THE NATURE OF THE LEARNERTHE NATURE OF THE LEARNER

HUMAN DEVELOPMENT – is the HUMAN DEVELOPMENT – is the dynamic process of change that occurs dynamic process of change that occurs in the physical, psychological, social, in the physical, psychological, social, spiritual and emotional constitution spiritual and emotional constitution and make up of an individual which and make up of an individual which starts from CONCEPTION to DEATH. starts from CONCEPTION to DEATH.

Changes may entail:Changes may entail: GROWTH – which is quantitative GROWTH – which is quantitative

involving increase in the size of the involving increase in the size of the parts of the bodyparts of the body

DEVELOPMENT – which is qualitative DEVELOPMENT – which is qualitative involving gradual changes in characterinvolving gradual changes in character

Two Major Processes that takes Two Major Processes that takes places during growth and places during growth and

development:development:– LEARNING – a complex process which LEARNING – a complex process which

involves changes in mental processing, involves changes in mental processing, development of emotional functioning and development of emotional functioning and social development skills which develop and social development skills which develop and evolve from birth to death.evolve from birth to death.

– MATURATION – includes bodily changes MATURATION – includes bodily changes which are primarily a result of heredity or the which are primarily a result of heredity or the traits that a person inherits from his parents traits that a person inherits from his parents which are genetically determined, which are genetically determined, preprogrammed inherited biological patterns preprogrammed inherited biological patterns are reflected in maturation.are reflected in maturation.

PERIODS OF LIFE SPAN PERIODS OF LIFE SPAN DEVELOPMENTDEVELOPMENT

Prenatal Development – includes the time Prenatal Development – includes the time from conception to birth, from single cell to from conception to birth, from single cell to an organism complete with brain and an organism complete with brain and behavioral capabilities produced in 9 behavioral capabilities produced in 9 months ( 270-280 days or 40 weeks).months ( 270-280 days or 40 weeks).

Heredity – is the sum total of characteristics Heredity – is the sum total of characteristics which are biologically transmitted thru which are biologically transmitted thru parents to offspring. These characteristics parents to offspring. These characteristics are determined by the genes which are are determined by the genes which are made up of DNA which determine the made up of DNA which determine the hereditary characteristics which are found hereditary characteristics which are found in the chromosomes.in the chromosomes.

Chromosomes – are found in the nucleus of Chromosomes – are found in the nucleus of each cell which contains theeach cell which contains the GENES GENES

InfancyInfancy

extends from birth up to 18 to 24 months, extends from birth up to 18 to 24 months, characterized by time of extreme dependence on characterized by time of extreme dependence on adults , babyhood and the beginning of many adults , babyhood and the beginning of many psychological activities like language, symbolic psychological activities like language, symbolic thought, sensorimotor coordination and social thought, sensorimotor coordination and social learning.learning.

Sensorimotor development – head turns to Sensorimotor development – head turns to direction of touch, lifts chin and head, hold head direction of touch, lifts chin and head, hold head erect, reaches for objects, sits with support, stands erect, reaches for objects, sits with support, stands with help, crawls, and walks with supportwith help, crawls, and walks with support..

Early ChildhoodEarly Childhood

– – begins from the end of infancy to about 5-begins from the end of infancy to about 5-6 years which is sometimes called “ Pre-6 years which is sometimes called “ Pre-School Years”.School Years”.

Become more self – sufficient and care for Become more self – sufficient and care for themselvesthemselves

Develop school readiness skills like identifying letters Develop school readiness skills like identifying letters and following instructions.and following instructions.

Spend many hours in play with peersSpend many hours in play with peers

How the child’s Pre- school experiences affects How the child’s Pre- school experiences affects his growth and development:his growth and development:

If physiological and psychological needs are met, If physiological and psychological needs are met, the child develops a healthy and pleasant the child develops a healthy and pleasant personalitypersonality

learns to communicate and develop learns to communicate and develop understanding of himself and his environmentunderstanding of himself and his environment

the quality of the interaction between the child the quality of the interaction between the child

and parentsand parents affects the child’s own attitude.affects the child’s own attitude.

