g3 health ed

• ASSESSING THE LEARNER


  1. Identify the learner

  2. Choose the right setting

  3. Collect data about the learner

  4. Collect data from the learner

  5. Involve members of the healthcare team

  6. Prioritize needs

  7. Determine availability of educational resources

  8. Assess the demands of the organization
• Learning needs


  Gaps in knowledge that exist between a desired level of performance and the actual level of performance
• Determinants of Learning


  • The Learning needs
  • The state of readiness to learn
  • The preferred learning styles

  
• Deficiency Needs


  • Needs whose absence energizes or moves people to meet them. Until a lower need is met, an individual is unlikely to move to a higher need.
• Growth Needs


  • Needs "met", as they expand and grow as people have experiences with them. Growth needs require people to indulge in activities that are physically and psychologically stimulating and enhances strength and vigor to proceed to a higher level of task.
• Need for Competence


  • Competence motivation is an innate need in human beings
  • Competence motivation creates drive in oneself to master tasks and enhance skills
• Need for Control and Self-Determination


  • Man is a steward to God's creation, hence there is a need for control
  • Man continuously strives for competence and autonomy
  • Teachers may satisfy a student's need for control by encouraging inputs such as opinions, suggestions, and criticisms among others during class lectures and discussions
• Need to Achieve


  • Achievement motivation is the drive to excel in learning tasks to experience pride in accomplishment
  • The need to achieve is balanced by the need to avoid failure
  • Students with high need to achieve tend to be motivated by challenging assignments, high grading standards, explicit feedback, and the opportunity to try and face new challenges in life
  • Students who do not want to fail are motivated by simple assignments, liberal grading, and protection from embarrassment due to failure
• Readiness to Learn


  The time when the learner demonstrates an interest in learning the information necessary to maintain optimal health or to become more skillful in a job
• Types of Readiness to Learn

  • Physical readiness
  • Emotional readiness
  • Experiential readiness
  • Knowledge readiness
• Physical Readiness


  • Measures of ability
  • Complexity of task
  • Environmental effects
  • Health status
  • Gender
• Emotional Readiness


  • Anxiety level
  • Support system
  • Motivation
  • Risk-taking behaviour
  • Frame of mind
  • Developmental stage
• Motivation


  Emotional readiness strongly associated with willingness to take action
• Motivation to learn


  Based on many varied theories, requires careful linking of theory to assessment and educational interventions
• Risk Taking Behaviour


  Intrinsic in daily activities, some patients take more risks than others, educator can assist in developing strategies to reduce risk
• Frame of Mind


  Concern about the here and now versus the future, readiness to learn focused on meeting basic needs first
• Developmental Stage


  Each task produces a peak time for readiness to learn (teachable moment), adults build on past experiences and seek relevance, children learn for learning's sake
• Experiential Readiness


  Learner's past experiences with learning, including level of aspiration, past coping mechanisms, cultural background, and locus of control
• Level of Aspiration


  Extent to which someone is driven to achieve, influenced by previous failures and successes
• Past Coping Mechanisms


  Educator must explore and determine if they are effective in the present learning situation
• Cultural Background


  Educator's knowledge and sensitivity to cultural differences, assessment of illness meaning from patient's perspective
• Locus of Control


  Internal (self-motivated) vs external (externally motivated) readiness to learn
• Knowledge Readiness


  Learner's present knowledge base, cognitive ability, learning/reading disabilities, and preferred learning styles
• Present Knowledge Base


  How much the learner already knows, educator must build on this to encourage readiness
• Cognitive Ability


  Extent to which information can be processed, educator must match objectives to learner's capabilities
• Learning and Reading Disabilities


  Require special/innovative instructional approaches to sustain readiness
• Learning Styles


  Preferred ways of perceiving, processing, storing, and recalling information, biological and sociological in origin

  
• Learning Styles

  • No style is inherently better or worse, recognizing diversity helps create an atmosphere for learning

  
• Dunn and Dunn Learning Style Elements


  • Environmental (sound, light, temperature, design)
  • Emotional (motivation, persistence, responsibility, structure)
  • Sociological (desire to work alone or in groups)
  • Physical (perceptual strength, intake, time of day, mobility)
  • Psychological (information processing and reaction)

  
• Environmental Elements


  Biological factors that affect learning, such as sound, light, temperature, and design
• Emotional Elements


  Developmental factors that emerge over time, such as motivation, persistence, responsibility, and structure
• Sociological Patterns


  Socio-culturally based factors, such as the desire to work alone or in groups
• Physical Elements


  Biological factors related to how learners function physically, such as perceptual strength, intake, time of day, and mobility
• Psychological Elements


  Biological factors related to how learners process and react to information
• Sound


  • Individuals react differently, some need silence, others can block out sounds, others require sound
• Light


  • Some learners work best under bright lights, others need dim lighting
• Temperature


  • Some learners have difficulty concentrating if the room is too hot or cold
• Design


  • Formal vs informal seating can affect comfort and learning
• Motivation


  Desire to achieve increases when learning success increases, unmotivated learners need short assignments, motivated learners should be given clear objectives and resources
• Persistence


  Learners differ in preference for completing tasks in one sitting vs taking breaks