Nature of the Learner

Human Development is the dynamic process of change that occurs in the physical, psychological, social, spiritual & emotional constitution. Types of changes:
1.

2.

Growth is quantitative involving increase in the size of the parts of the body. Development is qualitative involving gradual changes in character.

Major Processes of Human Development

1. Learning - Any relatively permanent change in behavior brought about through experience. It is a complex process which involves changes in mental processing, development of emotional functioning and social transactional skills develop and evolve from birth to death.

2. Maturation Includes bodily changes which are primarily a result of heredity or the traits that a person inherits from his parents.

Periods of Lifespan Development

1. Prenatal Development Includes the time from

conception to birth. Hereditary Is the sum of total characteristics which are biologically transmitted thru parents to offspring. Two types of cells in the human body: Body or Somatic Cells Germ or Productive Cells

Periods of Lifespan Development

2. Infancy Extends from birth up to 18 or 24 months. It characterized by: 0 Time of extreme dependence on adults 0 Babyhood
Sensimotor

Development Head turns to direction of touch, lifts chain & head, holds head & erect, reaches for objects, sits with support, stands with help, crawls, walks with support.

Periods of Lifespan Development

3. Early Childhood begins from the end of infancy to about 5-6 years.
Behavior of a child during early childhood ( Pre-school)
First Grade marks end of early childhood Pre-school experience affects his/her

growth

&

development. The relationship that the child has with the significant others

Periods of Lifespan Development

4. Middle and Late Childhood School age from 6 11 years. Also called as elementary school years.
The fundamental skills of reading, writing and

arithmetic are mastered. The child becomes more achievement centered with increased self-control when he/she is exposed to the world and culture.

Periods of Lifespan Development

5. Adolescence Marks the transition of childhood to adulthood; approximately from 10-12 years and ending at 18-22 years. Puberty Development of sexual characteristics.
Characteristics of adolescence Pursuit of independence and an identity is prominent. Thoughts are more logical, abstract, and idealistic More time is spent outside the family

Periods of Lifespan Development

Developmental Task of Adolescence Development independence in preparation for adulthood Establishing a sense of identity Physical Aspect of Development More marked internal than external development during later adolescence Spends more time with the physical looks and improving appearance

Periods of Lifespan Development

6. Early Adulthood Begins in late teens or early twenties through the thirties.
Characteristics of early adolescence Establishing personal and economic independence. Career development Selecting a mate Intimate relationships Starting a family

Periods of Lifespan Development

7. Middle Adulthood begins from 35-45 years old up to 65 years old
Characteristics of middle adulthood Menopause of women Climacteric or andropause for men Time of expanding personal and social involvement and responsibility.

Periods of Lifespan Development

8. Late Adulthood or Senescence begins from 65 to 80 years and lasting until death.
Characteristics of late adulthood Time adjustment to decreasing strength & health Life Review Retirement Adjustment to new social roles Affiliations with members of ones age group

Four Theories of Human Development

Theory of Psychosexual Development

Sigmund Freud Father of Modern Psychology

Theory of Psychosexual Development

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

Eriksons Psychological Stages of Development

Crisis A turning point, crucial period of increase

vulnerability and heightened potential.

Epigenetic Principle personality continues to

develop throughout the entire life sopa

Major Stages of Social-Emotional Development

1.
2. 3.

4.
5. 6. 7. 8.

Infant: Trust vs. Mistrust Toddler: Autonomy vs. Shame and doubt Preschool: Initiative vs. Guilt Schoolage: Industry vs. inferiority Adolescence: Identify vs. Role confusion Young adulthood: Intimacy vs. Isolation Middle adulthood: Generatively vs. Stagnation Old age: Ego Integrity vs. Despair

Piagets Theory of Cognitive Development

Universal Constructivist perspective

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

Key Concepts
1.

2.

3.
4.

5.

Mental Structures begins with reflexes in infancy evolving into schemata and more complex structure Operations Schema metal concept formed through experiences with objects and events Schemata are building blocks of cognitive structures Operations mental actions allowing children to interact with the environment using their minds and bodies. Organization humans have natural and innate tendency to organize their relationship with the environment.