The relationship that the child has with the “Significant Others” The relationship that the child has with the “Significant Others” who are in constant touch and contact with the child will who are in constant touch and contact with the child will

determine the child’s self –esteem or self concept like:determine the child’s self –esteem or self concept like:

if the child thinks he/she is loved through the if the child thinks he/she is loved through the stimulation and nurturance that is given to stimulation and nurturance that is given to him/her, the child develops high self-esteem him/her, the child develops high self-esteem which makes the child enthusiastic and open to which makes the child enthusiastic and open to experiences.experiences.

if the child feels not accepted and not cared for, if the child feels not accepted and not cared for, he /she develops confusion, fear or inferiority he /she develops confusion, fear or inferiority complex.complex.

Middle and Late ChildhoodMiddle and Late Childhood ( (School AgeSchool Age))

This is the period where:This is the period where: The fundamental skills of reading, writing and The fundamental skills of reading, writing and

arithmetic are mastered; andarithmetic are mastered; and When the child is formally exposed to the world When the child is formally exposed to the world

and its culture, he/she becomes more achievement and its culture, he/she becomes more achievement centered with increased self – control.centered with increased self – control.

AdolescenceAdolescence

– – Marks the transition from childhood to Marks the transition from childhood to early adulthood; approximately from 10-12 early adulthood; approximately from 10-12 years and ending at 18-22 years old.years and ending at 18-22 years old.

-Where full physical development is -Where full physical development is achieved.achieved.

Puberty – marked by the development of Puberty – marked by the development of sexual characteristicssexual characteristics

Pursuit of independence and an identity is Pursuit of independence and an identity is prominentprominent

Thoughts are more logical, abstract and Thoughts are more logical, abstract and idealisticidealistic

More time is spent outside the familyMore time is spent outside the family More marked internal than external More marked internal than external

development during later adolescencedevelopment during later adolescence Spends more time with the physical looks and Spends more time with the physical looks and

improving appearanceimproving appearance

Early AdulthoodEarly Adulthood

begins in late teens or early twenties begins in late teens or early twenties through the thirties. It is a period of:through the thirties. It is a period of:– establishing personal and economic establishing personal and economic

independenceindependence– career developmentcareer development– selecting a mateselecting a mate– intimate relationships, andintimate relationships, and– starting a familystarting a family

Middle AdulthoodMiddle Adulthood

from 35-45 years old up to 65 years old. It is from 35-45 years old up to 65 years old. It is characterized by:characterized by:– menopause for womenmenopause for women– climacteric or andropause for menclimacteric or andropause for men– time of expanding personal and social time of expanding personal and social

involvement and responsibility, assisting next involvement and responsibility, assisting next generation in becoming competentgeneration in becoming competent

Late AdulthoodLate Adulthood

Or senescence, begins from 65 to 80 years Or senescence, begins from 65 to 80 years old and lasting until deathold and lasting until death– time of adjustment to decreasing strength and time of adjustment to decreasing strength and

healthhealth– life reviewlife review– retirementretirement– adjustment to new social rolesadjustment to new social roles– affiliations with members of one’s age groupaffiliations with members of one’s age group

FOUR THEORIES OF HUMAN FOUR THEORIES OF HUMAN DEVELOPMENTDEVELOPMENT

1.Psychosexual Development Theory1.Psychosexual Development Theory Sigmund Freud – the Father of Modern Psychology, Sigmund Freud – the Father of Modern Psychology,

believed that human beings pass through a series of believed that human beings pass through a series of stages that are dominated by the development of stages that are dominated by the development of sensitivity in a particular erogenous zone or pleasure sensitivity in a particular erogenous zone or pleasure giving area in the body.giving area in the body.

The person must be able to resolve the conflicts that each The person must be able to resolve the conflicts that each stage poses before he can move on to the next higher stage poses before he can move on to the next higher stage. Failure to resolve the conflict results to frustration stage. Failure to resolve the conflict results to frustration and the individual may become so addicted to the and the individual may become so addicted to the pleasure of a given stage that he develops fixation and pleasure of a given stage that he develops fixation and fails to move on to the next higher stage of development. fails to move on to the next higher stage of development.

