CHARACTERISTICS

OF THE LEARNER

ASSESSMENT OF THE LEARNER
ASSESSMENT OF THE LEARNER
- need to
individualize
teaching based on
prior assessment,
improves pt
outcomes (Corbitt, 2008; Kim et al, 2004)
ASSESSMENT OF THE LEARNER
- Most commonly
overlooked: Reason:
lack of time like
shortened hospital
stays and limited
contact, tighter
schedules of staff.

3 DETERMINANTS:
1. LEARNING NEEDS- what
the learner needs and wants
to learn
2. READINESS TO LEARN-
when the learner is
receptive to learning
3. LEARNING STYLE- how
the learner best learns

LEARNING NEEDS
Are gaps in knowledge that
exist b/n a desired level of
performance and the actual
level of performance (Healthcare
Association, 1985).
A gap b/n what someone needs
or wants to knowledge. Such
gap exist because of a lack of
knowledge, attitude, or skill

LEARNING NEEDS
SIGNIFICANT
DIFFERENCES have been
found to exist between
the perceptions of needs
identified by patients vs.
the needs identified by
nurses caring for them.

According to estimates of
many cognitive experts in
behavior and social sciences,
most learners (90-95%) can
master a subject with a high
degree of success if given
sufficient time and
appropriate support (Bloom,
1968; Bruner, 1966; Carroll, 1963; Kessels,
2003; Lez, 1979; Skinner, 1954).

STEPS IN ASSESSING
LEARNING NEEDS:
1. Identify the
learner
2. Choose the
right setting
STEPS IN ASSESSING
LEARNING NEEDS:
3. Collect data
about the learner
4. Collect data
from the learner
STEPS IN ASSESSING
LEARNING NEEDS:
5. Involve members
of the healthcare
team
6. Prioritize needs

STEPS IN ASSESSING
LEARNING NEEDS:
7. Determine
availability of
educational
resources

STEPS IN ASSESSING
LEARNING NEEDS:
8. Assess demands of the
organization- yield
information that
reflects the climate of
the organization.
9. Take time-
management issues into
account


METHODS TO ASSESS
LEARNING NEEDS:
Informal conversation
Structured interviews
Focus groups
Self-administered
questionnaires
Tests
Observations
Patient charts

CHARACTERISTICS
OF THE LEARNER

2. READINESS TO
LEARN
READINESS TO LEARN
Time when the learner
demonstrates an interest in
learning the information necessary
to maintain optimal health or to
become more skillful in a job.
When learner is RECEPTIVE,
WILLING, and able to participate
Education should first take a
PEEK (Lichtenthak, 1990)

4 TYPES OF
READINESS (PEEK)
P- PHYSICAL
READINESS
- Measures of ability to
perform tasks- fine/gross
motor movements, sensory
acuity, adequate strength,
flexibility, coordination, and
endurance.

4 TYPES OF
READINESS (PEEK)
E- EMOTIONAL
READINESS
- Anxiety level
- Support system
- Motivation
- Rick-taking behavior
- Frame of mind
- Developmental stage

4 TYPES OF
READINESS (PEEK)
E- EXPERIENTIAL
READINESS
- Level of aspiration
- Past coping mechanisms
- Cultural background
- Locus of control
- Orientation: parochial or
cosmopolitan

4 TYPES OF READINESS (PEEK)
K- KNOWLEDGE
READINESS
- Learners present knowledge
base, level of learning
capability and the preferred
style of learning.

CHARACTERISTICS
OF THE LEARNER

3. Learning Styles
Learning styles
refers to the ways in which and
conditions under which learners
most efficiently and most
effectively perceived process,
store, and recall what they are
attempting to learn (James & Gardner,
1995).
And how they prefer to approach
different learning tasks (Cassidy, 2004)

6 LEARNING STYLE
PRINCIPLES (Friedman & Alley, 1984):
1. Both the style by which
the educator prefers to
teach, and the style by
which the learners
prefers to learn can be
identified

6 LEARNING STYLE
PRINCIPLES (Friedman & Alley, 1984):
2. Educators need to
guard vs. relying on
teaching methods &
tools that match
their own preferred
learning style

6 LEARNING STYLE
PRINCIPLES (Friedman & Alley, 1984):
3. Educators are most
helpful when they
assist learners in
identifying and
learning through
their own style
preferences

