teaching and learning Flashcards
Purpose of teaching
promote health, prevent illness, restoration of health, and adapting to altered health and function
What is teaching?
system of activities intended to produce learning. Dynamic interaction between teacher and student
Teaching process
collect data, verify existing knowledge, assess learner’s strengths and weaknesses, determine learning need, teaching plan, strategies, and evaluate learning
Learning
experience that occurs inside the learner, begins at infancy, note change in behavior, intellectual and emotional process, acquisition of skill/knowledge by practice, study, or instruction, evolutionary process, and result of an experience that occurs inside the learner
learning need
requirement or desire to know new information
compliance
desire to learn or act on the learning
adherence
integrate new knowledge into lifestyle
Andragogy
teaching adults “need to know”
Pedagogy
teaching children
Geragogy
teaching older adults
behaviorism
“observed response” learn by imitation and modeling Ex: Pavlov’s dogs
Using behaviorism theory will:
provide practice, problem solving, and be a role model
cognitivism
learning is a complex thinking process (social, emotional, and physical context)
learning occurs in three domains:
cognitive (thinking), affective (emotional), and psychomotor (skill)
Cognitive domain
rational thought, involves learning facts, arriving at conclusions, and making decisions. Teach from simple to complex. Best way to measure is a oral or written test.
Affective Domain
results in changed beliefs, attitudes, or values. Difficult to measure. Hardest to teach because its emotional.
Psychomotor domain
require integration of knowledge with muscular activity. patient demonstrates understanding.
Nurses using cognitive theory will:
provide social, emotional, and physical environment for learning, positive teacher-learner relationship, multisensory teaching strategies, and access developmental and readiness to learn (include all domains).
Humanism
learning is self-motivated, self-initiated, and self-evaluated
Nurses using humanism theory will:
use empathy, promote self-directed learning, use active learning strategies, expose learner to new relevant info, and encourage learner to seek answers.
motivation
desire to learn
readiness
ability to learn at a specific time
active involvement
able to apply knowledge
relevance
new knowledge has meaning to them
Feedback
positive or negative
Support
learn best when not feel judged
Simple to complex
build on existing knowledge
Repetition
helps retain new knowledge
Timing
time between learning and applying knowledge, should be short
Environment
optimal conditions, private
Emotions
high anxiety inhibits learning, mild anxiety motivates
Physiological
pain, exhaustion
Psychomotor
mental capacity, physically capable
Barriers to learning
acute illness, pain, prognosis, emotion, language, age, culture, religion, and physical/mental disabilities.
Internet access to healthcare
8/10 users have searched for health info online. Nurses need to integrate technology into teaching, only use accredited online sites, and clarify info found online.
Assessment of learning needs
age, primary health problems, beliefs, practices, cultural, economic, learning style, and support.
Literacy level
1/5 people read at or below 5th grade level, difficult to assess without offending, ask if they read for pleasure, give them something to read and ask questions after.
Learning outcomes
develop outcomes based on learning need, use appropriate teaching strategies, and verify existing knowledge,
teaching plan
include: learning needs, motivation level, learning style, literacy level, and family/support system
Setting goals
patient involved, measurable/realistic goals, time frame for learning, new goals set after current ones are met, and if goals aren’t met assess and re-evaluate to set more attainable goals
Teaching strategies
availability of resources, learning styles, literacy level, include 3 domains, active learning most enjoyable, consider short patient stay (use effective strategies), be organized/prepared, and be an active listener
Cognitive strategies
lecture (presenting facts), discussion (exchange of ideas), independent study, and test (written best way to test cognitive learning)
Affective strategies
deals with patient values and beliefs, role playing (act out feelings), simulation (practice new knowledge), and discussion (factual Q&A)
Psychomotor strategies
demo and return demo (encouragement), explain/instruct, repeat practice, and video/pictures/sounds
Effective patient teaching
repetition, building onto previous knowledge, organization, practice, and good communication skills
Evaluation of learning
continuous, obs behavior, verbal feedback, apply new knowledge in new situations, oral vs written test (written to intimidating), return demo, and simulation (good way to assess patient knowledge)
Documentation
communicates the plan and progress to HCT, legal, and if not documented it wasn’t done