Moral development Theory Lawrence Kohlberg

Three Levels and Six Stages
I.

Pre-conventional Level

Stages I Punishment\ obedience orientation Stages II Instrumental- relativist orientation II. Conventional Level Stages III Good boy\ nice girl orientation Stages IV Law and other Orientation III. Post-conventional Level Stages V Social contract orientation Stages VI Universal ethical principle orientation.

THE DETERMINANTS OF LEARNING

Haggard (1989) states that educators role in learning is primarily to assess the learner in relation to: Learning needs Learning readiness Learning style

The Determinants of Learning

LEARNING NEEDS Are gaps in knowledge that exist between a desired and actual level of performance. 1. Informal conversations or interviews 2. Structural interviews 3. Written pretests 4. observation

LEARNING
Is a relatively permanent change in mental

processing, emotional functioning and or behavior as a result of experience. it is a lifelong process that is constantly evolving that takes place from the mother of conception up to death. is an ongoing process that is dynamic and constantly evolving from womb to womb

Steps in the Assessment of Learning Needs.(Bastable, 2003)

Identify the learner who is learner, group or individual and what are learner needs. 2. Choose the right setting establish a trusting environment by ensuring privacy and confidentially. 3. Collect data on the learner determining the characteristics learning needs of the target population, patient or any recipient of learning material 4. Include the learner as a source of information allow the learner to actively participate in identifying his needs and problems
1.

Steps in the assessment of learning needs

Include members of the healthcare team collaborate with the healthcare professionals who may have insights or knowlegde of the patient or learner. 6. Determine availability of education resources demonstrate the materials and equipment will be used. It should be appropriate, available, affordable, easy and simple to manipulate. 7. Assess demands of the organization its philosophy, vision, mission and goals to know what its educational focus is. Is more on health promotion and preventive disease.
5.

Continuation of steps assessment

8. Consider time-management issues allow learner

to identify their learning needs. identify potential opportunities to assess patient anytime, anywhere. minimize distractions\interruptions during planned assessment interviews. 9. Priority needs it maybe based on Maslow's hierarchy of needs.

MASLOWS HEIRARCHY of NEEDS

SELF ACTUALIZATION

SELF-ESTEEM NEEDS

LOVE AND BELONGINGNESS NEEDS

SAFETY AND SECURITY NEEDS PHYSIOLOGICAL NEEDS Oxygen,food,elimination,temperature control,sex,movement,rest,comfort.

3 Criteria for Prioritizing Learning Needs (HC Educ. Ass. 1985)

I.
II. III.

Mandatory must immediate care for life threatening or needed for survival Desirable must met to promote well-being and are not life-dependent Possible nice to know learner needs which are not directly related to daily activities. Readiness to Learn. Is the time when the patient is willing to learn Is receptive to information

Types of Readiness to Learn (PEEK)

1. 2.

P = Physical Readiness Measures of ability adequate strength, flexibility and endurance is needed to teach a patient. Complexity of task Difficulty level of the subject or the task to be mastered. psychomotor skills require varying degrees of manual dexterity physical energy output but once acquired or mastered usually retained better and longer than learning in the cognitive and effective domains

Types of Readiness to Learn

3. Environmental effects refers to an environment
4. 5.

that is conductive to learning Health status patient in a state of good health or ill health Gender Is a changing perspective in attention-seeking behavior with the blending of roles in the home or workplace increased attention to healthy lifestyle (men and women)

Types of Readiness to
1.

E = Emotional Readiness Anxiety Level May or may not be hindrance to learning Some degree of anxiety may motivate a person to learn either high or low will interfere anxiety moderate level of anxiety contributes to ability fear greatly contributes to anxiety and exerts negatives effects on readiness to learn.

Types of readiness to learn

2. Support system
Strong support system composed of the immediate

family and friends Weak or absent support system elicits sense of insecurity, despair, frustration and a high level of anxiety. Emotional support paves the way for the teachable moment 3. Motivation is a strongly associated with emotional readiness or willingness to learn

Types of readiness to Learning

4. Risk-taking behavior activities that are undertaken 5.

6.