Erikson’s Psychosocial Stages of Erikson’s Psychosocial Stages of DevelopmentDevelopment

Each stage has a major developmental task or dilemma Each stage has a major developmental task or dilemma that must be resolved … the individual is presented with a that must be resolved … the individual is presented with a crisis crisis he must resolve.he must resolve.

Crisis – a turning point, crucial period of increased Crisis – a turning point, crucial period of increased vulnerability and heightened potential. The individual vulnerability and heightened potential. The individual develops a “ healthy personality” by mastering life’s outer develops a “ healthy personality” by mastering life’s outer and inner dangers.and inner dangers.

Epigenetic principle – personality continues to develop Epigenetic principle – personality continues to develop throughout the entire life span. Each part of the throughout the entire life span. Each part of the personality has a particular time in the life span when it personality has a particular time in the life span when it must develop, if it is going to develop at all.must develop, if it is going to develop at all.

Eight Major Stages of Social –Emotional Eight Major Stages of Social –Emotional DevelopmentDevelopment

Infant : Infant : Trust vs. Mistrust Trust vs. Mistrust - needs of - needs of infant must be met by caretakers who are infant must be met by caretakers who are responsive and sensitive… infants must be responsive and sensitive… infants must be cuddled and fondled.cuddled and fondled.

– development of trust results into a sense of development of trust results into a sense of safe and dependable placesafe and dependable place

– non- resolution may develop into mistrust and non- resolution may develop into mistrust and fear of the future and a suspicious mind.fear of the future and a suspicious mind.

ToddlerToddler

Autonomy vs. Shame and Doubt Autonomy vs. Shame and Doubt - as a child - as a child begins to crawl, walk and explores his begins to crawl, walk and explores his surroundings, the conflict is whether to assert surroundings, the conflict is whether to assert their wills or not.their wills or not.

– resolution : children acquire sense of independence resolution : children acquire sense of independence and competence when parents are patients and and competence when parents are patients and encouraging.encouraging.

– Non – resolution : children develop excessive shame Non – resolution : children develop excessive shame and doubt when parents are overprotective and and doubt when parents are overprotective and always curtail their child’s freedom of movementalways curtail their child’s freedom of movement..

Pre- schoolPre- school

Initiative vs. Guilt Initiative vs. Guilt – development of – development of mental and motor abilitiesmental and motor abilities

– resolution : children will develop initiative if resolution : children will develop initiative if parents allow them freedom to run, slide, play parents allow them freedom to run, slide, play with other children, go bike riding etc.with other children, go bike riding etc.

– non- resolution: children develop sense of non- resolution: children develop sense of inadequacy and feel that they are mere inadequacy and feel that they are mere intruders or “ istorbo” and “ pasaway”; they intruders or “ istorbo” and “ pasaway”; they become passive recipients of whatever the become passive recipients of whatever the environment brings.environment brings.

School AgeSchool Age

: : Industry vs. Inferiority Industry vs. Inferiority - child’s concern is ‘ - child’s concern is ‘ how things work” and how they are made.how things work” and how they are made.

– resolution : children gain a sense of industry or resolution : children gain a sense of industry or accomplishment if their efforts are recognized, accomplishment if their efforts are recognized, rewarded and reinforced.rewarded and reinforced.

– Non-resolution: children acquire a sense of Non-resolution: children acquire a sense of inadequacy and inferiority especially if parents/ inadequacy and inferiority especially if parents/ teachers, rebuff, ridicule, constantly scold or ignore teachers, rebuff, ridicule, constantly scold or ignore the child’s efforts to improve. the child’s efforts to improve.

AdolescenceAdolescence

: : Identity vs. Role Confusion Identity vs. Role Confusion Entering adolescence, children experience “ Entering adolescence, children experience “

psychological revolution” search for answers to psychological revolution” search for answers to the questions “ who am I”, what do I value”, “ the questions “ who am I”, what do I value”, “ where am I headed in life?; trying on many new where am I headed in life?; trying on many new roles; and parent/teen conflict usually occurs.roles; and parent/teen conflict usually occurs.

