U2.1 Flashcards
Discuss the importance of the teaching role of the nurse.
Teaching is one of the many roles of the professional nurse. Nurses primarily teach clients & their families. Nurses also teach professional colleagues & other health care personnel in academic institutions and health care facilities.
ANA Standards of Professional Performance R/T Teaching & Learning
Education: The nurse attains knowledge and competency that reflects current nursing practice. This includes participating in educational activities R/T appropriate knowledge bases and professional issues; demonstrating a commitment to lifelong learning through self-reflection and inquiry to ID personal learning needs; seeking experiences that relevant to current practice in order to maintain skills and competence in clinical practice or role performance; acquiring knowledge and skills appropriate to the specialty area, practice setting, role, or situation; maintaining professional records that provide evidence of competency and lifelong learning; and seeking experiences and formal and independent learning activities to maintain and develop clinical and professional skills and knowledge.
Collegiality: The nurse interacts with and contributes to the professional development of peers and other health providers as colleagues. This includes sharing knowledge and skills with peers and colleagues; providing peers with feedback regarding their practice and/or role performance, and contributing to an environment that is conducive to the education of health care professionals.
Characteristics of adult learners
The need to know: Adults need to learn why they need to learn something before undertaking to learn it.
The learners’ self-concept: Adults have a self-concept of being responsible for their own decisions, for their own lives – once they have arrived at that self-concept, they develop a deep psychological need to be seen and treated by others as being capable of self-direction. They resent and resist situations in which they feel others are imposing their wills on them.
The role of the learners’ experience: Adults come into an educational activity with both a greater volume and a different quality of experience from youths. The emphasis in adult education is on experiential techniques that tap into the experience of the learners.
Readiness to learn: Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situations.
Orientation to learning: Adults are life-centered (or task- or problem-centered) in their orientation to learning. Children and youth have a more subject-centered orientation to learning (at least in school.) Adults are motivated to learn to the extent that they perceive that learning will help them perform tasks or deal with problems that they confront in their life situations. Furthermore, they learn new knowledge, understanding, skills, values, and attitudes most effectively when they are presented in the context of application to real-life situations.
Motivation: While adults are responsive to some external motivators (e.g. better jobs, promotions, higher salaries, etc.), the most potent motivators are internal pressures (e.g. the desire for increased job satisfaction, self-esteem, quality of life, etc.) but this motivation is frequently blocked by such barriers as negative self-concept as a student, inaccessibility of opportunities or resources, time constraints, and programs that violate principles of adult learning.
Describe the three domains of learning.
Bloom (1956) identified three domains (areas of learning):
cognitive domain: “thinking”domain, includes six intellectual abilities and thinking processes, beginning with knowing, comprehending, and applying to analysis, synthesis, and evaluation.
affective domain: “feeling” domain, divided into categories that specify the degree of a person’s depth of emotional response to tasks. It includes feelings, emotions, interests, attitudes, and appreciations.
psychomotor domain: “skill” domain includes motor skills.
How should the three domains of learning be incorporated into client teaching plans?
- Provide a social, emotional, and physical environment conducive to learning.
- Encourage a positive teacher-learner relationship
- Select multisensory teaching strategies since perception is influenced by the senses
- Recognize that personal characteristics have an impact on how cues are perceived and develop appropriate teaching approaches to target different learning styles.
- Assess a person’s developmental and individual readiness to learn and adapt teaching strategies to the learner’s developmental level.
- Select behavioral objectives and teaching strategies that encompass the cognitive, affective and psychomotor domains of learning.
What factors facilitate learning?
Motivation: Motivation to learn is the desire to learn – it greatly influences how quickly, and how much, a person learns. Must be experienced by the client.
Readiness: Readiness to learn is the demonstration of behaviors or cues that reflect the learner’s motivation to learn at a specific time.
Active Involvement: When the learner is actively involved in the process of learning, learning becomes more meaningful.
Simple to Complex: Learning is facilitated by material that is logically organized and proceeds from the simple to the complex. This enables the learner to comprehend new info, assimilate it with previous learning, and form new understandings.
Repetition: Repetition of key concepts and facts facilitates retention of newly learned material. Also, practice of psychomotor skills improves performance.
Timing: People retain info and psychomotor skills best when there is a short time interval between learning and using what they learn,; the longer the time interval, the easier it is for people to forget what they have learned.
Environment: An optimal learning environment facilitates learning by reducing distraction and providing physical and psychologic comfort.
What factors can inhibit learning?
Emotions: Emotions such as fear, anger, and depression can impede learning.
Physiologic Events: Physiologic events such as a critical illness, pain, or sensory deficits inhibit learning. Because the client cannot concentrate and apply energy to learning, the learning itself is impaired.
Cultural Aspects: Cultural barriers to learning arise when the client’s language, beliefs, or values are different from those of the health care team.
Psychomotor Ability: It is important that the nurse be aware of a client’s psychomotor ability when planning teaching. Psychomotor skills can be affected by health.
