide detailed information
* Answer questions and concerns
* Ask for information on child’s
strengths/limitations and likes/
dislikes
nursing interventions for?
Infancy–Toddlerhood
Approximate age: 3–5 years
* Cognitive stage: Preoperational
* Psychosocial stage: Initiative vs. guilt
Physical, Cognitive, and Psychosocial Development
early childhood
- Egocentric
- Thinking precausal, concrete, literal
- Believes illness self-caused and punitive
- Limited sense of time
- Active imagination, prone to fears
- Fears bodily injury
- Cannot generalize
Animistic thinking (objects possess life
or human characteristics) - Centration (focus is on one
characteristic of an object) - Separation anxiety
- Motivated by curiosity
- Play is his/her work
general characteristics
early childhood
Use warm, calm approach
* Build trust
* Use repetition of information
* Allow manipulation of objects and
equipment
* Give care with explanation
* Reassure not to blame self
* Explain procedures simply and briefly
Provide safe, secure environment
* Use positive reinforcement
* Encourage questions to reveal
perceptions/feelings
* Use simple drawings and stories
* Use play therapy, with dolls and
puppets
* Stimulate senses: Visual, auditory,
tactile, motor
teaching strategies
early childhood
Welcome active involvement
* Forge alliances
* Encourage physical closeness
* Provide detailed information
Welcome active involvement
* Forge alliances
* Encourage physical closeness
* Provide detailed information
nursing intervention
early childhood
Physical, Cognitive, and Psychosocial Development
* Approximate age: 6–11 years
* Cognitive stage: Concrete operations
* Psychosocial stage: Industry vs. inferiority
middle and late childhood
variable rates of physical growth
* Reasons syllogistically
* Understands seriousness and
consequences of actions
* Subject-centered focus
* Immediate orientation
* More realistic and objective
* Understands cause and effect
* Deductive/inductive reasoning
* Wants concrete information
* Able to compare objects and
events
general characteristics
middle and late childhood
Encourage independence and active
participation
* Be honest, allay fears
* Use logical explanation
* Allow time to ask questions
* Use analogies to make invisible
processes real
* Establish role models
Relate care to other children’s
experiences; compare procedures
* Use subject-centered focus
* Use play therapy
* Provide group activities
* Use diagrams, models, pictures, digital
media, printed materials, and computer,
tablet, or smartphone applications as
adjuncts to various teaching methods
teaching strategies
middle and late childhood
Welcome active involvement
* Forge alliances
* Encourage physical closeness
* Provide detailed information
* Answer questions and concerns
* Ask for information on child’s strengths/limitations and likes/ dislikes
nursing intervention
middle and late childhood
Physical, Cognitive, and Psychosocial Development
* Approximate age: 12–19 years
* Cognitive stage: Formal operations
* Psychosocial stage: Identity vs. role confusion
adolescence
Abstract, hypothetical thinking
* Can build on past learning
* Reasons by logic and understands scientific principles
* Future orientation
* Motivated by desire for social acceptance
* Peer group important
* Intense personal preoccupation, appearance extremely important (imaginary
audience)
* Feels invulnerable, invincible/ immune to natural laws (personal fable)
general characteristics
adolescence
Establish trust, authenticity
* Know their agenda
* Address fears/concerns about
outcomes of illness
* Identify control focus
* Include in plan of care
* Use peers for support and influence
* Negotiate changes
* Focus on details
Make information meaningful to life
* Ensure confidentiality and privacy
* Arrange peer group sessions in person
or virtually (e.g., blogs, social networking,
podcasts, online videos)
* Use audiovisuals, role play, contracts,
reading materials
* Provide for experimentation and
flexibility
teachig strategies
aolescence
Explore emotional and financial support
* Determine goals and expectations
* Assess stress levels
* Respect values and norms
* Determine role responsibilities and relationships
* Engage in 1:1 teaching without parents present, but with adolescent’s
permission inform family of content covered
nursing intervention
Adolescence
Physical, Cognitive, and Psychosocial Development
* Approximate age: 20–40 years
* Cognitive stage: Formal operations
* Psychosocial stage: Intimacy vs. isolation
young adulthood
General Characteristics
* Autonomous
* Self-directed
* Uses personal experiences to enhance or interfere with learning
* Intrinsic motivation
* Able to analyze critically
* Makes decisions about personal, occupational, and social roles
