Clincal teaching, THe learner

when the learner demonstrates an interest in learning.

READINESS TO LEARN

Understand what needs to be taught.Be competent in collecting and validating infos.

READINESS TO LEARNAssessing readiness to learn requires the educator to first:

Assessing must be done before actual learning is to occur.

READINESS TO LEARN

PEEK first:

Physical Readiness

P KEE

Emotional Readiness

Experiential Readiness

Knowledge Readiness

1. Measures of Ability

If it requires strength, flexibility, and endurance.

Physical Readiness

2. Complexity of Task

difficulty level of the subject or task to be mastered by the learner must be accounted.

Physical Readiness

3. Environmental effects

An environment conducive to learning will help to keep the learner’s attention and stimulate interest in learning.

Physical Readiness

4. Health Statusdetermines

the amount of energy in a learner that influences the learner’s readiness to learn.

Physical Readiness

5. Genderwomen are

generally more receptive to medical care

Physical Readiness

1. Anxiety Levelfactor that

influences the ability to perform at a cognitive, affective, and psychomotor level

Emotional Readiness

2. Support Systemsupport

system influence emotional readiness and are closely tied to how anxious someone might feel.

Emotional Readiness

3. Motivationmotivation

and interest on the part of the learner to achieve a task also lead to more meaningful teaching–learning experiences

Emotional Readiness

4. Risk-Taking Behavior

Taking risks is intrinsic in the activities people.

Emotional Readiness

5. Frame of Mindconcern

about the here and now.

Emotional Readiness

6. Developmental Stage

Each task associated with human development produces a peak time for readiness to learn, known as a “teachable moment”.

Emotional Readiness

1. Level of aspirationextent to

which someone is driven to achieve is related to the type of short- and long-term goals established by the learner


2. Past coping mechanism

coping mechanism someone has been using must be explored to understand how the learner has dealt with previous problems


3. Cultural Background

sensitivity to cultural differences are important to avoid teaching in opposition to cultural beliefs.


4. Locus of controlInternal Locus of Control- They are ready to learn when they feel a need to know about something.


4. Locus of controlExternal Locus of Control- someone other than themselves must encourage a feeling of wanting to know something.


5. Orientation The

tendency to adhere to a parochial or cosmopolitan point of view is known as orientation


1. Present Knowledge Base

How much someone already knows about a particular subject or how proficient that person is at performing a task

Knowledge Readiness

2. Cognitive Ability The extent to

which information can be processed is indicative of the level at which the learner is capable of learning.

Knowledge Readiness

3. Learning Disabilitiesmental

retardation, learning disabilities and low-level reading skills will require special or innovative approaches to instruction to sustain or bolster readiness to learn.

Knowledge Readiness

4. Learning Styles A variety of

preferred styles of learning exist, and assessing how someone learns best will help the educator to select teaching approaches accordingly

Knowledge Readiness

Stage Appropriate Teaching StrategyLearner General Characteristics Teaching Strategy Nursing Intervention

INFANCY-TODDLERHOOD

Approx Age: 0-3yrCognitive Stage: SensorimotorPsychosocial Stage: Trust vs mistrust (0-12mos)Autonomy vs. Shame and doubt (1-3 y/o)

Dependent on environment

Needs security

Explores self and environment

Natural curiosity

Orient teaching to caregiver

Use repetition and imitation of information

Stimulate all senses

Provide physical safety and emotional security

Allow play and manipulation of objects

Welcome active involvement

Forge alliances

Encourage physical closeness

Provide detailed information

Answer questions and concerns

Ask for information on child’s strengths/limitations and likes.


PRESCHOOLER

Approx Age: 3-6yrCognitive Stage: PreoperationalPsychosocial Stage: Initiative vs.guilt

EgocentricThinking

precausal, concrete, literal

Believes illness self-caused and punitive

Limited sense of time

Fears bodily injury

Cannot generalize

Animistic thinking

Centration

Use warm, calm approach

Build trustUse repetition

of informationAllow

manipulation of objects and equipment

Give care with explanation

Reassure not to blame self


Forge alliances






PRESCHOOLER(CONTINUED)

Separation anxiety

Motivated by curiosity

Active imagination, prone to fears

Play is his/her work

Explain procedures simply and briefly

Provide safe, secure environment

Use positive reinforcement

Encourage questions to reveal perceptions/fee-lings

Use simple drawings and stories


PRESCHOOLER(CONTINUED)

Use Play therapy, with dolls and puppets

Stimulate senses: visual, auditory, tactile, motor


SCHOOL-AGED CHILDREN

Approx Age: 6-12yrCognitive Stage: Concrete operationsPsychosocial Stage: Industry vs. inferiority

More realistic and objective

Understands cause and effect

Deductive/inductive reasoning

Wants concrete information

Able to compare objects and events

Variable rates of physical growth

Reasons syllogistically

Encourage independence and active participation

Be honest, allay fears

Use logical explanation

Allow time to ask questions

Use analogies to make invisible process real

Establish role model


Forge alliances






SCHOOL-AGED CHILDREN(CONTINUED)

