Health Educ Ch.3

• Learning Styles - as the habitual manner in which the learner receive and perceive information, process it, understand it, value it, store it, and recall it.
• Learning Style Models - People who have habitual verbal approach to learning represent, in their brains, information they need, see or hear in terms of words or verbal oassociation.
• Cognitive Styles Model - the perception and ordering of knowledge affects how the person learns.
• Field Independence Style - in which items are perceived relatively independently of their surrounding.
• Matching Learning Styles - to instruction - the effectiveness of matching teaching learning styles; and student shown more satisfaction when the teacher matches student's learning style.
• Signal Learning - or the conditional response, the person develops a general diffuse reaction to a stimulus.
• Stimulus-Response Learning - involves developing a voluntary response to specific stimulus or combination of stimuli.
• Chaining - is the acquisition of the series of related conditioned response or S-R connections
• Verbal Association - a type of chaining that easily recognized in the process of learning medical terminology.
• Discrimination Learning - to learn and retain large number of chains, the person has to be able to discriminate among them.
• Concept Learning (basics) - learning how to classify stimuli intro groups represented by a common concept.
• Rule Learning (procedures) - chain of concepts or a relation of between concepts.
• Problem Solving - must be able to recall and apply previous learned rules that relate to the situation.
• Behaviorist Theory - is a result of a series of conditional reflexes, and all emotion and through a result of behavior; earned through conditioning.
• Cognitive Theories - an active process in which the learner constructs memory based on own knowledge and view of the world.
• Social Learning Theory - a person is motivated when she sees the possibility of valued outcomes or opposed to rewarding or punishing outcomes.
• Use of general sense - learning is more likely to occur if clients are allowed to practice what they are being taught.
• Actively involve patients or clients in the valuing process - relates to teaching method include lecture, videos, print materials or methods that engage the participants, as discussion, role playing, SGD, question and answer.
• Provide an environment conducive to learning - should have good lighting and temperature control and comfortable seating with enough space between students.
• Assess the extent to which the learning is ready to learn - assessment data can be obtained directly from the client or families or it can be gathered for a variety of other source such as records or charts.
• Determine the perceived relevance of information - willing to learn what they perceive as being important
• Repeat information - repetition enhances learning. When new information is presented, it should be presented several times, in a variety of ways.
• Generalize information - using variety of examples and applying the information to specific situations in the client's life promotes learning and contributes to a better chance of compliance.
• Make learning a pleasant experience - can be accomplished through the frequent encouragement and positive feedback.
• Begin with what is known, move toward what is unknown - it should begin with the basics or general information that is known and move toward new information that which is unknown.
• Present information in appropriate rate - the rate of information is taught and must be suitable to the client. Depending on the client's knowledge level, a faster or slower phase may be necessary.