Kolb's Learning Styles

• Education process consists of assessment, planning, implementation, and evaluation.
• Education Process is a systematic, sequential, logical, scientifically based, planned course of action consisting of teaching and learning.
• Education process focuses on planning and implementation of teaching based on the client's learning needs, readiness to learn, and learning styles.
• Learners will be able to identify the 3 components of determinants of learning, describe the steps in the assessment of learning needs, differentiate methods in assessing readiness to learn and to compare and contrast Learning Styles

Assessment of the Learner

• Assessment of learning needs are gaps in knowledge between the desired level of performance and actual level of performance.
• A learning need is the gap between what someone knows and what someone needs or wants to know.
• Gaps in knowledge may arise because of a lack of knowledge, attitude, or skill.
• Assessments include 3 determinants of learning: Learning needs, Readiness to learn and Learning style.
• Nurse educators must identify learning needs first, design an instructional plan to address any deficits in the cognitive, affective, or psychomotor domains.
• Identifying learning needs informs when and how learning can optimally occur.
• This occurs by improving the health of patients and families,students acquiring the information and improving more effective approaches to educating, treating patients and partnership

Assessing Learning Needs

• This initial step in the process validates the need for learning and the approaches to be used in designing the learning experience.
• Information must be identified and prioritized for the purposes of setting behavioral goals and objectives, planning instructional interventions, and evaluating the learner's achievement of desired goals
• Good assessments ensure that optimal learning can occur with the least amount of stress and anxiety for learners
• Subject repetition is avoided which saves time and energy between the learner and the educator
• Positive communication is established

Steps in Assessing Learning Needs

• Identify the learner to assess who the audience is.
• Establish a trusting environment in a suitable setting to help learners feel a sense of security such that they are respected and valued.
• Collect data about the learner to determine needs of population by exploring health problems, use literature search to assist in identifying extent of content for sessions and for educational teaching strategies.
• The most important source of needs assessment data comes from the learners themselves, to gather what they perceive their needs to be and available social support
• Healthcare team members have insights into patient/family needs and educational needs. which requires collaboration with the healthcare team for a richer assessment
• Prioritize a list of identified needs using Maslow's hierarchy of human needs can to prioritize subject matter, with the most basic needs attended to first.
• Determining the availability of educational resources allows focus on identified needs
• Assessing the demands of the organization provides information that reflects the climate and goals of the organization
• Time constraints are a major impediment to the assessment process
• Close observation and active listening takes time but more effective for assessment
• Learners must be given time to offer their own perceptions of their learning needs if the educator expects them to take charge
• Assessment can occur anytime/ anywhere when the educator has contact with learners
• Potential opportunities for patient assessment is during activities such as giving a bath, serving a meal, making rounds, and administering medications.
• Informing a patient ahead of time that the educator wishes to discuss problems allows a person notice to sort thoughts and feelings.
• Minimizing interruptions and distractions during assessment maximizes productivity

Criteria for Prioritizing Learning Needs

• Mandatory Needs
  • Needs that are required for survival or situations in which the learner's life/safety is threatened.
  • The patient who has undergone recent heart attack needs to know the signs and symptoms and when to get immediate help.
  • A hospital nurse must learn how to do cardiopulmonary and carry out correct isolation techniques to self-protect.
• Desirable Needs
  • Not life dependent but are related to well-being or the overall ability to provide high-quality care in situations involving changes in institutional procedure.
  • Patients with cardiovascular disease should understand the effects of a high-fat diet.
  • Nurses should update their knowledge through in-service programs when hospital management decides to focus on the appropriateness patient education
• Possible Needs
  • Concerns information that is nice to know but not essential or situations where the learning need is not directly related to daily activities
  • A patient who is newly diagnosed as having diabetes mellitus likely doesn't need self-care issues.

Methods to Assess Learning Needs

• Informal Conversation
  • Learning needs are discovered during impromptu conversations with other healthcare team members.
• Structured Interviews
  • Educators ask learners direct and predetermined questions to gather information about learning needs

Gathering Information During Structured Interviews

• Establish a trusting environment.
• Use open-ended questions.
• Choose a distraction free setting.
• Allow the learner to state their needs and remaining nonjudgmental.
• Focus Groups
  • A group of 4-12 is used to identify knowledge by identifying educational needs.

Gathering Information for Focus Groups

• A facilitator leads discussion.
• Facilitators create feeling of safety so participants can share sensitive information.
• Questionnaires
  • Educators obtain learners' written responses to questions about learning needs by using survey instruments.
• Tests
  • Written pretests before teaching helps identifies knowledge levels of learners and their specific needs.
• Observations
  • Observing health behaviours can draw conclusions about established patterns of behaviour.
• Documentation
  • Initial assessments, progress notes, nursing care plans provide information about learning

Readiness to Learn

• Defined as the time when a learner demonstrates interest in learning the necessary information to maintain optimal health or skill
• Even if information important, and educator feels teaching is necessary if a learner, then the information won't be absorbed.

