8. characteristics of the learner

CHARACTERISTICS OF THE LEARNER

ASSESSMENT OF THE LEARNER


- need to individualize teaching based on prior assessment, improves pt outcomes (Corbitt, 2008; Kim et al, 2004)


- Most commonly overlooked: Reason: lack of time like shortened hospital stays and limited contact, tighter schedules of staff.

3 DETERMINANTS:

1. LEARNING NEEDS- what the learner needs and wants to learn

2. READINESS TO LEARN- when the learner is receptive to learning

3. LEARNING STYLE- how the learner best learns

LEARNING NEEDS• Are gaps in knowledge that

exist b/n a desired level of performance and the actual level of performance (Healthcare Association, 1985).

• A gap b/n what someone needs or wants to knowledge. Such gap exist because of a lack of knowledge, attitude, or skill

LEARNING NEEDS• SIGNIFICANT

DIFFERENCES have been found to exist between the perceptions of needs identified by patients vs. the needs identified by nurses caring for them.

• According to estimates of many cognitive experts in behavior and social sciences, most learners (90-95%) can master a subject with a high degree of success if given sufficient time and appropriate support (Bloom, 1968; Bruner, 1966; Carroll, 1963; Kessels, 2003; Lez, 1979; Skinner, 1954).

STEPS IN ASSESSING LEARNING NEEDS:

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 demands of the organization- yield information that reflects the climate of the organization.

9. Take time- management issues into account

METHODS TO ASSESS LEARNING NEEDS:

• Informal conversation• Structured interviews• Focus groups• Self-administered

questionnaires• Tests • Observations• Patient charts


2. READINESS TO LEARN

READINESS TO LEARN• Time when the learner

demonstrates an interest in learning the information necessary to maintain optimal health or to become more skillful in a job.

• When learner is RECEPTIVE, WILLING, and able to participate

• Education should first take a

PEEK (Lichtenthak, 1990)

4 TYPES OF READINESS (PEEK)

• P- PHYSICAL READINESS

- Measures of ability to perform tasks- fine/gross motor movements, sensory acuity, adequate strength, flexibility, coordination, and endurance.


E- EMOTIONAL READINESS

- Anxiety level- Support system- Motivation- Rick-taking behavior- Frame of mind- Developmental stage


E- EXPERIENTIAL READINESS

- Level of aspiration- Past coping mechanisms- Cultural background- Locus of control- Orientation: parochial or

cosmopolitan


K- KNOWLEDGE READINESS

- Learner’s present knowledge base, level of learning capability and the preferred style of learning.


3. Learning Styles

Learning styles• refers to the ways in which and

conditions under which learners most efficiently and most effectively perceived process, store, and recall what they are attempting to learn (James & Gardner, 1995).

• And how they prefer to approach different learning tasks (Cassidy, 2004)

6 LEARNING STYLE PRINCIPLES (Friedman & Alley, 1984):

1.Both the style by which the educator prefers to teach, and the style by which the learners prefers to learn can be identified


2. Educators need to guard vs. relying on teaching methods & tools that match their own preferred learning style


3. Educators are most helpful when they assist learners in identifying and learning through their own style preferences


4.Learners should have the opportunity to learn through their preferred style


5. Learners should be encouraged to diversify their style preferences


6. Educators can develop specific learning activities that reinforce each modality or style

3 MECHANISMS TO DETERMINE LEARNING STYLES:

1.Administration of learning style instrument

2.Interviews3.Observation

LEARNING STYLE MODELS & INSTRUMENTS

1.Right brain/left brain and whole brain thinking model

-Dr. Roger Sperry and his Team- 30 years ago


2. Field-independent/field dependent perception model -Witkin, Oltman, Raskin, & Karp, 1971

FIELD INDEPENDENCE FIELD DEPENDENCE

Perceived environment as separate from surroundings (inability to see attachments

Relies on surroundings

Intrinsically motivates Extrinsically motivatedIntroverted ExtrovertedInner directed Directed by othersAble to break down information

Difficulty in organizing uncertain structure

Able to retrieve items from memory

Difficulty linking/applying new information with new knowledge


3. Dunn and Dunn Learning styles

-Rita and Kenneth Dunn, 1967


4. JUNG AND MYERS-BRIGGS TYPOLOGY

- Carl Jung (1921/1971)

Isabel Myers (1980)

and her mother, Katherine Briggs

Extroversion (E)--Introversion (I)

Sensing (S)-----Intuition (N)Thinking (T)---- Feeling (F)

Judgment (J)--- Perception (P)_________________________- From which 16 personalities emerged

ISTJ ISFJ INFJ INTJ

ISTP ISFP INFP INTP

ESTJ ESFP ENFP ENTP

ESTJ ESFJ ENFJ ENTJ


5. 4MAT system by McCarthy (1981)


6. VARK Learning styles by Fleming and Mills (1992)


7. Kolb’s Experiential Learning model (Cycle of Learning) -David Kolb (1984)

KOLB’S LEARNING STYLE MODEL• “Learning is the process

whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it.”

Concrete Experience (CE)

“Feelings”

ACCOMMODATOR

DIVERGER

CONVERGER ASSIMILATOR

Active Experi-Mentation (AE)

“Doing”

Abstract Conceptualization (AC)

“Thinking

ReflectiveObservation

(RO)“Watching’

DIVERGERS-combines modes of CE and RO;

good at viewing concrete situations from many point of view; look at things from different perspectives; they are sensitive & prefer to watch rather than do; gather information & use imagination to solve problems; best at viewing abstract situations

ASSIMILATORS• -RO and AC; more

concise & logical• Prefer abstract

conceptualization & reflective observations

• Ideas and concepts are more important than concrete situations

CONVERGERS• AC and AE; more concerned with problem-solving and use this learning style in finding solutions to practical issues.

ACCOMMODATORS

• AE & CE; “hands-on” learning experience that relies on intuition rather than logic; they use other people’s analysis, and prefer to take a practical, experiential approach.

Average learning style of BSN students:

–CONVERGENTS, since they are expected to use problem-solving skills and perform technical tasks, with the tendency toward accommodating style or hand-on learning experiences.

AVERAGE LEARNING STYLE OF A FACULTY

•DIVERGING which is more on concrete to reflective observations

05/03/2023 ELTON D. DELOS SANTOS, RN, MA Ed

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8. characteristics of the learner

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