clincal teaching, the learner
TRANSCRIPT
when the learner demonstrates an interest in learning.
READINESS TO LEARN
Understand what needs to be taught.Be competent in collecting and validating infos.
READINESS TO LEARNAssessing readiness to learn requires the educator to first:
Assessing must be done before actual learning is to occur.
READINESS TO LEARN
PEEK first:
Physical Readiness
P KEE
Emotional Readiness
Experiential Readiness
Knowledge Readiness
1. Measures of Ability
If it requires strength, flexibility, and endurance.
Physical Readiness
2. Complexity of Task
difficulty level of the subject or task to be mastered by the learner must be accounted.
Physical Readiness
3. Environmental effects
An environment conducive to learning will help to keep the learner’s attention and stimulate interest in learning.
Physical Readiness
4. Health Statusdetermines
the amount of energy in a learner that influences the learner’s readiness to learn.
Physical Readiness
5. Genderwomen are
generally more receptive to medical care
Physical Readiness
1. Anxiety Levelfactor that
influences the ability to perform at a cognitive, affective, and psychomotor level
Emotional Readiness
2. Support Systemsupport
system influence emotional readiness and are closely tied to how anxious someone might feel.
Emotional Readiness
3. Motivationmotivation
and interest on the part of the learner to achieve a task also lead to more meaningful teaching–learning experiences
Emotional Readiness
4. Risk-Taking Behavior
Taking risks is intrinsic in the activities people.
Emotional Readiness
5. Frame of Mindconcern
about the here and now.
Emotional Readiness
6. Developmental Stage
Each task associated with human development produces a peak time for readiness to learn, known as a “teachable moment”.
Emotional Readiness
1. Level of aspirationextent to
which someone is driven to achieve is related to the type of short- and long-term goals established by the learner
Experiential Readiness
2. Past coping mechanism
coping mechanism someone has been using must be explored to understand how the learner has dealt with previous problems
Experiential Readiness
3. Cultural Background
sensitivity to cultural differences are important to avoid teaching in opposition to cultural beliefs.
Experiential Readiness
4. Locus of controlInternal Locus of Control- They are ready to learn when they feel a need to know about something.
Experiential Readiness
4. Locus of controlExternal Locus of Control- someone other than themselves must encourage a feeling of wanting to know something.
Experiential Readiness
5. Orientation The
tendency to adhere to a parochial or cosmopolitan point of view is known as orientation
Experiential Readiness
1. Present Knowledge Base
How much someone already knows about a particular subject or how proficient that person is at performing a task
Knowledge Readiness
2. Cognitive Ability The extent to
which information can be processed is indicative of the level at which the learner is capable of learning.
Knowledge Readiness
3. Learning Disabilitiesmental
retardation, learning disabilities and low-level reading skills will require special or innovative approaches to instruction to sustain or bolster readiness to learn.
Knowledge Readiness
4. Learning Styles A variety of
preferred styles of learning exist, and assessing how someone learns best will help the educator to select teaching approaches accordingly
Knowledge Readiness
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
INFANCY-TODDLERHOOD
Approx Age: 0-3yrCognitive Stage: SensorimotorPsychosocial Stage: Trust vs mistrust (0-12mos)Autonomy vs. Shame and doubt (1-3 y/o)
Dependent on environment
Needs security
Explores self and environment
Natural curiosity
Orient teaching to caregiver
Use repetition and imitation of information
Stimulate all senses
Provide physical safety and emotional security
Allow play and manipulation of objects
Welcome active involvement
Forge alliances
Encourage physical closeness
Provide detailed information
Answer questions and concerns
Ask for information on child’s strengths/limitations and likes.
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
PRESCHOOLER
Approx Age: 3-6yrCognitive Stage: PreoperationalPsychosocial Stage: Initiative vs.guilt
EgocentricThinking
precausal, concrete, literal
Believes illness self-caused and punitive
Limited sense of time
Fears bodily injury
Cannot generalize
Animistic thinking
Centration
Use warm, calm approach
Build trustUse repetition
of informationAllow
manipulation of objects and equipment
Give care with explanation
Reassure not to blame self
Welcome active involvement
Forge alliances
Encourage physical closeness
Provide detailed information
Answer questions and concerns
Ask for information on child’s strengths/limitations and likes.
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
PRESCHOOLER(CONTINUED)
Separation anxiety
Motivated by curiosity
Active imagination, prone to fears
Play is his/her work
Explain procedures simply and briefly
Provide safe, secure environment
Use positive reinforcement
Encourage questions to reveal perceptions/fee-lings
Use simple drawings and stories
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
PRESCHOOLER(CONTINUED)
Use Play therapy, with dolls and puppets
Stimulate senses: visual, auditory, tactile, motor
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
SCHOOL-AGED CHILDREN
Approx Age: 6-12yrCognitive Stage: Concrete operationsPsychosocial Stage: Industry vs. inferiority
More realistic and objective
Understands cause and effect
Deductive/inductive reasoning
Wants concrete information
Able to compare objects and events
Variable rates of physical growth
Reasons syllogistically
Encourage independence and active participation
Be honest, allay fears
Use logical explanation
Allow time to ask questions
Use analogies to make invisible process real
Establish role model
Welcome active involvement
Forge alliances
Encourage physical closeness
Provide detailed information
Answer questions and concerns
Ask for information on child’s strengths/limitations and likes.
