Fundamentals of Nursing Ch. 27 Teaching and Learning

A system of activities intended to produce learning. Teaching process in intentionally designed to produce specific learning

A change in human disposition or capability that persists and that cannot be solely account for by growth.

Learning is represented by a change in behavior.

• Experience that occurs inside learner • Discovery of personal meaning and relevance of ideas • Consequence of experience • Evolutionary process that builds on past learning and experiences • Process that is intellectual and emotional

Individuals desire to learn, to act on the learning.

Art and Science of teaching adults

Art and Science of teaching older adults

Art and Science of teaching children learn

• "Thinking" domain • includes 6 intellectual abilities and thinking processes

1. knowing 2.

comprehending 3. applying 4. analysis 5. synthesis 6. evaluation

• "Feeling" • Divided into categories that specify the degree of a person's depth of emotional responses to tasks. • Includes emotional and social goals such as feelings, interests, attitudes and appreciations

• "Skill" domain • Includes fine and gorss motor abilities such as giving an injection

1.

Behaviorism 2. Cognitivism 3. Humanism

• Learning is based on learners behavior • Stimulus and Reponse • Positive Reinforcement Obeservation of learning and instruction

• Found in Behaviorism • Fosters repetition of an action • Praise and encouragement

• Found in Behaviorism Theory • Process by which individuals copy or reproduce what they have observed

• Found in Behaviorism Theory • Process by which a person learns by observing the behavior of others.

• Provide sufficient practice time including both immediate and repeat testing and return demonstration • Provide opportunities for learners to solve problems by trial and error • Select teaching strategies that avoid distracting information and that evoke desired response • Praise the learner for correct behavior and provide positive feedback • Provide role models of desired behavior

Pavlov Skinner Bandura

• "Learning is a largely mental or intellectual or thinking process"

• Social, emoptional, and physical contexts in which learning occurs • Developmental readiness and individual readiness (motivation) ** If they're not in the necessary stage, they won't learn **

• Provide social, emotional and physical environment conducive to learning • Encourage a positive relationship bw teacher and student (establish rapport) • Address person's readiness to learn; developmental and individual • Use multisensory teaching strategies

• Focuses on cognitive and affective qualities • Learners learn best when material is relevant to them • Autonomy and self-determination is important • Learner is an active participant allowing them to be involved in their own care

• Convey empathy • Encourage goal setting and self-directed learning • Act as facilitator or resource person (mentor) • Expose learner to new and relevant info • Ask questions that encourage learner to seek answers on their own.

• Age and Development • Motivation • Readiness • Active involvement • Relevance • Feedback • Non-judgmental support • Simple to Complex Learning • Repetition • Timing • Environment • Emotions • Physiological Events • Cultural Aspects • Psychomotor Activity

• Muscle Strength • Motor Coordination • Energy • Sensory acuity

• Use teaching materials in pts native language • Incorporate pictures, visual aids, diagrams • Allow for time and encourage questioning • Use humor cautiously • Don't assume pt understands • Be sensitive to cultural beliefs and practices • Ask if they'd like family involved

• Age • Understanding and Perception of health problem • Health beliefs and practices • Cultural Factors • Econ factors • Learning Style • Support system • Readiness to learn • Motivation • Health Literacy

• Knowledge deficit can be primary problem of etiology or etiology of the problem

• Choose content to be taught • Select appropriate teaching strategies • Organize learning experience

• State specific knowledge or skill learner must achieve • State in terms of patient (client will..) • Reflect observable, measurable activity (selects low fat foods) • Specify time for outcome achievement

• Lecture • Role playing • Discussion • Q and A • Practice • Audiovisual Aides • Modeling • Behavior Modification

• Teaching useless of pt doesn't get it • Evaluate whether learning took place • Evaluation done with: • direct observation of skills • oral questioning • observe pt behavior • self reports and self monitoring • process recording

• Learning needs • Desired learning outcomes/goals • Topics taught • Pt outcomes • Need for more teaching • Resources Provided