– resolution : establishment of an integrated and resolution : establishment of an integrated and coherent image of oneself as a unique person resulting coherent image of oneself as a unique person resulting to a sense of centered identity.to a sense of centered identity.

– Non – resolution : role confusion or negative identity Non – resolution : role confusion or negative identity like “ hoodlum” or delinquent.like “ hoodlum” or delinquent.

Young AdulthoodYoung Adulthood

Intimacy vs. Isolation Intimacy vs. Isolation – Intimacy : the capacity to reach out and make Intimacy : the capacity to reach out and make

contact with other people; ability to share contact with other people; ability to share with and care for another person without fear with and care for another person without fear of losing oneself in the process; ex. Deep of losing oneself in the process; ex. Deep friendships and lasting relationshipsfriendships and lasting relationships

– Rejection : results to withdrawal, isolation Rejection : results to withdrawal, isolation and formation of shallow relationships.and formation of shallow relationships.

Middle AdulthoodMiddle Adulthood

: : Generativity vs. Stagnation Generativity vs. Stagnation – Generativity – entails selflessness ; reaching Generativity – entails selflessness ; reaching

out beyond one’s own concerns to embrace the out beyond one’s own concerns to embrace the welfare of society and future generations welfare of society and future generations through creative or productive work and through creative or productive work and caring for children.caring for children.

– Stagnation – people are pre-occupied with Stagnation – people are pre-occupied with their material possessions or physical well their material possessions or physical well being ( self – centered, embitteredbeing ( self – centered, embittered individualindividual))

Old AgeOld Age

1.1. Ego Integrity vs. Despair Ego Integrity vs. Despair – towards – towards twilight years, people tend to take stock of twilight years, people tend to take stock of their lives or do a self accounting. May their lives or do a self accounting. May result to sense of satisfaction with their result to sense of satisfaction with their accomplishments or despairaccomplishments or despair..

Piaget’s Theory of Cognitive Piaget’s Theory of Cognitive DevelopmentDevelopment

Universal Constructivist Perspective – the child Universal Constructivist Perspective – the child constructs reality by interacting with the constructs reality by interacting with the environment and that children have predictable environment and that children have predictable qualitative differences in how they think about qualitative differences in how they think about things at different ages.things at different ages.

All humans construct their understanding of the All humans construct their understanding of the world in predictable ways. Humans take an active world in predictable ways. Humans take an active role in their own development by acting on the role in their own development by acting on the physical environmentphysical environment..

Key ConceptsKey Concepts : : Mental Structures – cognitive structures – begins with Mental Structures – cognitive structures – begins with

reflexes in infancy evolving into schemata and more reflexes in infancy evolving into schemata and more complex structures called operationscomplex structures called operations

Schema – a mental concept formed through experiences Schema – a mental concept formed through experiences with objects and eventswith objects and events

Schemata – are building blocks of cognitive structuresSchemata – are building blocks of cognitive structures Operations – mental actions allowing children to interact Operations – mental actions allowing children to interact

with the environment using their minds and bodies; with the environment using their minds and bodies; invariant sequence where child must first develop invariant sequence where child must first develop concrete operations before formal operations.concrete operations before formal operations.

Organization – humans have natural and innate Organization – humans have natural and innate tendency to organize their relationship with the tendency to organize their relationship with the environment; people organize activity lawfully, environment; people organize activity lawfully, constructing a reality that makes sense at that time.constructing a reality that makes sense at that time.

Lawrence Kohlberg – Moral Lawrence Kohlberg – Moral Development TheoryDevelopment Theory

Three Levels and Six Stages of Moral DevelopmentThree Levels and Six Stages of Moral Development– Pre – conventional Level Pre – conventional Level – Stage 1 – Punishment / obedience orientationStage 1 – Punishment / obedience orientation

ego centered … self centered : “ survival of the fittest”ego centered … self centered : “ survival of the fittest” obedience to figure of authority brought about by fear of obedience to figure of authority brought about by fear of

physical punishmentphysical punishment– Stage II – instrumental – relativist orientationStage II – instrumental – relativist orientation

concerned with satisfying oneself at the expense of othersconcerned with satisfying oneself at the expense of others or doing something for others based on what gain or or doing something for others based on what gain or

benefit he/she can derive for a favor donebenefit he/she can derive for a favor done

