determinants of learning, education

1. DETERMINANTS OF
LEARNING

2.  Learning needs (What)- must be examined
first to discover what has to be taught and to
determine the extent of teaching required
 Readiness to learn (When)- defined as the
time when the learner expresses or shows
interests in learning the information necessary
to maintain optimal health.
 Learning styles (How)- Refers to the way
individuals process information
These determinants include:

3. Learner’s
Characteristics

4. CULTURE
It is defined as invisible patterns that form the normal ways
of acting, feeling, judging, perceiving, and organizing the
world (Shade, Kelly, & berg, 1997).
Culture affects healthy behaviors and the teaching/learning
process in many ways.
Culture influences gender roles, sexual behavior, diet,
personal hygiene, body image (i.e. obesity, slimness, etc.),
drug abuse (alcohol, hallucinogens, coffee, tea), exercise,
and communication, among others (Nakamura, 1999)

5. LITERACY
The client’s ability to read and understand
what is being read is an essential
component of learning.

6. AGE
Older adults usually needs more time to learn.
Regardless of how the time factor is addressed,
older adults tend to learn best when the
information is relevant to them and has a practical
application.
Older adults often enjoy learning in a group.

7. As with all clients, emotional or mental status
should be acknowledge and taken into account
when planning an educational intervention.
Depression, denial, fear, and anxiety can all have
an impact on the effectiveness of teaching.

8. To address visual impairments, use large-
print materials or print in larger letters if
using a flip chart or chalkboard.
For those eyesight is such that reading is
not possible, make a tape e recording of
pertinent instructions.

9. EDUCATIONAL LEVEL AND
HEALTH STATUS
A client’s education level may have an impact on learning.
It has been well documented that education level is
significantly associated with health status (i.e., the more
educated the healthier).
When teaching, it is important to establish the client’s level
of knowledge or depth of understanding of his or her
condition. This will enable you to provide information at an
appropriate level – basic or in great medical detail

10. SOCIOECONOMIC LEVEL
The impact of socioeconomic level on learning has more to
do with being able to use the information being taught
rather than the process of learning.
Example: Changes in diet
May include increasing the intake of fresh fruits and
vegetables. Fresh produce is expensive, does not keep
well, and may not be available to some at a neighborhood
store. While the information is learned, the behavior cannot
be changed because of factors beyond the client’s control,
income, transportation, and local availability.

11. Socioeconomic level may dictate where a client lives.
In teaching patients and clients, it is important to identify as
many variables as possible that may affect learning or
ultimately on complying with health care. The more the
nurse knows about the person, the better able he or she
will be to develop an educational intervention that will be
successful

13. The effectiveness of nursing care depends on the
scope, accuracy, and comprehensiveness of
assessment.
Factors that considered with respect to three
determinants of learning:
1- Assessment should based on theories,
concepts & principles
2- Identify priorities of behavioral objectives
3- Reduce anxiety of client as possible
4- Prevent unneeded repetition

14. LEARNING NEEDS

15. Learning needs must be examined first to
discover what has to be taught and to
determine the extent of teaching required
Learning needs defined are gaps in
knowledge that exist between a desired
level of performance and the actual level
of performance

16. STEPS TO ASSESS LEARNING NEEDS
1- Identify the learner
2- Choose the right setting
3- Collect important information about the
learner
4- Involve members of the health care team
5- Prioritize needs
6- Take time- management issues into account

17. 1- Identify the learner
Who is the audience? Individual patient,
group of patients, significant others.
Are their needs the same or different?
Teaching opportunity formal or informal
must be based on accurate identification
of the learners

18. 2- Choose the right setting
• Establish an environment in which the
learners feel a sense of security in confiding
(revealing disclosing)information and believe
their concerns are respected and taken
seriously.
• Maintaining privacy and confidentiality is
essential to establish a trusting relationship.

19. 3- Collect important information about the learner
 Patients or family member are the most important
source of needs assessment information.
 Be sure to ask what is important to them , what type
of social support systems are available and how
their social support system can help.
 Actively engage learners in defining their needs and
problems.

20. 4- Involve members of the health care team
o Consult with other professionals to gain insight into the
needs of patients and their families.
o Representatives of health related organizations such as
Diabetes organization, Heart Association often provide
insight into learning needs of people specific health
problems or concerns.

21. 5- Prioritize needs
If the basic needs are not attended to first and
foremost as indicated by Maslow's hierarchy of
needs, learning of other information may either
delayed or impossible to achieve
Prioritizing helps nurses in partnership with patient
set realistic and achievable learning goals
Not All Learners need to know everything and
assessment can help to discriminate the “need to
know” from the “ nice to know” information

23. Criteria Prioritize needs
CRITERIA LEARNING NEEDS
Mandatory that must be learned for survival recent
heart attack need to know sign &
symptoms & when to get immediate help
Desirable that are not life dependent but related to
well-being, clients with cardiovascular
disease need to know the effect of a high-fat
diet on their condition
Possible that are nice to know but not essential,
about daily activity, newly
diagnosed diabetes

24. 6- Take time- management issues into account
Because lack of time is a major barrier to carrying out a
proper assessment the following are some tips that, in
long term are time-savers.
1- Give more efficient and effective time to do good
initial assessment
2- Learner must given time to offer their own thought
(Involve client actively)
3- Do assessment any time & any where as possible
4- Inform client a head of time
5- Minimizing interruptions and distractions

25. Methods of
Assessing
Learning Needs

26.  Casual conservations: during performing pt. care,
nurse must rely on active listening, use open-ended
questions
 Structured interviews: use direct open-ended
questions
 Questionnaires: use checklist
 Observations: watching the learner perform a task is an
excellent way of assessing a skill
 Patient charts: physicians’ notes, nurses’ notes

27. READINESS TO LEARN

28. READINESS TO LEARN
Timing—that is, the point at which teaching
should take place—is very important
A learner who is not receptive to information
at one time may be more receptive to the
same information at another time.
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29. Take time to take a PEEK at the four types of readiness to learn
1. Physical readiness
o measures of ability
o complexity of task
o health status
o gender
2. Emotional readiness
o Anxiety level
o Support system
o motivation
o risk taking behavior
o frame of mind
o developmental stage
3. Experiential readiness
o level of aspiration
o past coping
mechanisms
o cultural background
o locus of control
o orientation
4. Knowledge readiness
o present knowledge
base
o cognitive ability
o learning disabilities 29

30. LEARNING STYLES

31. LEARNING STYLES
Refers to the way individuals
process information
Each learner is unique and complex
with distinct learning style
preferences that distinguish one
learner from another.
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32. 32
SIX LEARNING STYLE PRINCIPLES
1- Identify style that nurse & client prefer
2- Nurse need not to use her preferred style exclusively
3- Assist patients to identify their own style preference
4- Client will have opportunities to learn through their
preferred style of learning
5- Encourage client to diversity styles of learning
6- Become aware of various methods and materials
available

33. To determine a person’s learning style, three mechanisms
can be used:
o Observation
o Interviews
o Learning style instruments
33