6 LEARNING STYLE PRINCIPLES
(Friedman & Alley, 1984):
4.Learners should
have the opportunity
to learn through
their preferred
style
6 LEARNING STYLE PRINCIPLES
(Friedman & Alley, 1984):
5. Learners should
be encouraged to
diversify their
style
preferences
6 LEARNING STYLE PRINCIPLES
(Friedman & Alley, 1984):
6. Educators can
develop specific
learning activities
that reinforce each
modality or style
3 MECHANISMS TO DETERMINE
LEARNING STYLES:
1. Administration of
learning style
instrument
2. Interviews
3. Observation

LEARNING STYLE MODELS &
INSTRUMENTS
1.Right brain/left brain
and whole brain
thinking model
-Dr. Roger Sperry and
his Team- 30 years ago

LEARNING STYLE MODELS &
INSTRUMENTS
2. Field-
independent/field
dependent
perception model
-Witkin, Oltman, Raskin, &
Karp, 1971

FIELD INDEPENDENCE FIELD DEPENDENCE
Perceived environment as
separate from
surroundings (inability to
see attachments
Relies on surroundings
Intrinsically motivates Extrinsically motivated
Introverted Extroverted
Inner directed Directed by others
Able to break down
information
Difficulty in organizing
uncertain structure
Able to retrieve items
from memory
Difficulty linking/applying
new information with new
knowledge
LEARNING STYLE MODELS &
INSTRUMENTS
3. Dunn and Dunn
Learning styles
-Rita and Kenneth
Dunn, 1967
LEARNING STYLE MODELS &
INSTRUMENTS
4. JUNG AND MYERS-
BRIGGS TYPOLOGY
- Carl Jung (1921/1971)
Isabel Myers (1980) and
her mother,
Katherine Briggs

Extroversion (E)--Introversion (I)
Sensing (S)-----Intuition (N)
Thinking (T)---- Feeling (F)
Judgment (J)--- Perception (P)
_________________________
- From which 16 personalities
emerged


ISTJ

ISFJ

INFJ

INTJ

ISTP

ISFP

INFP

INTP

ESTJ

ESFP

ENFP

ENTP

ESTJ

ESFJ

ENFJ

ENTJ
LEARNING STYLE MODELS &
INSTRUMENTS
5. 4MAT system
by McCarthy
(1981)

LEARNING STYLE MODELS &
INSTRUMENTS
6. VARK Learning
styles by
Fleming and
Mills (1992)

LEARNING STYLE MODELS &
INSTRUMENTS
7. Kolbs Experiential
Learning model
(Cycle of Learning)
-David Kolb (1984)

KOLBS LEARNING
STYLE MODEL
Learning is the process
whereby knowledge is created
through the transformation of
experience. Knowledge results
from the combination of
grasping experience and
transforming it.

Concrete Experience (CE)
Feelings

ACCOMMODATOR




DIVERGER

CONVERGER

ASSIMILATOR
Active Experi-
Mentation (AE)
Doing
Abstract Conceptualization
(AC)
Thinking
Reflective
Observation
(RO)
Watching
DIVERGERS
-combines modes of CE and RO;
good at viewing concrete
situations from many point of
view; look at things from
different perspectives; they are
sensitive & prefer to watch
rather than do; gather
information & use imagination to
solve problems; best at viewing
abstract situations

ASSIMILATORS
-RO and AC; more concise &
logical
Prefer abstract
conceptualization &
reflective observations
Ideas and concepts are
more important than
concrete situations

CONVERGERS
AC and AE; more
concerned with
problem-solving and use
this learning style in
finding solutions to
practical issues.
ACCOMMODATORS
AE & CE; hands-on learning
experience that relies on
intuition rather than logic;
they use other peoples
analysis, and prefer to take
a practical, experiential
approach.
Average learning style of BSN
students:
CONVERGENTS, since they
are expected to use
problem-solving skills and
perform technical tasks,
with the tendency toward
accommodating style or
hand-on learning
experiences.

AVERAGE LEARNING STYLE
OF A FACULTY
DIVERGING
which is more on
concrete to
reflective
observations
5/16/2014 ELTON D. DELOS SANTOS, RN,
MA Ed
56
FOR LISTENING