m3

• Signal Learning


  The person develops a general diffuse reaction to stimuli, example is return demonstration
• Chaining


  The acquisition of a series of related conditioned responses or stimulus response connections, example is IV infusion backflow
• Rule learning


  Chain of concepts or a relationships between concepts "If.. then." relationship
• Concept learning


  Learning how to classify stimuli into groups represented by a common concept
• Verbal association


  Process of learning medical terminology like appendectomy
• Must be able to recall and apply previously learned rules that relate to the situation
• Nurse Educator's Role in Learning

  • Assess the needs of learner
  • Recognize factors involved in readiness to learn
  • Correlate teaching interventions with learning styles to maximize opportunities for learning
• Provide appropriate information and present it


  1. Identify progress of learning

  2. Give feedback and follow-up

  3. Reinforce learning towards acquisition of KAS

  4. Evaluate learners' abilities
• Learning occurs without an educator. An educator enhanced learning by facilitating education to occur
• Learner is the single most important person is education process
• Assessment of the learner - knowing the characteristic of the learner


  • Culture
  • Literacy
  • Age
  • Educational level
  • Health status
  • Socio-economic
• 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


  Gaps in knowledge that exist between the desired level of performance and actual level of performance
• Steps in assessment of learning needs


  1. Identify the learner

  2. Choose the right setting

  3. Collect data on the learner

  4. Include learner as a source of information

  5. Involve members of healthcare team

  6. Prioritize needs

  7. Determine availability of educational resources

  8. Assess demands of the organization regulations

  9. Take time management issues into account
• Methods to Assess Learning needs


  • Informal conversation-impromptu conversations
  • Structured interviews
  • Focus groups- 4 to 12 (same age, gender, past, experience)
  • Self-administered questionnaires- self assessment
  • Tests- pre tests
  • Observations
  • Patient charts
• Timing


  The point at which teaching must take place; anything affected by physical and psychological comfort can affect learner's ability and readiness to learn
• Readiness to learn


  Time when the learner demonstrates an interest in learning information necessary to maintain optimal health
• Learning style principles


  • The style by which the teacher and student prefers to learn can be identified
  • Teachers need to guard against over teaching their own preferred learning styles
  • Teachers are most helpful when they assist students in identifying and learning through the own style preferences
  • Students should have the opportunity to learn through their preferred style
  • Students should be encouraged to diversify their style preferences
  • Teachers can develop specific learning activities that reinforce each modality or style