June-Dian HE Chapter 4: Determinants of learning
AE (Active Experimentation)
"Doing"
AC mode (abstract conceptualization)
"thinking"
RO (Reflective Observation)
"watching"
CE mode (Concrete experiences)
'feeling"
outward turning
(extraversion)
inward turning
(introversion)
Emotional readiness
1. Anxiety level 2. Support system 3. Motivation 4. Risk-taking behavior 5. Frame of mind 6. Developmental stage
Productivity Environmental Preference Survey (PEPS)
1. Available in 3 diff forms: 2. *For grades 3-5, 6-12 and adult version. 3. This instrument yields info concerned with patterns through which learning occurs. 4. Dunn and Dunn
Field-Dependent Learners
1. Easily affected by criticism 2. Conform to peer pressure 3. Influenced by feedback (grades and evaluation) 4. Learn best when material is organized 5. Have a social orientation to the world 6. Place emphasis on facts 7. Prefer learning to the relevant to own experience. 8. Need external goals, objectives, and reinforcements. 9. Prefer discussion method.
Dunn and Dunn 5 basic stimuli that affect a person's ability to learn:
1. Environmental elements 2. Emotional elements 3. Sociological patterns 4. Physical elements 5. Psychological elements
4 constructs 16 personality types
1. Extraversion-Introversion 2. Sensing-Intuition 3. Thinking-Feeling 4. Judging-Perceiving
PSYCHOLOGICAL ELEMENTS
1. Gloval vs. Analytic 2. Hemispheric preference 3. Impulsivity vs. Reflectivity
ASSESSMENT OF 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 healthcare team 6. Prioritize needs 7. Determine availability of educational resources 8. Assess the demands of organization 9. Take time
Methods to Assess Learning Needs
1. Informal Conversations 2. Structured Interviews 3. Focus group 4. Questionnaires 5. Tests 6. Observations 7. Documentation
SOCIOLOGICAL ELEMENTS
1. Learning Alone 2. Presence of an authority figure 3. Variety of ways
3 determinants of learning
1. Learning needs - what the learner needs and wants to learn. 2. Readiness to learn - when the learner is receptive to learning. 3. Learning styles - how the learner best learns.
Experiental Readiness
1. Level of Aspiration 2. Past coping mechanisms 3. Cultural Background 4. Locus of control
GARDNER'S 8 TYPE OF INTELLIGENC
1. Linguistic intelligence 2. Spatial 3. Logical-mathematical 4. Musical 5. Bodily-kinesthetic 6. Interpersonal 7. Intrapersonal 8. Naturalistic
Physical readiness
1. Measures of ability 2. Complexity of task 3. Environmental effects 4. Health status 5. Gender
EMOTIONAL ELEMENTS
1. Motivation 2. Persistence 3. Responsibility 4. Structure
Field-Independent Learners
1. Not affected by criticism 2. Will not conform to peer pressure 3. Less influenced by external feedback 4. Learn best by organizing their own material 5. Have an impersonal orientation to the world 6. Place emphasis on applying principles 7. Interested in new ideas or concepts for own sake. 8. Provide self-directed goals, objectives, and reinforcement 9. Prefer lecture method.