1.

without much thought to what negatives consequences or effects might be. Frame of mind depends on what the priorities of the learner are in terms of his needs Developmental stage determines the peak time for readiness to learn teachable moment E = Experiential Readiness refers the previous learning experience whether its positive or negative Level of aspiration depends on short or long term goal which influence motivation to achieve

Experiential Readiness
2. Past coping mechanisms refers how the learner

3.

4.

was able to cope with or handle previous problems or situations and how the effective were the strategies used. Cultural background Awareness of the culture of the learner is of prime importance find out also if the patient understands the language that is being used to communicate with. Locus of control refers motivation to learn

2 types of locus of control

A. Internal locus of control (intrinsic) B.

external locus of control (extrinsic)

5. Orientation refers to a persons point-of-view A. Parochial close-minded thinking, conservative in

their approach to new situation, less wiling to learn new materials. B. Cosmopolitan orientation more worldly perspective and more receptive to new or innovative ideas

Knowledge
K = Knowledge Readiness 1. Present knowledge base refers as stock knowledge 2. Cognitive ability involves lower level of learning includes: memorizing, recalling or recognizing concept and ideas. Learning Styles Indicates how people learn in uniquely different ways: 1. some are global (holistic) thinkers and some are analytic. 2. some learn better from auditory sources than from visual stimuli. 3. Some learn better when with the group than independently or alone.

Basic Concept of cognitive styles

Holistic vs. analytic thinking Holistic (global) thinkers interested in the gist of things, the essence or general idea Analytic thinkers - think logically and objectively looking at the details first Verbal vs. visual representation see or hear as in terms of words or verbal associations see or hear as mental pictures or images

Learning Style Models

Two most commonly used learning models that are frequently used in nursing David Kolbs Cycle of Learning (1984) Anthony Georges Cognitive Styles model (1982) Kolbs model (Cycle of Learning) learning is a continuous process which is a cumulative result of previous or past experiences, heredity interaction with the environment.

Kolbs Theory of Experiential Learning

Concrete experience (CE) abilities: Learning from

actual experience Reflective observation (RO) abilities: Learning by observing others Abstract conceptualization (AC) abilities: Creating theories to explain what is seen Active experimentation (AE) abilities: Using theories to solve problems

Kolbs theory and their characteristic predominantly manifested by the learner

Converger: learns by AC and AE:
o Good at decision-making, problem solving o prefers dealing with technical work than

interpersonal relationships Learning Methods: learns best through demonstration Diverger: stresses CE and RO: o people and feeling oriented and likes to work in groups

 Learning Methods:
o learns best through group discussion and brainstorm Accommodator: relies heavily on CE and AE: o acts more on intuition, instinct or gut feelings rather than o

o o o

on logic; an achiever Learning Methods: most challenging to educators bec. They learn best through new and exciting learning experience Assimilator: emphasizes AC and RO: more concerned with abstract ideas than people very good in inductive reasoning interacting ideas; uses logical thinking

 Learning Methods:
o learn best through lectures, one-to-one instruction o self instruction methods with ample reading

materials

Concrete experience
FEELING

ACCOMODATOR

DIVERGER

CONVERGER

ASSIMILATOR

ABSTRACT CONCEPTUALIZATION THINKING

Gregorc Cognitive Styles Model

Perception Ability way one receives or grasps incoming information stimulus in a continuum ranging from abstractness to concreteness 2. Ordering ability way one arranges and systematizes incoming stimuli in continuum or scale ranging from sequence to randomness
1.

4 Mediation Channels
o o o o

o
o o

Concrete sequential (CS) learners like highly structured, quiet learning environments without interruptions like concrete learning materials, esp. visuals and gives on details may interpret words literally. 2. Concrete random (CR) intuitive, trial-and-error method of learning, looks for alternatives 3. Abstract sequential (AS) learners are holistic thinkers and need consistency in learning environment do not like interruptions have good verbal skills, are rational and logical
1.