Conventional LevelConventional Level

Stage III – Good boy / nice girl orientationStage III – Good boy / nice girl orientation the child becomes other – directed and the the child becomes other – directed and the

concern is for social approval and acceptanceconcern is for social approval and acceptance thus behavior conforms to accepted social and thus behavior conforms to accepted social and

traditional norms and practicestraditional norms and practices

Stage IV. Law and order orientationStage IV. Law and order orientation decisions are based on the rule of the law, honor decisions are based on the rule of the law, honor

and commitment dutyand commitment duty

Post – conventional LevelPost – conventional Level

Stage V – social contract orientationStage V – social contract orientation depends on social contracts, written documents, depends on social contracts, written documents,

abstract thing and highly legalistic concernsabstract thing and highly legalistic concerns believes in the saying, “ the law must be for the believes in the saying, “ the law must be for the

greatest number of people”greatest number of people”Stage VI – Universal ethical principle orientationStage VI – Universal ethical principle orientation behaves according to concept of universal social behaves according to concept of universal social

justicejustice respect for human rights and upholding of the respect for human rights and upholding of the

principles of dignity, equality and justice.principles of dignity, equality and justice.

THE DETERMINANTS OF THE DETERMINANTS OF LEARNINGLEARNING

– Learning Needs – what the learner Learning Needs – what the learner needs to learnneeds to learn

– Learning Readiness – when the learner Learning Readiness – when the learner is receptive to learningis receptive to learning

– Learning Style – how the learner best Learning Style – how the learner best learnslearns

LEARNING NEEDSLEARNING NEEDS

Methods in Assessing Learning Needs:Methods in Assessing Learning Needs: 1. Informal conversations or interviews – asking open ended 1. Informal conversations or interviews – asking open ended

questions questions 2. Structured interviews – where the nurse may asks the 2. Structured interviews – where the nurse may asks the

patient some predetermined questions to gather information patient some predetermined questions to gather information regarding learning needs; the answers may reveal regarding learning needs; the answers may reveal uncertainties, anxieties, fear, unexpected problems and uncertainties, anxieties, fear, unexpected problems and present knowledge base.present knowledge base.

3. Written pretest – can be given to identify the knowledge 3. Written pretest – can be given to identify the knowledge level of the potential learner and to help in evaluating level of the potential learner and to help in evaluating whether learning has taken place by comparing the pre-test whether learning has taken place by comparing the pre-test and post-test scores.and post-test scores.

4. Observations of health behaviors over a period of different 4. Observations of health behaviors over a period of different times may help determine established patterns of behaviors .times may help determine established patterns of behaviors .

Steps in the Assessment of Learning Steps in the Assessment of Learning NeedsNeeds::

11. . Identify the learnerIdentify the learner 2. Choose the right setting – establish a trusting environment by 2. Choose the right setting – establish a trusting environment by

ensuring privacy and confidentiality especially if confidential ensuring privacy and confidentiality especially if confidential information will be shared.information will be shared.

3. Collect data on the learner – by determining the characteristics 3. Collect data on the learner – by determining the characteristics learning needs of the target population, patient or any recipient of the learning needs of the target population, patient or any recipient of the learning materiallearning material

4. Include the learner as a source of information – allow the learner to 4. Include the learner as a source of information – allow the learner to actively participate in identifying his needs and problemsactively participate in identifying his needs and problems

5. Include members of the healthcare team – collaborate with the other 5. Include members of the healthcare team – collaborate with the other healthcare professionals who may have insights or knowledge of the healthcare professionals who may have insights or knowledge of the patient or learner.patient or learner.

6. Determine the availability of educational resources – use appropriate, 6. Determine the availability of educational resources – use appropriate, available, affordable, easy and simple to manipulate materials and available, affordable, easy and simple to manipulate materials and equipmentsequipments

7. Assess demands of the organization – examine the 7. Assess demands of the organization – examine the organizational climate, its philosophy, vision, mission organizational climate, its philosophy, vision, mission and goals to know its educational focus.and goals to know its educational focus.