PHYSICAL ELEMENTS
1. Perceptual strengths 2. Intake 3. Time of the Day 4. Mobility
Knowledge Readiness
1. Present knowledge base 2. Cognitive ability 3. Learning and Reading Disabilities 4. Learning styles
4 modes, Quadrant preference of thinking:
1. Quadrant A (left brain, cerebral): logical, analytical, quantitative, factual, critical 2. Quadrant B (left brain, limbic): sequential, organized, planned, detailed, structured 3. Quadrant C (right brain, limbic): emotional, interpersonal, sensory, kinesthetic, symbolic 4. Quadrant D (right, cerebral): visual, holistic, innovative
ENVIRONMENTAL ELEMENTS
1. Sound 2. Light 3. Temp 4. Design
Right-hemisphere
1. Thinking is creative, intuitive, divergent 2. Synthesizing 3. Prefers drawing and manipulating objects 4. Respond to written instructions and explanations. 5. Recognizes face 6. Relies on images 7. Solves problems by looking at the whole configurations using hunches 8. Loose organizational skills, sloppy 9. Likes change 10. Frequently loses contact with time and sched 11. Geometry is preferred math 12. Good at interpreting body language 13. Free with emotions
Left-hemisphere
1. Thinking is critical, logical, convergent, focal 2. Analytical 3. Prefers talking and writing 4. Respond to verbal instructions 5. Recognizes names 6. Solves problems by breaking them into parts 7. Good organizational skills, neat 8. Likes stability, willing to adhere to rules 9. Conscious of time and schedules 10. Algebra is preferred math 11. Not as good as interpreting body language 12. Controls emotions
Group Embedded Figures Test (GEFT)
1. Used to measure field indep and dependence - that is how a person's perception of an item is influenced by context. 2. Field-Independent and dependent
ASSESSING THE LEARNING NEEDS OF NURSING STAFF
1. Written Job Descriptions 2. Formal and Informal Requests 3. Quality assurance report 4. Chart Audits 5. Rules and Regulations 6. Self-Assessment 7. Gap Analysis 8. Delphi technique
Right- Brain/ Left- brain- thinking
1. adds to understanding of brain functions that are associated with learning 2. developed by Roger Sperry
Perceptual strengths
1. those with auditory preferences 2. with visual preferences 3. with tactile preferences 4. with kinesthetic preferences
26 pt. questionnairet
4MAT instructional design and learning-type measurement instrument
Musical intelligence
Also related to the right side of the brain. Musically intelligent children can be found singing a tune, indicating when a note is off key, playing musical instruments, dancing to music
Dimension of perception
CE mode (Concrete experiences) AC mode (abstract conceptualization) AE (Active Experimentation) RO (Reflective Observation)
Questionnaires
Checklist Patient Learning Needs Scale
JUNG AND MYERS- BRIGGS TYPOLOGY
Established by CARL JUNG, a swiss psychiatrist developed a theory that explains personality similarities and differences. (extraverts and introverts)
Multiple Intelligences Developmental Assessment Scales (MIDAS)
Instrument to measure intelligence. GARDNER'S 8 TYPE OF INTELLIGENCE
Bodily-kinesthetic
Involves the basal ganglia and cerebellum of the brain in addition to other brain structures. They are said to be good at body movement, performing actions, and physical control.
Type 4/Dynamic
Learners who ask , what if?
Type 1/Imaginative
Learners who demand to know why.
Type 3/ Common Sense
Learners who want to know how to apply the new learning
Type 2/Analytical
Learners who want to know what to learn.
Three mechanisms to determine learning style
Observation, interview, administration
PEEK
Physical,Emotional,Experiental, Knowledge Readiness
Existential
The ability to be sensitive to, or have the capacity for, conceptualizing or tackling deeper or larger questions about human existence.
Learning Style Inventory (LSI)
a 20-item self-report questionnaire that requires respondents to rank four sentence ending corresponding to each of the four learning modes.
Evening learners
ability to concentrate is greatest at the end of the day
Measures of ability
ability to perform a task requires fine and/or gross motor movements, sensory acuity, adequate strength, flexibility, coronation, etc.
Complexity of task
affect the extent to w/c the learner can master the behavioral changes.
Intrapersonal
also involves pre frontal lobes of the brain. Have strong personalities, prefer inner world ideas and feelings, and likes being alone.
Thinking-Feeling
approach used by individuals to arrive at judgments through objective vs subjective processes.
ISABEL MYERS AND HER MOTHER KATHERINE BRIGGS
became convinced that Jung's theories had an application for increasing human understanding.
READINESS TO LEARN
can be defined as the time when learner demonstrates an interest in learning the info.
Educators
can greatly enhance learning when they serve as facilitators. Also vital in giving support, encouragement, and direction.
Structured Interviews
commonly used to solicit learner's POV.
Afternoon learners
concentration is highest in the mid-to late afternoon.
Health status
current state of health
Learning needs
defined as gaps in knowledge that exist between a desired level of performance.
Identify the learner
dentify who is the audience.
Sensing-Intuition
describes perception as coming directly through 5 senses.
Patient Learning Needs Scale
designed to measure patients' perception of learning needs to manage their health care at home.