* Competency-based learner
young adulthood
Teaching Strategies
* Explore emotional, financial, and
physical support system
* Assess motivational level for
involvement
* Identify potential obstacles and
stressors
* Use problem-centered focus
* Draw on meaningful experiences
* Focus on immediacy of application
* Encourage active participation
* Allow to set own pace, be self-
directed
* Organize material
* Recognize social role
* Apply new knowledge through role
playing and hands-on practice
young adulthood
Nursing InterventionsTeaching Strategies
* Explore emotional, financial, and
physical support system
* Assess motivational level for
involvement
* Identify potential obstacles and
stressors
young adulthood
Physical, Cognitive, and Psychosocial Development
* Approximate age: 41–64 years
* Cognitive stage: Formal operations
* Psychosocial stage: Generativity vs. self-absorption and stagnation
middle aged adulthood
General Characteristics
* Reexamines goals and values
* Questions achievements and
successes
* Has confidence in abilities
* Desires to modify unsatisfactory
aspects of life
* Sense of self well developed
* Concerned with physical changes
* At peak in career
* Explores alternative lifestyles
* Reflects on contributions to family
and society
middle aged adulthood
Teaching Strategies
* Focus on maintaining independence and reestablishing normal life
patterns
* Assess positive and negative past experiences with learning
* Assess potential sources of stress caused by midlife crisis issues
* Provide information to coincide with life concerns and problems
* Introduce to online resources as appropriate
middle aged adulthood
Nursing Interventions
* Explore emotional, financial, and physical support system
* Assess motivational level for involvement
* Identify potential obstacles and stressors
middle aged adulthood
Physical, Cognitive, and Psychosocial Development
* Approximate age: 65 years and over
* Cognitive stage: Formal operations
* Psychosocial stage: Ego integrity vs. despair
older adulthood
General Characteristics
Psychosocial changes
Decreased risk taking
Selective learning
Intimidated by formal learning
Cognitive changes
* Decreased ability to think abstractly,
process information
* Decreased short-term memory
* Increased reaction time
* Increased test anxiety
* Stimulus persistence (afterimage)
* Focuses on past life experiences
Sensory/motor deficits
* Smaller pupil size (decreased visual
adaptation to darkness)
* Decreased peripheral perception
* Yellowing of lenses (distorts low-tone
colors: blue, green, violet)
* Distorted depth perception
* Fatigue/decreased energy levels
* Pathophysiology (chronic illness)
* Auditory changes
* Hearing loss, especially high-pitched tones,
consonants (S, Z, T, F, and G), and rapid
speech
* Visual changes
* Farsighted (needs glasses to read)
* Lenses become opaque (glare problem)
older adulthood
Teaching Strategies Considering Cognitive Changes
* Avoid written exams
* Use verbal exchange and coaching
* Establish retrieval plan (use one or
several clues)
* Encourage active involvement
* Keep explanations brief
* Use analogies to illustrate abstract
information
* Provide virtual learning opportunities
only if comfortable
* Use concrete examples
* Build on past life experiences
* Make information relevant and
meaningful
* Present one concept at a time
* Allow time for processing/response
(slow pace)
* Use repetition and reinforcement of
information
Teaching Strategies Considering Psychosocial changes
* Give time to reminisce
* Identify and present pertinent material
* Use informal teaching sessions
* Demonstrate relevance of information to daily life
* Assess resources
* Make learning positive
* Identify past positive experiences
* Integrate new behaviors with formerly established ones
Teaching Strategies Considering Sensory/motor Deficits
* Avoid color coding with pastel blues,
greens, purples, and yellows
* Increase safety precautions/provide safe
environment
* Ensure accessibility and fit of prostheses
(i.e., glasses, hearing aid)
* Keep sessions short
* Provide for frequent rest periods
* Allow for extra time to perform
* Establish realistic short-term goals
* Speak slowly, distinctly
* Use low-pitched tones
* Avoid shouting
* Use visual aids to supplement verbal
instruction
* Avoid glares, use soft white light
* Provide sufficient light
* Use white backgrounds and black print
* Use large letters and well-spaced print
Older Adulthood
older adulthood
Nursing Interventions
* Involve principal caregivers
* Encourage participation
* Provide resources for support (respite care)
* Assess coping mechanisms
* Provide written instructions for reinforcement
* Provide anticipatory problem solving (what happens if . . .)
