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Determinants of Learning

ZARLYN MIRAFLORES,RN,MN
Assessment of
the learner
Learners characteristics that will influence learning
(educator must be aware of):

1. learning needs
2. the learners perceptual abilities
3. motivational abilities or readiness
4. reading abilities
5. developmental stage (Learning
styles,
Physical abilities)
Haggard,1989
States that: educators role in the learning process is
primarily to assess the learner in relation to the 3
factors that affect learning or what is term as
determinants of learning:
1. LEARNING NEEDS ( what the learner needs to
learn)
2. READINESS (when the learner is receptive to
learning)
3. LEARNING STYLE (how the learner best learns)
I-LEARNING NEEDS
Are gaps in knowledge that exist
between a desired level of performance
and the actual level of performance
Gap or difference between what
someone know and what someone
needs to know due to lack of
knowledge, attitudes or skills
ASSESSING THE LEARNING NEEDS
(Bastable,2003)
1. identify the learner-(individual,
group, what are the learning needs)
2. Choose the right setting (ensure privacy and
confidentiality)
3. collect data on the learner (determine the cha.
learning needs)
4. include the learner as a source of information
(actively participate in identifying
own needs)
5. include members of the health team (collaborate
with other HC professionals
6. determine availability of educational
resources (equipment's
used to demonstrate
procedures)
7. Assess demands of the organization
(examine vision, mission,
philosophy and goals)
8. consider time management issues
9. prioritize needs (based on Maslow's
levels of needs)
CRITERIA FOR PRIORITIZING
LEARNING NEEDS
1. MANDATORY- learning needs that
must be immediately
met ; life threatening
and needed for
survival
Ex. Pt. with history of heart attack-should be taught
with: s/sx, emergency measures and medicines)
2. DESIRABLE learning needs that
must be met to promote well
being and are not life-
dependent

Ex. Pts with pulmonary TB need to


understand the importance of
medicine compliance
3. Possible Nice to know
-learning needs which are not
directly related to daily
activities

Ex. DM decrease weight, need not need


info on tummy tucking learning
needs is on the illness
METHODS IN ASSESSING
LEARNING NEEDS
A. informal conversations or interviews
B. structured interviews
C. Written pretests (pre and post and
compared)
D. observation of health behaviors over
a period of different times
II- READINESS TO LEARN
Is the time when the patient is willing
to learn or is receptive to information
To assess health educator must:
a. determine what needs to be taught
b. find when the learner is ready to learn
c. discover what patient wants to learn
d. identify what is required of the learner
FOUR TYPES OF READINESS to learn
(PEEK) (Lichtental,1990)
1. Physical readiness- (measures the
ability, health status)
2. Emotional readiness- ( anxiety-
hindrance)
3. Experiential readiness previous
learning experiences
which may positively or
negatively affect
willingness to learn
4. Knowledge readiness refers to
present knowledge and
cognitive ability (how much
patient already knows)
LEARNING ASSESSMENT of clients

LITERACY and READABILITY

Literacy ability of the adult to read


understand and interpret
information
3 factors to consider in assessing levels
of literacy
1. reading or word recognition- process of
transforming letters onto
words
2. readability- the ease with which written
or printed information can be
read
3. comprehension -to get the gist of it
2 test most often used to
measure patient literacy
TEACHING STRATEGIES FOR LOW LITERATE
PATIENTS

1. establish a trusting relationship


2. use smallest amount of information;
teaching only what patient needs to learn
3. make points of information and vivid and
as explicit as possible
4. Teach one step at a time
5. Use multiple teaching methods and tool
6. allow to restate information into their own words
and demonstrate any procedure being
taught
7. keep motivation high (reassurance)
8. build in coordination with procedures by using the
principles of:
a. tailoring- allow new task to be associated with
old behavior
b. cuing used prompts and reminders (routine
task)
9. used repetition to reinforce
information