4. Abstract random (AR)

o o

learn a lot from visual stimuli

prefer busy, unstructured learning environments

o

focused on personal relationships

Steps in helping to motivate the learner

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Use Several Senses Actively Involve Clients in the Learning Process Provide an Environment Conducive to Learning Assess Learning Readiness Determine the Relevance of Information Repeat the Information Generalize Information Make Learning a Pleasant Experience Be Systematic Be Steady

Learning Theories (Bigge & Shermis, 1992; higard and bower, 1996; Hill, 1990)
is a coherent framework and set of integrated

constructs principles that describe, explain or predict how people learn, how learning occurs and what motivates people to learn and change Major learning theories (patient education and health care practice) 1. Behaviorist 2. Cognitive 3. Social Learning

Behavioral Theories of Learning

John B. Watson is the proponent of behaviorist theory which emphasizes the importance of observable behavior in the study of human being he defined behavior as muscle movement and it came to be associated with the Stimulus-Response psychology he postulated that behavior results from a series of conditioned reflexes, that all emotions and thoughts are product of behavior learned through conditioning

Respondent Conditioning
1.

Classical or Pavlovian conditioning a process which influences the acquisition of new responses to environment stimuli: NS ( neutral stimulus ) is a stimulus that has no particular value significance or meaning to the learner UCR ( unconditional response ) through repeated pairings with an UCS there comes a time when the NS, even without the UCS, elicits the same UCR

Respondent Conditioning
2. Systematic desensitization another technique is widely used in psychology even in

3.
4.

medicine to reduce fear and anxiety in the patient (Wolpe, 1982 ) is also a stress-reducing strategy that is adapted to help preoperatively patients, rehabilitating drug addicts, tension headaches and phobias, among other Bastable Stimulus generalization is the tendency to apply to other similar stimuli what was initially learned Spontaneous recovery is usually applied in relapse prevention programs (rpp ) explain why it is quite difficult to completely eliminate unhealthy habits and addictive behaviors

Ways of Employing Positive Reinforcement

Verbal ways
Non-verbal ways

Classification of Educational Reinforcers ( Tosti and Addison 1972 ) 1. Recognition 2. Tangible rewards 3. Learning activities 4. School responsibilities 5. Status indications 6. Incentive feedback 7. Personal activities

Cognitive Theories of Learning

Cognition
is more than knowledge acquisition it involves intelligence which is the ability to solve

problems or fashion products that are valued in more than one setting deals with perception, memory, thinking skills, and ways of processing and structuring information

Paigets four major periods of Cognitive or ID

1.
2. 3. 4.

Sensorimotor stage: (birth-2yrs) determined basically on actual perception of the senses and the external or physical factors Abstract thinking: represent reality using symbols that can be manipulated mentally Logical thinking: more systematic uses scientific method Assimilation and Accommodation: Characterized by hypothesis testing

 Metacognition self-reflection wherein ideas and

imagination are tried out to be aware of existing realities (internal dialogue)

Social Learning Theories emphasizes the importance

of environmental or situational determinants of behavior and their continuing interaction

Reciprocal Determination (Albert Bandura) environmental conditions shape behavior through

learning.

Four Operations
1. 2. 3. 4.

Attentional processes: determined what a person can do what he or she can attend to Retentional processes:: determined how experience is en coded or retained in memory Motor reproduction processes: determined what behavior can be performed Motivational and reinforcement: determined the circumstances under which learning is translated into performance

SOCIAL LEARNING THOERY DEALT WITH COGNITIVE VARIABLES Walker Mischel (1993)

Competence refer to a various skills Encoding strategies personal experiences that are retained and categorized by the individual Subjective values what a person consider as a worth having or accomplishing Self-regulating system or plans different standards Rules for regulating their behavior Plans for reaching his or her goals.

Pedagogy versus Andragogy

Pedagogy art and science of helping children learn. Andragogy art and science of helping adults learn

Theory of Adult Learning (Knowles 1990)

Adult Learning more learner-centered than teacher-centered becomes an independent self-directed human being previous experience of the adult serves as a rich source of learning readiness to learn is more oriented to the developmental tasks of social roles there is a shift of learning orientation from being subjective-centered to problem-oriented