Collect data about the learner
determine characteristics needs of the population by exploring typical health problems or issues.
VARK LEARNING STYLES
developed by Fleming and Mills. This model focuses on a person's preference of taking in and putting out information.
4MAT SYSTEM
developed by McCarthy. She used Kolb's model combined with Sperry's right and left brain.
Determine availability of educational resources
educator may identify a need, but it may be useless to proceed with interventions.
Chart Audits
educators can identify trends in practice through this.
Quadrant C (right brain, limbic)
emotional, interpersonal, sensory, kinesthetic, symbolic
Kinesthetic learners
enjoy doing hands-on activities, such as role play and retdem.
Aural learners
enjoy listening to lectures, often need directions read aloud, prefer to discuss topics and form study groups.
Choose the right setting
establishing a trusting environment helps learner feel a sense of security in confiding information.
Level of Aspiration
extent to which someone is driven to achieve is related
External Locus
externally motivated, then someone other than themselves must encourage the learner to want to know something.
Left hemisphere
found in vocal and analytical side, used for verbalizations and for reality based and logical thinking.
Right hemisphere
found to be the emotional, visual-spatial, and non-verbal side with thinking processes that are intuitive, subjective, relational, holistic, and time free.
Tests
giving written pretests before planned teaching can help identify the knowledge levels of potential learners.
Visual Learners
graphical representations such as flowcharts with step-by-step directions.
Field independent
have internalized frames of reference such that they experience themselves as separate form others and environment.
30%
have right brain dominance and most learners have left-brain dominance.
Environmental effects
helps to hold learner's attention and stimulate interest in learning.
Rules and Regulations
helps to identify possible learning needs of staff.
Present knowledge base
how much someone already knows about specific subject.
Self-Assessment
important area to consider when assessing the learning needs of SN and staff.
Cultural Background
important so that the educator can avoid teaching in opposition to cultural beliefs.
Hermann brain dominance (HBDI)
incorporates theories on growth and development and considers learning styles as learned patterns of behaviors.
Support system
influence emotional readiness and are closely tied to how anxious an individual might feel.
Anxiety level
influences person's ability to perform at cognitive, affective, and psychomotor levels.
Documentation
initial assessments, progress notes, NCPs, staff notes, and discharge planning forms can provide info.
Assessment
initial step in the process validates the need for learning.
Focus group
involve getting together a small number (4-12) of potential learners to determine areas of educational needs.
Logical-mathematical
involves both side of the brain. Right side deals with concepts, and left brain remembers symbols. Children explores patterns, categories and relationships.
Frame of mind
involves concern about here and now versus the future.
Interpersonal intelligence
involves pre frontal lobes of the brain. Children with high of this intelligence understands people, notice others' feelings, friendly, and are gifted in social skills.
Visual-spatial
kind of intelligence is related to the right side of brain. Children with high spatial intelligence learn by images and pictures.
KOLB'S EXPERIENTAL LEARNING MODEL
knowledge is acquire through a transformational process. Also known as cycle of learning.
Reflection on action
learner identifies what was done well and what could have been done better in his actual performance.
Collect data from the learner
learners are usually the most important source of needs assessment data about themselves.
Hemispheric preference
learners who possess right-brain tend to learn best in environments that have low illumination.
Prioritize needs
list of identified needs can become endless and seemingly impossible to accomplish.
Quadrant A (left brain, cerebral)
logical, analytical, quantitative, factual, critical
Fear
major contributor to anxiety.
Field dependent
more externally focused and such are socially oriented.
Early
morning learners - ability to focus energies on learning is high in early hours
Late
morning learners - concentration peaks around noontime
Lack of time
number one reason why nurse educators shortchange the assessment phase.
Observations
observing health behaviors in several different time periods can help the educator draw conclusions about established patterns.
health professionals
often acts as social and emotional support to clients.
Formal and Informal Requests
often staff are asked for ideas for educational programs.
Checklist
one of the most common forms of questionnaires.
Role of educating
one of the most essential interventions that a nurse performs.
Gap Analysis
organized method to identify differences between desired and actual knowledge.
Involve members of healthcare team
other health professionals have insight into patient or family or educational needs.