8. Consider time management issues – allow learners 8. Consider time management issues – allow learners to identify their learning needs ; identify potential to identify their learning needs ; identify potential opportunities to assess the patient anytime, anywhere opportunities to assess the patient anytime, anywhere and minimize distractions / interruptions during and minimize distractions / interruptions during planned assessment interviews.planned assessment interviews.

9. Prioritize needs – this may be based on Maslow’s 9. Prioritize needs – this may be based on Maslow’s hierarchy of needs where the basic lower level hierarchy of needs where the basic lower level physiologic needs must first be met before one can physiologic needs must first be met before one can move up to the higher, more abstract level of needs.move up to the higher, more abstract level of needs.

Criteria for Prioritizing Learning Criteria for Prioritizing Learning Needs:Needs:

a. Mandatory – learning needs that must a. Mandatory – learning needs that must be immediately met since they are life be immediately met since they are life threatening or needed for survival.threatening or needed for survival.

Ex. Patient with history of recent heart Ex. Patient with history of recent heart attack should be taught the signs and attack should be taught the signs and symptoms of an impending attack and symptoms of an impending attack and what emergency measures are or what what emergency measures are or what medicines to take.medicines to take.

b. Desirable – learning needs that must be met to promote b. Desirable – learning needs that must be met to promote well being and are not life – dependent.well being and are not life – dependent.

Ex. Patient with pulmonary tuberculosis needs to Ex. Patient with pulmonary tuberculosis needs to understand and appreciate the importance of taking her understand and appreciate the importance of taking her medicines regularly until the regimen ends to be totally medicines regularly until the regimen ends to be totally cured.cured.

c. Possible – “ nice to know” learning needs which are not c. Possible – “ nice to know” learning needs which are not directly related to daily activitiesdirectly related to daily activities

Ex. An obese patient who just lost weight because of her Ex. An obese patient who just lost weight because of her diabetes may not necessarily need information on “ diabetes may not necessarily need information on “ tummy tucking” as a surgical and aesthetic procedure to tummy tucking” as a surgical and aesthetic procedure to remove the sagging abdominal muscles. Her current remove the sagging abdominal muscles. Her current mandatory learning needs are related to her illness.mandatory learning needs are related to her illness.

READINESS TO LEARNREADINESS TO LEARN

In assessing readiness to learn, the health educator In assessing readiness to learn, the health educator must;must;

1. determine what needs to be taught1. determine what needs to be taught 2. find out exactly when the learner is ready to 2. find out exactly when the learner is ready to

learnlearn 3. discover what the patient wants to learn3. discover what the patient wants to learn 4. identify what is required of the learner;4. identify what is required of the learner;

– what needs to be learnedwhat needs to be learned– what the learning objectives should bewhat the learning objectives should be– find out in which domain of learning and at what level find out in which domain of learning and at what level

the lesson will be taughtthe lesson will be taught

6. determine if the timing is right or proper6. determine if the timing is right or proper 7. find out if rapport or interpersonal 7. find out if rapport or interpersonal

relationship with the learner has been relationship with the learner has been establishedestablished

8. determine if the learner is showing signs of 8. determine if the learner is showing signs of motivationmotivation

9. assess if the plan for the teaching matches the 9. assess if the plan for the teaching matches the developmental level of the learnerdevelopmental level of the learner

Four Types of Readiness to Four Types of Readiness to LearnLearn 1. 1. P= Physical ReadinessP= Physical Readiness

– measures of ability – adequate strength, flexibility and measures of ability – adequate strength, flexibility and endurance is needed to be ready to learnendurance is needed to be ready to learn

– complexity of task – the difficulty level of the subject or the complexity of task – the difficulty level of the subject or the task to be mastered.task to be mastered.

– Environmental effects – refers to an environment that is Environmental effects – refers to an environment that is conducive to learning, free from noise and other conducive to learning, free from noise and other distractions which may affect the physical readiness to distractions which may affect the physical readiness to learn.learn.

