Professional Documents
Culture Documents
LECTURER:
Ns. Esthika Ariany Maisa,m.kep
MEMBERS OF GROUP 2:
M. Ilham Zul (1511314001)
Dzikra Fitria Amita (1511314025)
Balqis Qisty (1511314016)
Nadia Qonita (1511314012)
Ridha Hayati (1511314015)
NURSING FACULTY
ANDALAS UNIVERSITY
PADANG
2015/2016
CHAPTER I
INTRODUCTION
A.Background
Actual chronological age is only a relative indicator of someones physical, cognitive,
and psychosocial stage of development. When dealing with the teaching-learning process,
examination of the developmental phases is important as the learner progresses from infancy to
senescence in order to appreciate the behavioural changes that occur in the educational domains.
The persons ability and readiness to learn are influenced by complex factors involving growth
and development interacting with experiential background, physical and emotional health status,
motivation, stress, surrounding conditions, and available support systems. Before any learning
could occur, assessment of the learners knowledge base of the topic of interest is a must. If the
client is a child, new content should be convenient to the developmental stage and should build
on the childs knowledge base and experience. Determining the best time to teach a learner is the
major question underlying the planning for an educational experience. The answer is when the
learner is ready-the teachable moment is that point in time when s(h)e is most receptive to a
teaching situation. The nurse educator does not always have to wait for a teachable moment to
occur; s(h)e can create teaching opportunities by taking interest in and attending to the needs of
the learner
As otherwise healthy adults age, their performance on cognitive tests tends to decline.
This change is traditionally taken as evidence that cognitive processing is subject to significant
declines in healthy aging. We examine this claim, showing current theories over-estimate the
evidence in support of it, and demonstrating that when properly evaluated, the empirical record
often indicates that the opposite is true. To explain the disparity between the evidence and
current theories, we show how the models of learning assumed in aging research are incapable of
capturing even the most basic of empirical facts of associative learning, and lend themselves to
spurious discoveries of cognitive decline. Once a more accurate model of learning is
introduced, we demonstrate that far from declining, the accuracy of older adults lexical
processing appears to improve continuously across the lifespan. We further identify other
measures on which performance does not decline with age, and show how these different
patterns of performance fit within an overall framework of learning. Finally, we consider the
B. Problem Formulation
a. When planning, designing, and implementing an educational programme, the nurse
educator must consider the learners developmental stage in life?
b. What is The mental lexicon?
CHAPTER II
DISCUSSIONS
A. TEACHING STRATEGIES
Within childhood, there are four stages. These are infancy- toddlerhood (0-3
years), preschooling (approx. 3-6 years), school-aged childhood (approx. 6-12),
and adolescence (approx. 12-18).
Pedagogy is the art and science of helping children to learn.
Throughout childhood, learning is subject-centred.
A review of the teaching strategies to be used in childhood in relation to the
physical, cognitive, and psychosocial maturational levels will follow.
During interactions with preschoolers and their parents, nurses should teach parents
about health promotion and disease prevention, provide guidance regarding normal
growth & development, and offer instruction about medical recommendations as
illness arises.
Parents are an important source of information about their childrens disabilities,
idiosyncrasies [an individualizing characteristic or quality], and favorite toys, all of
which may influence their learning.
Nurses are in position to instruct preschoolers on expressing themselves openly about
their fears.
Nurses should be selective in the language they use with children of this stage, so that
they feel less threatened.
The focus of educational sessions will continue to be on significant others, who
would learn to help the child achieve desired health outcomes .
The following short-term teaching strategies are recommended:
a. Provide physical and visual stimuli both for expressing ideas and for
understanding verbal instruction.
b. Keep teaching session short (15 minutes), sequential and close to each other.
c. Relate information needs to activities and experiences familiar to the child.
d. Give the child an opportunity to select between a limited number of teachinglearning options [such as playing with doll or reading a story] which promotes
active participation and enhance nurse-client rapport.
e. Arrange small group sessions with peers as a means to make teaching less
threatening and enjoyable.
f. Provide real motivation for the childs learning by giving praise and approval both
verbally and nonverbally.
g. Following a successful teaching experience, provide tangible rewards as
reinforcers in the mastery of cognitive and psychomotor skills.
h. Allow the child to play with replicas or dolls to learn about body parts.
i. Use storybooks to emphasise the humanity of healthcare personnel.
Extensive teaching may be needed to help children and their parents understand
various conditions and learn how to overcome or deal with them.