Informal Conversations
other learning needs are discovered during impromptu convo
Internal Locus
patients are internally motivated, when they are ready to learn when they feel a need to know abt something.
Developmental stage
peak time for readiness to learn known as teachable moment.
90-95%
percentage of learners that can master a subject with a high degree of success.
Myers-Briggs Type Indicator (MBTI)
permits people to learn about their own type of behavior and understand themselves better.
Impulsivity vs. Reflectivity
prefer opportunities to participate verbally in groups and tend to answer questions.
VARK QUESTIONNAIRE
provides users with a profile of their learning preferences for taking in and giving out info. It is easy to use and can readily be applied in healthcare setting.
GARDNER'S 8 TYPE OF INTELLIGENC
psychologist who developed a theory focused on the multiple kinds of intelligence in children.
LEARNING STYLE
refer to the ways in which and conditions under which learners most efficiently and effectively perceive, process, store and recall.
Mobility
refers to how still the learner can sit and for how long a period.
Knowledge Readiness
refers to learner's present knowledge base, level of cognitive ability.
Naturalistic
refers to sensing abilities in making patterns and connections to elements in nature.
Extraversion-Introversion
reflects an orientation to either the outside world of people and things or inner world of concepts and ideas.
Gender
research suggests that women are generally more receptive to medical care and take fewer risks than men.
Linguistic intelligence
reside in Broca's area of the left side of the brain, have highly developed auditory skills and think in words.
Risk-taking behavior
risk taking behavior
Quadrant B (left brain, limbic)
sequential, organized, planned, detailed, structured
Brain preference indicator (BPI)
set of questions used to determine hemispheric functioning.
Global vs. Analytic
some learners are global in their thinking and learnbest by obtaining meaning from broad concept.
Temp
some learners have difficulty thinking if a room is too hot or, conversely, if it is too cold.
Light
some learners learn best under bright lights
Sound
some learners need silence; others are capable of blocking sounds around them.
Intake
some learners need to eat, drink, chew, or bite objects while concentrating.
Time of the Day
some learners perform better at one time of day than another.
Delphi technique
structured process using a series of questionnaires or rounds that provides info about specific needs.
Sociological patterns
such as desire to work alone or in groups, or a combination of these two approaches, which are thought to be socioculturally based.
Emotional elements
such as motivation, persistence, responsibility and structure, which are developmental and emerge over time
Physical elements
such as perceptual strength, intake, time of the day, and mobility, which relate to the way learners function physically.
Environmental elements
such as sound, light, temp, design, which are biological in nature.
Psychological elements
such as the way learners process and react to information.
Timing
the point when teaching should take place.
Rita Dunn and Kenneth Dunn
they develop user friendly model that would assist educators in identifying characteristics that allows individuals to learn in diff. ways.
Assess the demands of organization
this assessment yields information that reflects the climate of organization.
Take time-management issues into account
time constraints are a major impediment to the assessment process.
reachable moment
time when a nurse truly connects with the client by directly meeting the individual on mutual terms.
Quality assurance report
trends found indicating safety violations or errors.
Past coping mechanisms
use to understand how they have dealt with previous problems.
Learning styles
variety preferred styles of learning.
Quadrant D (right, cerebral)
visual, holistic, innovative
Judging-Perceiving
way by which an individual reaches a conclusion about or becomes aware of something.
Written Job descriptions
what is required to effectively carry out job responsibilities can reflect potential learning.
Design
when learners are seated on wooden, steel, or plastic chairs, 75% of total body weight is supported on only 4 sq. inches of bone.
Cognitive ability
which info can be processed is indicative of the learner's capabilities.
Learning and Reading Disabilities
which may be accompanied by low-level reading skills.
Motivation
willingness to take action.
Read/write learners
written word, as evidenced by reading or writing, with references to additional sources of info.
Educator Role Learning Process
• Assessing problems of deficits and learners' abilities • Proving important best evidence information • Identifying progress being made • Giving feedback and follow up. • Reinforcing learning in acquisition of new KSA. • Determining effectiveness of education provided.
Determinants of learning
• Needs of the learner • State of readiness to learn • Preferred learning styles for processing information