older adulthood
4 myths that must be dispelled
- sensibility
- rigid personalities
- loneliness
- abandonment
- Intelligence test scores
indicate that many older
adults maintain their cognitive
functioning well into their 80s
and 90s. - Mental decline is not always
caused by the aging process
itself but rather by disease
processes, medication
interactions, sensory deficits,
dehydration, and malnutrition
Myth No. 1: Senility
Personality traits, such as
agreeableness, satisfaction,
and extraversion, remain
stable throughout the older
adult years.
* Although diversity in
personality traits among
individuals in the older
population exists as it does in
all other stages of life, labeling
older adults as cranky,
stubborn, and inflexible does
a disservice to them.
Myth No. 2:
Rigid Personalities
The belief that older adults
are more frequently
vulnerable to depression,
isolation, and feelings of being
lonely has not been upheld
by research, which indicates
that their satisfaction with life
continues at a steady level
throughout the period of
adulthood
Myth No. 3: Loneliness
It is untrue that older adults
are abandoned by their
children, siblings, or good
friends.
* The amount of contacts
older adults have with
significant others remains
constant over time. Successful
aging depends on an
extended family support
network.
Myth No. 4: Abandonment
the way information is taught that
brings the learner into contact with what is to be learned.
teacing methods
Lecture Group
Discussion
Cooperative
Learning
One-to-One
Instruction
Demonstration and Return Demonstration
Gaming Simulation Role Play
Role Model Self-Directed Learning
Remote Learning
Project an attitude of acceptance and sensitivity
Be organized and give direction
Give positive reinforcement
Elicit and give feedback
Use questions
Use the teach-back or tell-back strategy
Know the audience
Use repetition and pacing
Summarize important points
General Principles for Teaching
lack of motivation and skill
lack of time
low priority status of client education
lack of confidence and competence
questionable effectiveness of client education
documentation difficulties
absence of third- party reimbursement
negative influence of environment (lack of space and privacy, noise)
focus interferring with the health professional’s ability to teach
barriers to teaching
Audience characteristics (size,
diversity, learning style
preferences, needs, abilities)
* Educator’s expertise as a
teacher
* Objectives of learning
* Potential for achieving learning
outcomes
* Cost-effectiveness
* Setting for teaching
* Evolving technology
Factors to considers
when selecting of
teaching methods
Factors to considers
when selecting of
teaching methods
lack of time (rapid discharge or episodic care)
stress of illness
readiness to learn issues (motivation and adherence)
complexity, fragmentation, and inconvenience of healthcare system
denial of learning needs
lack of support from health professionals or significant others
extent of needed behavior changes
negative influence of environment
literacy problems
obstacles to learning
t or f
for nurses, it is important to understand the specific and varied
tasks associated with each developmental stage to individualize the
approach to education in meeting the needs and desires of clients
and their families.
* Assessment of physical, cognitive, and psychosocial maturation
within each developmental period is crucial in determining the
appropriate strategies to facilitate the teaching–learning process.
t