Take Time to Peek at Four Types of Readiness to Learn

• Physical Readiness
  • Measures of ability
    • Ability to perform a task requires fine and/ or gross motor movements, sensory acuity, adequate strength, flexibility, coordination, and endurance.
  • Complexity of task
    • Variations in task affects what a learner masters.
  • Environmental effects
    • The environment helps hold the learner's attention which stimulating interest.
  • Health status
    • The available energy impacts readiness
  • Gender
    • Research indicates that women are generally more receptive to medical care
• Emotional Readiness
  • Anxiety level, support System, motivation, risk-taking behavior
  • Frame of Mind
    • Survival is of primary concern
  • Developmental Stage
    • Tasks associated with human development has a peak of learning, also known as a teachable moment
• Experiential Readiness
  • Level of inspiration
    • driven by learner and not educator
  • Past coping mechanisms
    • Explored to understand how a learner has dealt with previous issues.
  • Cultural background
    • Important to take in consideration to avoid cultural and behavioural clashes
  • Locus of control
    • The learner' life pattern in responsibility and assertiveness, and external in learner to encourage to want.
• Knowledge Readiness
  • Present Knowledge Base
    • The factor in determining and implementing instruction.
  • Cognitive Ability
    • Process of learning affects learner's capabilities
  • Learning disabilities
    • Learning disabilities and low reading aren't indicative an individual ability that require special instructions
  • Learning Styles
    • This exist by what a learner can help the educator to select to which appropriate approaches, and materials to give.

Learning Styles

• The ways individuals process information (Guild & Garger, 1998).
• Learners cognitive, effective and psychological actions.
• Each learner is unique and complex
• Learning styles are based in biologial origin
• Recognizing that people have different approaches to learning.

Determining Learning Styles

• Observation of the learner
  • Observing the learner in action, can ascertain the way the learner grasps informations and solving problems. Interviewing and/or asking the learner about the way they like to learn and comfortable setting.
• Administration Learning style instruments.
• Ned Hermann's Four Dominant Quadrants
  • Analytical (Quadrant A).
  • Sequential (Quadrant B).
  • Interpersonal (Quadrant C).
  • Imaginative (Quadrant D).

Dunn and Dunn Learning Style Model

• Used to assist educators in identifying learners that best learns through different characteristics

Myers and Briggs Learning Style

• Personality Similarities:
  • Explains Extraverts and Introverts
• Isbel Myers and Katherine Brigs, Jung's theories had application for increasing understanding.
• The power imagination is necessary for learning styles

Karl G. Jung

• Developed developed a theory and explains the personalities, and differences and identifies the attitudes of the people.
• Developed four modes of learning with major dimensions(Preception and processing)
• Each of these had a preferred choosing way
• Each learner has their own style of learning,
  • Diverging learns through concrete experience, reflective observation, and watchers.
  • Assimilating learnsing with favor concepts, abstract and using analytical models from abstract concepts and observation.
  • Convergin learns abstract, active experimentation and learns to practical and issues to solve.
  • Accommodating Learners favor using this by concrete experiments and intuition.

Gardner Multiple Intelligence

• Focuses on the type of intelligences
• Intellectual potentials being tested.
• Suggested, and in recent years views like Gardners has emerges

These Intelligences Consist

• Verbal/Linguistic
  • The capacity to use language to express you and other people
• Logical/Mathematical
  • the ability to understand the principles
• visual/spatial
  • the ability to represent the spatial world
• musical/rhythmic
  • the ability to think the music
• naturalist
  • the ability to discriminate
• Bodily/ kinesthetic
  • The part to solve.

Different Learning Intellingences

• Visual Spatial - good at visualizing
• Linguistic and Verb - Able to use their words (Writing, Speaking, Memorizing and Reading)
• Logical and Mathematical - Reasiona and analyzing (Problem Solving)
• Bodily Kinethetic, Movements Physical and Control
• Musical Intelligence thinking in patterns
• Interpersonal Understanding well with others
• Intrapersonal - Being aware with yourself.
• naturalistic - The most recent addition to Garners Theory.

Summary

• The educator chooses the teaching approaches and learning activities that are best suited for that individual. Identifying and prioritizing learning has need of the educator to is cover what the learner feels, and the educators known to be the most important. The need and agreed the education most is assesses. The learns readiness the learns the based and what the educator is knows. The learn based of the physical, emotional, experiential, and knowledge components and assessing learning'style/