M3

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Cards (40)

SIGNAL LEARNING =
The person develops a general diffuse reaction to stimuli
RETDEM
CHAINING =
Acquisition of relation conditioned responses or stimulus response connections.
IV INFUSION BACKFLOW
RULE LEARNING
Chain of concepts or a relationships between concepts
IF – THEN RELATIONSHIP
VERBAL ASSOCIATION
Process of learning medical terminology
APPENDECTOMY
CONCEPT LEARNING
Learning how to classify stimuli into groups represented by a common concept
CONCEPT MAP
PROBLEM SOLVING
Must be able to recall & apply previously learned rules that relate to the stimulation
ASSESS the needs of learner
RECOGNIZE factors involved in readiness to learn
CORRELATE teaching interventions with learning styles to maximize opportunities for learning
ASSESSMENT of the learning = know the characteristics
CULTURE
LITERACY
AGE
EDUCATIONAL LEVEL
HEALTH STATUS
SOCIO-ECONOMIC
Understand DETERMINANTS of learning
LEARNING NEEDS
WHAT learner needs to learn
READINESS TO LEARN
WHEN learner is receptive to learning
LEARNING STYLE
HOW learner best learn
LEARNING NEEDS
are gaps in knowledge that exist between the desired level of performance and actual level of performance
Will determine design of instructional plan to address the need for cognitive, affective or psychomotor development of the learner
Nurse educ should obtain
Informal conversation-impromptu conversations
Structured interviews
Focus groups - 4 to 12 (same age, gender, past experience)
Self-administered Questionnaires- self assessment
Tests - pretests
Observations
Patient Charts
TIMING
Point at which teaching must take place ; anything affected by physical and psychological comfort can affects learner's ability and readiness to learn.
READINESS TO LEARN
Learner shows interest in learning info necessary to maintain optimal health
WHAT
needs to be learned?
Learning objectives
Level of learning obj are these obj classified
WHICH domain
4 TYPES OF READINESS – P E E K
physical
emotional
experimental
knowledge
PHYSICAL
Measures of ability
Complexity of task
Environmental effects
Health status
Gender
EMOTIONAL
Anxiety level
Support system
Motivation
Risk taking behavior
Frame of mind
Developmental stage
EXPERIMENTAL
Level of aspiration
Past coping mechanisms
Cultural background
Locus of control
Orientation
KNOWLEDGE
Base
Cognitive ability
Learning disabilities
Learning styles
ASSESSING LEARNING NEEDS OF NURSING STAFF
WRITTEN JOB DESCRIPTIONS
FORMAL & INFORMAL REQUESTS
QUALITY ASSURANCE REPORTS
CHART AUDITS
RULES & REGULATION
4 STEP APPRAISAL OF NEEDS
4 STEP APPRAISAL OF NEEDS
Step 1 – Define target population
Step 2 – Analyze learner and organizational needs
Step 3 – Analyze the perceived needs of the learner and compare from actual needs
Step 4 – Use data to prioritize learning need identified
LEARNING STYLES
ways individual process information; or individual preferences to learn
LEARNING STYLE MODELS
based from characteristics that are biological in origin, and sociologically developed as result of environment differences
RIGHT / LEFT / WHOLE BRAIN THINKING
Left
logic
facts
math
Right
creativity
imagination
arts
FIELD INDEPENDENT = learners tend to rely less on the teacher or other learners for support
FIELD DEPENDENT = learners are dependent on the materials given to them
DUNN & DUNN LEARNING STYLE INVENTORY = improve child’s learning through lighting, quietness, timing, the learning environment, solitary or group learning.
MYERS-BRIGGS TYPE INDICATOR = a personality test that measures the preference for one of sixteen different types of behavior
KOLB'S LEARNING STYLE INVENTORY = a questionnaire that measures the extent to which a person learns through experience, through instruction, or through a combination of both
GREGORC STYLE DELINEATOR
using four dualities: perception, ordering, processing, and relating
using set of words that are ranked with the use of scores derived from each of the four patterns.
consists of distinctive and observable behavior that provides cues about the mediation abilities of individuals.
CONCRETE SEQUENTIAL LEARNERS
Highly structured
Conservative manner
Specific details & time sched are CRITICAL
Can TOLERATE interruptions during performance
ABSTRACT SEQUENTIAL LEARNERS
Global thinkers
Surrounded with LANGUAGE & OTHER SYMBOLS OF KNOWLEDGE
Deals with ABSTRACT IDEAS
DO NOT LEARN when interrupted
Need FACTS
Written documents = statistics & references
ABSTRACT RANDOM LEARNERS
Value relationships over time-bound structures
THINK in global terms = ANCHORED in feelings
DIRECT attentions to info with PERSONAL meaning to them
CONCRETE RANDOM LEARNERS
Seek alternatives = create choices NONE existed before
Inquisitive = curious cat = question motives
Focused on the PROCESS
Make intuitive leaps / INSIGHTS
Asks WHY than HOW
DO NOT LIKE detail = DIFFICULTY step-by-step learning
4MAT SYSTEM
Research on learning style and brain functioning
a combination of Kolb’s model and right/left brain functioning.
can work with their own strongest learning style
TYPE 1
Engage in the RIGHT BRAIN = sensing & feeling their way thru an experience
Eventually move on LEFT BRAIN = analyze WHY they experienced it
WHY IS IT IMPORTANT
TYPE 2
Begins with RIGHT BRAIN = make observations & integrate date with present knowledge
Then engage on LEFT BRAIN = think abt new theories & concepts connected to the observations
WHAT IS THE RELATIONSHIP / WHAT AM I SUPPOSED TO LEARN
TYPE 3
Begins with LEFT BRAIN = working with defined concepts
Shifts to RIGHT BRAIN = do experiment to lear
HOW DOES THIS WORK / HOW CAN I FIGURE THIS OUT
TYPE 4
Begins with LEFT BRAIN = analyze the practicality of what to learn
Move to RIGHT BRAIN = show mastery thru application & sharing finding with others
IF I LEARN THIS, WHAT I DO WITH THIS
GARDNER'S SEVEN TYPES OF INTELLIGENCE
useful in looking at styles of learning among children
VARK LEARNING STYLE = visual, aural, write & kinesthetic