health strategy report

8/2/2019 Health Strategy Report

1/17

Learning PrinciplesMELGAZO, JACQUELINE P.


2/17

1. Use several senses

Based on this principle, learning is morelikely to occur if people are allowed topractice what they are being taught. Thisprinciple is used regularly whether teaching

people with recently diagnosed diabetes ornursing students how to administer insulin.


3/17

In any educational situation where it isappropriate, time should be planned forpracticing what is being taught. Obviously,this principle is most effective when a newskill must be learned by either clients ornursing students.


4/17

2. Actively involve the patients orclients in the learning process

This principle relates to the teachingmethods used, that is, whether they arepassive or active.


5/17

Passive methods include lecture, videos,

and print materials. Although these do allowfor learning, learning is much enhanced ifmore active methods are used. The moreinteractive the educational experience, thegreater the likelihood of success. Usemethods that engage the participants, suchas discussion, role-playing, small group

discussion, and question and answer, ratherthan lecture.


6/17

Ask nursing students to assist indemonstrating the skill being taught orclients to share personal experiencesrelated to the information being presented. Ifappropriate, use case studies or scenarios

from which discussion questions can begenerated or problem-solving techniquescan be practiced.


7/17

3. Provide an environment

conducive to learning

Learning takes place best when people arecomfortable and extraneous interference iskept to a minimum.


8/17


9/17

In general, people learn only if they areemotionally and physically ready. Client orstudent readiness, unfortunately, is not

often-if ever-in your control.

Therefore, the first step in the educationalprocess is to assess readiness for learning.

4. Assess the extent to which thelearner is ready to learn


10/17

In situations where the client or the student

is not ready, the educational process mayneed to be adjusted. In the case of a client, aseries of short sessions over a longer periodmay be instituted. In the case of a student,an extended due date or an alternateassignment (if feasible) may be necessary.These adjustment may mean that the

learning process will take longer, but theymay be necessary to attain the educationalgoal.


11/17

5. Determine the perceivedrelevance of the information

Adults are generally willing to learn if theyperceive the information or skill being taught

as relevant to their lives in some way. Theeasiest way to determine this perception isto simply ask. Keep in mind that this

response may vary from person to person,depending on their readiness to learn.


12/17

Armed with information about

perceived relevance, you can address

or correct any misperceptions. Thiscan be done by including examplesand discussion of the practical

application of the information.


13/17

6. Repeat information

Repetition enhances learning. Whennew information is presented, itshould be presented several times

and in a variety of ways, including

rewording of the information.


14/17

7. Generalize information

Information is more readily learned ifit is applied to more than one

situation. Using a variety of examplesto demonstrate application of theinformation in a number of different

situations promotes learning.


15/17

8. Make learning a pleasant

experience Learning is enhanced if the learning

experience is pleasant. This can beaccomplished through frequentencouragement and positive feedback.


16/17

9. Begin with what is known;

move toward what is unknown

Information should be presented in an

organized fashion. It should begin withthe basics or general information that

is known and move toward new

information, or that which is unknown.


17/17

10. Present information at anappropriate rate

Nothing is more frustrating for learners thanto have new information presented at such arapid pace that they cannot keep up.

The rate at which you should teach newinformation depends on a host of thingsincluding, but not limited to, the time frame

available, physical limitations of the learners,their education level, and prior experience orfamiliarity with the information being taught.

health strategy report

Documents