What would help children learn in hospitals is the fact that they are used and
receptive to structured, direct, and formal learning in school. The following shortterm strategies are recommended for children at this stage:
a. Give children the responsibility for their own health; for example teach them to
calculate and administer their own insulin.
b. Teaching sessions can last as long as 30 minutes and should be spread apart to for
comprehension of large amounts of content and to provide opportunities for
exercising newly acquired skills.
c. Use diagrams, models, pictures, videotapes, and printed material besides other
teaching methods.
d. Clarify scientific terminology and medical jargon, and use analogies [chest x-ray
is like your picture taken, white blood cells are like police cells that can destroy
infection] to provide information in meaningful ways.
e. Use one-to-one teaching sessions to individualise learning according to the childs
own experience, and provide time for clarification, validation, and reinforcement
of what has been learned.
f. Employ group teaching sessions involving other children of same age and with
similar problems or needs.
g. Ensure that children are prepared for a procedure well in advance to allow them
time to cope with their feelings and fears.
h. Encourage participation in planning for procedures and events and be supportive
educator who provides nurturance.
and functioning, they view health recommendations as a threat to their autonomy and
sense of control.
As such, the major challenge facing nurse educator in teaching this group is,
probably, to develop a mutually, trusting relationship.
Adolescents can participate fully in all aspects of learning because of their well
developed cognitive and language abilities. However, they need privacy,
understanding, honest and straightforward approach, and unqualified acceptance of
their fear of losing control.
The following strategies for short-term learning are suggested:
a. Use one-to- one instruction to ensure privacy and confidentiality.
b. Conduct peer group discussions as an effective approach to deal with relevant
health topic.
c. Use audiovisual materials as these are usually comfortable approach to adolescent
learning.
d. Clarify medical terminology and give an adolescent an opportunity to participate,
when possible, in the decision-making process.
e. Give rationale for what is being said to help them feel the sense of control.
f. To attract their attention and encourage their responsiveness to teaching, be
respectful, tactful, open, and flexible.
g. Expect negative responses as they feel threatened in self-image and self integrity
and avoid confrontation and acting as an authority person. Alternatively, challenge
their views and beliefs, and acknowledge their thought.
Andragogy is the art and science of helping adults learn. Within this framework,
learning is more learner-centred and less-teacher centred.
The period of adulthood encompasses three major developmental stages of young
adult [18-40], middle-aged adult [40-65], and older adult [>65 years].
The emphasis for adult learning revolves around differentiation of life tasks and
social roles with respect to employment, family, and other activities beyond the
responsibilities of home and career. Adult learning is problem centred.
Adults pursue learning throughout their life for a number of reasons embedded in
three categories that [describe] the general orientation of adults toward continuing
education.
a. Goal-oriented learners engage in educational endeavors to accomplish clear and
identifiable objectives.
b. Activity-oriented learners select educational activities to meet social needs.
c. Learning-oriented learners view themselves as perpetual students who seek
knowledge for knowledge sake.
At this stage,[prior to the emergence of chronic diseases], young adults are generally
very healthy and have limited contact with health professionals.
Ramscar et al. (2004) show how some straightforward facts about sampling and the
statistical nature of lexical distributions (Baayen, 2001) guarantee that vocabulary tests will
become increasingly less accurate as people get older. If we disregard vocabulary tests as a
useful tool for assessing cognitive decline, we are left with Rabbitts suggestion that older
people may not actually know more rare words than young people. Does this actually make
sense? Consider life as a continuous process of sampling the world. In infancy, the part of the
world sampled is highly restricted to the cot, the high-chair, and the family (Pereira, Smith, &
Yu, 2014). During the school years, pupils are trained to absorb selected samples of the world
at a rate far beyond that which individual experience would allow. In their twenties and
thirties, speakers marry, and may have children of their own. They move to other places,
travel more widely, and experience an ever-increasing array of technological innovations. In
their sixties, speakers may become grandparents, start a new hobby and become expert bridge
players, or captains of industry. It seems likely that as their experiences of the world
accumulate, speakers will need a more diverse and more specialized vocabulary to
communicate their experiences to other speakers. In other words, given how experience is
sampled over the lifetime, it is extremely unlikely that the limited vocabulary acquired by the
end of puberty would remain unchanged and sufficient for the remainder of life.
In a meta-analysis of 134 studies, Ramscar et al. found that while older participants
outperformed younger adults at FAS recall in smaller studies, in very large surveys of the
elderly population, older participants performance declined as the total number of people
tested in a study increased. Moreover, this effect was not due to regression to the mean (the
analysis presented in Ramscar et al., 2014, controlled for this). Instead, it appears that in the
data reported in the literature, there is a clear relationship between the FAS test scores of older
adults and the number of older adults tested.
CHAPTER III
CLOSING
A. Conclusion
We have sought to show how many of the tacit, over-simplified assumptions about the
nature of learning in the literature are leading researchers to seriously overestimate of the degree
to which cognitive function declines with age. We would not wish to argue that this means that
functionality does not change. For instance it may be that a side-effect of some kinds of priorlearning is that subsequent learning is inhibited in ways that, essentially, amount to functional
losses, Rather, we would suggest that a better understanding of learning can do much to assist
our understanding of cognitive functions themselves in much the same way that children learning
of a native sound system functionally impedes the later learning of non-native phonetic contrasts
REFERENCE
Ramscar Michael, Peter Hendrix, Bradley Loveii, Harald Baayeni, Learning is not decline
The mental lexicon as a window into cognition across the lifespan London