– Health status – is the patient in a state of good health or ill Health status – is the patient in a state of good health or ill health? Does he still have the energy or motivation to health? Does he still have the energy or motivation to learn?learn?

– Gender – studies show that men are less inclined to seek Gender – studies show that men are less inclined to seek health consultation or intervention than women. Women health consultation or intervention than women. Women on the other hand, are more health conscious and receptive on the other hand, are more health conscious and receptive to medical care and health promotion teaching.to medical care and health promotion teaching.

2. 2. E = Emotional ReadinessE = Emotional Readiness

– a. Anxiety level – a moderate level of anxiety a. Anxiety level – a moderate level of anxiety contributes to successful learning and is the contributes to successful learning and is the best time for learning, however too much best time for learning, however too much anxiety interferes with the learning ability.anxiety interferes with the learning ability. Fear greatly contributes to anxiety and Fear greatly contributes to anxiety and

exerts negative effects on readiness to learn exerts negative effects on readiness to learn whether it be in the cognitive, psychomotor whether it be in the cognitive, psychomotor or affective domains of learning or even or affective domains of learning or even lead a patient to deny his or her illness.lead a patient to deny his or her illness.

b. b. Support systemSupport system – a strong support system composed of the immediate a strong support system composed of the immediate

family and friends, significant others, the community family and friends, significant others, the community and church will give the patient increased sense of and church will give the patient increased sense of security and well being, while a weak or absent security and well being, while a weak or absent support system elicits sense of insecurity, despair, support system elicits sense of insecurity, despair, frustration and a high level of anxiety.frustration and a high level of anxiety.

- nurses who provide emotional support to the - nurses who provide emotional support to the patient and family members go through what is patient and family members go through what is termed as “ reachable moments” which allow termed as “ reachable moments” which allow opportunity for both nurse and client to opportunity for both nurse and client to mutually share and discuss concerns and mutually share and discuss concerns and possible solutions or alternatives to care.possible solutions or alternatives to care.

c. Motivationc. Motivation

is strongly associated with emotional is strongly associated with emotional readiness or willingness to learn. readiness or willingness to learn.

A telling cue is when the learner A telling cue is when the learner starts asking questions and showing starts asking questions and showing interests in what the teacher is doing interests in what the teacher is doing or saying.or saying.

d. d. Risk taking behaviorRisk taking behavior

– are activities that are undertaken without are activities that are undertaken without much thought to what their negative much thought to what their negative consequences or effects might be.consequences or effects might be. the role of the health educator is to develop the role of the health educator is to develop

awareness in the patient as to how this can shorten awareness in the patient as to how this can shorten his life span; how to develop strategies to minimize his life span; how to develop strategies to minimize the risk; to recognize the signs and symptoms of the risk; to recognize the signs and symptoms of probable disease state and what to do should this probable disease state and what to do should this worst case scenario develop.worst case scenario develop.

e. Frame of Minde. Frame of Mind

depends on what the priorities of the depends on what the priorities of the learner are in terms of his needs learner are in terms of his needs which will determine his readiness to which will determine his readiness to learn. An important consideration is learn. An important consideration is Maslow’s hierarchy of needs as a Maslow’s hierarchy of needs as a guide in identifying needs guide in identifying needs prioritization.prioritization.

f. f. Developmental stageDevelopmental stage

determines the peak time for determines the peak time for readiness to learn or “ teachable readiness to learn or “ teachable moment “moment “

3. 3. E = Experiential ReadinessE = Experiential Readiness

refers to the previous learning experiences refers to the previous learning experiences which may positively affect willingness to which may positively affect willingness to learn.learn.– a. Level of Aspiration – depends on the short a. Level of Aspiration – depends on the short

term or long term goals that the learner has set.term or long term goals that the learner has set.– b. Past Coping Mechanism – refers to how the b. Past Coping Mechanism – refers to how the

learner was able to cope with or handle learner was able to cope with or handle previous problems or situations and how previous problems or situations and how effective were the strategieseffective were the strategies used.used.