Understands seriousness and consequences of actions

Subject-centered focus

Immediate orientation

Relate care to other children’s experiences; compare procedures

Use subject-centered focus

Use play therapy

Provide group activities

Use drawings, models, dolls, painting, audio- and video tapes


ADOLESCENCE

Approx Age: 12-18yrCognitive Stage: Formal operationsPsychosocial Stage: Identity vs. role confusion

Abstract, hypothetical thinking

Can build on past learning

Reasons by logic and understands scientific principles

Future orientation

Motivated by desire for social acceptance

Establish trust, authenticity

Know their agenda

Address fears/concerns about outcomes of illness

Identify control focus

Include in plan of care

Use peers for supports and influence

Explore emotional and financial support

Determine goals and expectations

Assess stress levels

Respect values and norms

Determine role responsibilities and relationships

Allow for 1:1 teaching w/o parents present,


ADOLESCENCE (CONTINUED)

Peer group important

Intense personal preoccupation, appearance extremely important (imaginary audience)

Feels invulnerable, invincible/im-mune to natural laws(personal fable)

Negotiate changes

Focus on details

Make information meaningful to life

Ensure confidentiality and privacy

Arrange group sessions

Use audiovisuals, role-play, contracts, reading materials

But with adolescent’s permission; inform family of content covered.


ADOLESCENCE (CONTINUED)

Provide for experimentation and flexibility


YOUNG ADULTHOOD

Approx Age: 18-40yrCognitive Stage: Formal operationsPsychosocial Stage: Intimacy vs. isolation

AutonomousSelf-directedUses personal

experiences to enhance or interfere with learning

Intrinsic motivation

Able to analyze critically

Makes decisions about personal, occupational, and social roles

Use problem-centered focus

Draw on meaningful experiences

Focus on immediately of application

Encourage active participation

Allow to set own pace, be self-directed

Organize material

Explore emotional, financial, and physical support system

Assess motivational level for involvement

Identify potential obstacles and stressors


YOUNG ADULTHOOD (CONTINUED)

Competency-based learner

Recognize social role

Apply new knowledge through role-playing and hands-on practice


MIDDLE-AGED ADULTHOOD

Approx Age: 40-65yrCognitive Stage: Formal operationsPsychosocial Stage: Generativity vs. Self-absorption and stagnation

Sense of self well developed

Concerned with physical changes

At peak in career

Explores alternative lifestyle

Reflects on contributions to family and society

Reexamines goals and values

Focus on maintaining independence and reestablishing normal life patterns

Assess positive and negative pas experiences with learning

Assess potential sources of stress due to midlife crisis issues

Explore emotional, financial, and physical support system

Assess motivational level for involvement

Identify potential obstacles and stressors


MIDDLE-AGED ADULTHOOD(CONTINUED)

Questions achievements and successes

Has confidence in abilities

Desires to modify unsatisfactory aspects of life

Provide information to coincide with life concerns and problems


OLDER ADULTHOOD

Approx Age: 65yr and overCognitive Stage: Formal operationsPsychosocial Stage: Ego integrity vs. despair

Cognitive changes

Decreased ability to think abstractly, process information

Decreased short-term memory

Increased reaction time

Increased test anxiety

Stimulus persistence

Use concrete samples

Build on past life experiences

Make information relevant and meaningful

Present on concept at a time

Allow time for processing/response(slow pace)

Involve principal caregivers

Encourage participation

Provide resources for support (respite care)

Assess coping mechanisms

Provide written instructions for reinforcement

Provide anticipatory problem solving.


OLDER ADULTHOOD(CONTINUED)

Focuses on past life experiences

Sensory/motor deficits

Auditory changes

Hearing loss, especially high-pitched tones, consonants (S,Z,T,F, and G) and rapid speech

Visual changes

Use repetition and reinforcement of information

Avoid written exams

Use verbal exchange and coaching

Establish retrieval plan

Encourage active involvement

Keep explanation brief



Farsighted (needs glasses to read)

Lenses become opaque (glare problem)

Smaller pupil size(decreased visual adaptation to darkness)

Decreased peripheral perception

Yellowing of lenses(distorts low-tone colors

Use analogies to illustrate abstract information

Speak slowly, distinctly

Use low-pitched tomes

Face client when speaking

Minimize distractions

Avoid shouting

Use visual aids to supplement verbal instruction



Blue, green, violet)

Distorted depth perception

Fatigue/decreased energy levels

Pathophysiology (chronic illness)

Psychosocial changes

Decreased risk taking

Selective learning

Intimidated by formal learning

Avoid glares, use soft white light

Provide sufficient light

Use white backgrounds and black prints

Use large letters and well-spaced print

Avoid color coding with blues, greens, purples and yellows.



Increase safety precautions/provide safe environment

Ensure accessibility and fits of prostheses (glasses, hearing aid)

Keep sessions short

Provide for frequent rest periods

Allow extra time to perform



Establish realistic short-term goals

Give time to reminisce

Identify and present pertinent material

Use informal teaching sessions

Demonstrate relevance of information to daily life

Assess resources



Make learning positive

Identify past positive experiences

Integrate new behaviors with formerly establish ones

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Clincal teaching, THe learner