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
SCHOOL-AGED CHILDREN(CONTINUED)
Understands seriousness and consequences of actions
Subject-centered focus
Immediate orientation
Relate care to other children’s experiences; compare procedures
Use subject-centered focus
Use play therapy
Provide group activities
Use drawings, models, dolls, painting, audio- and video tapes
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
ADOLESCENCE
Approx Age: 12-18yrCognitive Stage: Formal operationsPsychosocial Stage: Identity vs. role confusion
Abstract, hypothetical thinking
Can build on past learning
Reasons by logic and understands scientific principles
Future orientation
Motivated by desire for social acceptance
Establish trust, authenticity
Know their agenda
Address fears/concerns about outcomes of illness
Identify control focus
Include in plan of care
Use peers for supports and influence
Explore emotional and financial support
Determine goals and expectations
Assess stress levels
Respect values and norms
Determine role responsibilities and relationships
Allow for 1:1 teaching w/o parents present,
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
ADOLESCENCE (CONTINUED)
Peer group important
Intense personal preoccupation, appearance extremely important (imaginary audience)
Feels invulnerable, invincible/im-mune to natural laws(personal fable)
Negotiate changes
Focus on details
Make information meaningful to life
Ensure confidentiality and privacy
Arrange group sessions
Use audiovisuals, role-play, contracts, reading materials
But with adolescent’s permission; inform family of content covered.
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
ADOLESCENCE (CONTINUED)
Provide for experimentation and flexibility
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
YOUNG ADULTHOOD
Approx Age: 18-40yrCognitive Stage: Formal operationsPsychosocial Stage: Intimacy vs. isolation
AutonomousSelf-directedUses personal
experiences to enhance or interfere with learning
Intrinsic motivation
Able to analyze critically
Makes decisions about personal, occupational, and social roles
Use problem-centered focus
Draw on meaningful experiences
Focus on immediately of application
Encourage active participation
Allow to set own pace, be self-directed
Organize material
Explore emotional, financial, and physical support system
Assess motivational level for involvement
Identify potential obstacles and stressors
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
YOUNG ADULTHOOD (CONTINUED)
Competency-based learner
Recognize social role
Apply new knowledge through role-playing and hands-on practice
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
MIDDLE-AGED ADULTHOOD
Approx Age: 40-65yrCognitive Stage: Formal operationsPsychosocial Stage: Generativity vs. Self-absorption and stagnation
Sense of self well developed
Concerned with physical changes
At peak in career
Explores alternative lifestyle
Reflects on contributions to family and society
Reexamines goals and values
Focus on maintaining independence and reestablishing normal life patterns
Assess positive and negative pas experiences with learning
Assess potential sources of stress due to midlife crisis issues
Explore emotional, financial, and physical support system
Assess motivational level for involvement
Identify potential obstacles and stressors
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
MIDDLE-AGED ADULTHOOD(CONTINUED)
Questions achievements and successes
Has confidence in abilities
Desires to modify unsatisfactory aspects of life
Provide information to coincide with life concerns and problems
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
OLDER ADULTHOOD
Approx Age: 65yr and overCognitive Stage: Formal operationsPsychosocial Stage: Ego integrity vs. despair
Cognitive changes
Decreased ability to think abstractly, process information
Decreased short-term memory
Increased reaction time
Increased test anxiety
Stimulus persistence
Use concrete samples
Build on past life experiences
Make information relevant and meaningful
Present on concept at a time
Allow time for processing/response(slow pace)
Involve principal caregivers
Encourage participation
Provide resources for support (respite care)
Assess coping mechanisms
Provide written instructions for reinforcement
Provide anticipatory problem solving.
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
OLDER ADULTHOOD(CONTINUED)
Focuses on past life experiences
Sensory/motor deficits
Auditory changes
Hearing loss, especially high-pitched tones, consonants (S,Z,T,F, and G) and rapid speech
Visual changes
Use repetition and reinforcement of information
Avoid written exams
Use verbal exchange and coaching
Establish retrieval plan
Encourage active involvement
Keep explanation brief
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
OLDER ADULTHOOD(CONTINUED)
Farsighted (needs glasses to read)
Lenses become opaque (glare problem)
Smaller pupil size(decreased visual adaptation to darkness)
Decreased peripheral perception
Yellowing of lenses(distorts low-tone colors
Use analogies to illustrate abstract information
Speak slowly, distinctly
Use low-pitched tomes
Face client when speaking
Minimize distractions
Avoid shouting
Use visual aids to supplement verbal instruction
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
OLDER ADULTHOOD(CONTINUED)
Blue, green, violet)
Distorted depth perception
Fatigue/decreased energy levels
Pathophysiology (chronic illness)
Psychosocial changes
Decreased risk taking
Selective learning
Intimidated by formal learning
Avoid glares, use soft white light
Provide sufficient light
Use white backgrounds and black prints
Use large letters and well-spaced print
Avoid color coding with blues, greens, purples and yellows.
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
OLDER ADULTHOOD(CONTINUED)
Increase safety precautions/provide safe environment
Ensure accessibility and fits of prostheses (glasses, hearing aid)
Keep sessions short
Provide for frequent rest periods
Allow extra time to perform
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
OLDER ADULTHOOD(CONTINUED)
Establish realistic short-term goals
Give time to reminisce
Identify and present pertinent material
Use informal teaching sessions
Demonstrate relevance of information to daily life
Assess resources
Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention
OLDER ADULTHOOD(CONTINUED)
Make learning positive
Identify past positive experiences
Integrate new behaviors with formerly establish ones