– c. c. Cultural Background Cultural Background – d. Locus of Control – refers to motivation to learn d. Locus of Control – refers to motivation to learn

which may internal or external locus of control.which may internal or external locus of control.– e. Orientation – this refers toe. Orientation – this refers to a person’s point –of- a person’s point –of-

view which may be view which may be – Parochial – close minded thinking, conservative in Parochial – close minded thinking, conservative in

their approach to new situations, less willing to learn their approach to new situations, less willing to learn new materials and have great trust in the physician.new materials and have great trust in the physician.

– Cosmopolitan – more worldly perspectives and more Cosmopolitan – more worldly perspectives and more receptive to new or innovative ideas like current receptive to new or innovative ideas like current trends.trends.

4. 4. K = Knowledge ReadinessK = Knowledge Readiness

It refers to :It refers to :– Present Knowledge Base – also referred to as stock Present Knowledge Base – also referred to as stock

knowledge, or how much one already knows about the knowledge, or how much one already knows about the subject matter from previous and vicarious learningsubject matter from previous and vicarious learning

– Cognitive Ability – involves lower level of learning Cognitive Ability – involves lower level of learning which includes memorizing, recalling, or recognizing which includes memorizing, recalling, or recognizing concepts and ideas and the extent to which information concepts and ideas and the extent to which information is processed indicates the level at which the learner is is processed indicates the level at which the learner is capable of learning.capable of learning.

PRINCIPLES OF LEARNING PRINCIPLES OF LEARNING ( MOTIVATION)( MOTIVATION)

1. 1. Use several sensesUse several senses When dealing with the question of how much When dealing with the question of how much

people are able to retain what has been learned, people are able to retain what has been learned, it has been shown that people retain :it has been shown that people retain :

10% of what they read10% of what they read 20% of what they hear20% of what they hear 30% of what they see or watch30% of what they see or watch 50% of what they see and hear50% of what they see and hear 70% of what they say70% of what they say 90% of what they say and do90% of what they say and do

2. 2. Active Learner InvolvementActive Learner Involvement

To actively involve the patients or clients in To actively involve the patients or clients in the learning process. Use more interactive the learning process. Use more interactive methods involving the participation of the methods involving the participation of the learners like role playing, buzz sessions, Q learners like role playing, buzz sessions, Q & A format, case studies, small group & A format, case studies, small group discussion, demonstration and return discussion, demonstration and return demonstrationdemonstration..

3. Conducive Learning Environment3. Conducive Learning Environment Always consider the comfort and Always consider the comfort and

convenience of the learner convenience of the learner

4. Learning Readiness4. Learning Readiness

5. Relevance of Information5. Relevance of Information Anything that is perceived by the learner Anything that is perceived by the learner

to be important or useful will be easier to be important or useful will be easier to learn and retain.to learn and retain.

6. 6. Repeat InformationRepeat Information Continuous repetition of information over a period of Continuous repetition of information over a period of

time enhances learning; applying the information to a time enhances learning; applying the information to a different situation and asking the learner to apply the different situation and asking the learner to apply the information to another situation or rewording it and information to another situation or rewording it and giving practical applications will help in the learning giving practical applications will help in the learning process.process.

7. Generalize Information 7. Generalize Information Cite applications of the information to a number of Cite applications of the information to a number of

applications. Give examples which will illustrate or applications. Give examples which will illustrate or concretize the concept.concretize the concept.

8. Make Learning a Pleasant Experience8. Make Learning a Pleasant Experience Give frequent encouragement, recognize Give frequent encouragement, recognize

accomplishments and give positive feedback.accomplishments and give positive feedback.

9. 9. Be Systematic Be Systematic Begin with what is known; move towards the Begin with what is known; move towards the

unknown. A pleasant and encouraging unknown. A pleasant and encouraging learning experience if information is presented learning experience if information is presented in an organized manner and with information in an organized manner and with information that the learner already knows or is familiar.that the learner already knows or is familiar.

10. Be Steady 10. Be Steady Present information at an appropriate rate. Present information at an appropriate rate.

This refers to the pace in which information is This refers to the pace in which information is presented to the learner….are you talking too presented to the learner….are you talking too fast or too slow about the topic you are fast or too slow about the topic you are discussing?discussing?