Professional Documents
Culture Documents
A. Informal Conversations Or Interview Asking open-ended questions where the learner may reveal information regarding their perceived learning needs B. Structured Interviews Nurse asks the patient some predetermined questions to gather information regarding patient needs
C. Written Pretests
Comparing pre-test with the post-test scores
To be able to transfer ones skills, knowledge, values, and attitudes to the learner is a teachers ultimate gauge of success.
HOW???
Primarily by providing, arranging or manipulating experiences and situations in the environment so that the learner can have a better understanding, acquisition and application of the learning experience for intelligent and productive living.
Factors that will influence or determine if the learning process will be a success or a failure:
Assessing the needs will allow the nurse to design her teaching plan according to what the client already knows, what he/she still needs to know, and to determine the approach, strategy, methods and device to be used. Plan, introduce or even manipulate some factors in the learning environment or the learners milieu so that the learners potentials are fully maximized and harnessed.
READINESS TO LEARN Is the time when the patient is willing to learn or its receptive to information.
Physical Readiness
a. Measures ability b. Complexity of task c. Environmental effects d. Health status
Emotional Readiness
a. b. c. d. e. f. g. h. Anxiety level Moderate level of anxiety Support system Nurses who provide emotional support to the patient and family members go through what is termed as reachable moments Motivation Risk-taking Frame of mind Developmental stage
Experiential Readiness
a. Levels of aspiration b. Past coping mechanism c. Cultural background d. Locus control e. Orientation
Knowledge Readiness
Present knowledge base- stock knowledge or how much one already knows about the subject matter from previous actual or vicarious learning Cognitive ability- involves lower level of learning which includes memorizing, recalling or recognizing concepts and ideas and the extent to which this information is processed indicates the level at which the learner is capable of learning
NOTE:
The teacher must recognize that cognitive impairment due to mental retardation requires special techniques & strategies of teaching and the cooperation of the family must be enlisted especially in the self-care activities of the client.
Learning disabilities and lowlevel reading skills will need special approaches to teaching to prevent discouragement and bolster readiness to learn.
LEARNING STYLE also represents both inherited characteristics and environmental influences. As a result of our hereditary equipment, most people develop learning styles that emphasize some learning abilities over others.
Hierarchy of Needs- Maslow used this principle as it affects or influences the potency or degree or a persons motivation. Motivation is related to learning behavior or learning and behavior. It is the force that drives the learner to learn or to comply or apply the knowledge resulting to a change in behavior. motivation is significantly related to measures to the compliance with a medical regimen.
Health Literacy - which refers to how well an individual can read, interpret and comprehend health information for maintaining a high level of wellness. -One who is literate is an educated person or one who is able to read and write
2. Use the smallest amount of information possible by teaching only what the patient needs to learn
Priorities behavioral objectives : one or two concepts per section. Limit the teaching session no more than 20 to 30 minutes.
3. Make points of information as vivid and as explicit as possible, Explain information in simple terms.
5. Use multiple Teaching methods and tools requiring fewer literacy skills aside from the repetition of concepts and information, simple list, video tapes witch the patient can take home and refer from time to time, 6. allow the patient to restate information in their own words and to demonstrate any procedure that is being thought,
7. Keep motivation high encouragement to keep on try, 8. Build in coordination with procedure by using the principle of Tailoring- coordinating patient regiment to their daily schedule Cuing - using props and remainders to get a person to perform a routine task 9. Repetition to reinforce information repetition, in the form of saying the same thing in different ways is one of the most powerful tools to help patient understand their problem and learn self care.
A. Organizational FACTORS
First sentence is the topic sentence Address no more than 3 or 4 main points Consider using Q and A format Try to use brief headings & subheadings Only one idea per paragraph Reinforce main points with summary Short but descriptive title
B. Linguistic Factors
1. 2. 3. 4. 5. 6. 7. Keep the reading level at grade 5-6 level Use 1-2 syllable words and short sentences Use personal & conversational style. Define technical terms if they must be used. Used words consistently throughout the text Avoid the use of idioms. Use graphics & language that are culturally accepted 8. Use active rather than passive voice. 9. Incorporate examples & simple analogies to illustrate concepts.
C. Appearance Factors
1. Avoid a cluttered appearance by including enough white space 2. Include simple diagrams or graphics 3. Use upper & lower case letters 4. Use 10-14 point type in a plain font. 5. Underlined or bold important words 6. Use lists when appropriate 7. Limit line length for not more than 50-60 characters.
The End