Nurse as Educator Principles of Teaching an Learning for Nursing Practice Bastable

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Nurse as EducatorPrinciples of Teaching an
Learning for Nursing PracticeBastable

• Chapter 4
• pp75-93

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Educators Role in Learning

• Assessing problems or deficits
• Identifying progress being made
• Providing appropriate information and presenting
  it in unique ways
• Giving feedback and follow-up
• Reinforcing learning in the acquisition of
  knowledge, the performance of a skill, or a
  change in attitude
• Evaluating learners abilities

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Assessment of the Learner

• Learning needs (what the learner needs to learn)
• Readiness to learn (when the learner is receptive
  to learning)
• Learning style (how the learner best
  learns)

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Assessing Learning Needs

• Learning needs gaps in knowledge that exist
  between a desired level of performance and the
  actual level of performance.

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Assessing Learning Needs

• 6 steps to assessing learning needs
• Identify the learner
• Choose the right setting
• Collect data on the learner
• Include the learner as a source of information.
• Involve members of the healthcare team
• Prioritize needs
• Determine availability of educational resources
• Assess demands of the organization
• Take time-management issues into count

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Methods to Assess Learning Needs

• Informal Conversations Open-ended questioning
  for understanding.
• Structured Interviews Higher thinking
  questioning
• Focus Groups 4-12 learners to determine areas of
  educational needs
• Self-Administered Questionnaires Written
  responses to questions

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Methods to Assess Learning Needs

• Tests Pretests can help identify current state
  of knowledge.
• Observations Watching and reflecting
• Patient Charts Written documentation

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Assessing Learning Needs of Nursing Staff

• Written Job Descriptions What is required to
  effectively carry out job responsibilities.
• Formal and Informal Requests Educational
  programs relevant to needs.
• Quality Assurance Reports Trends in incident
  reports.
• Chart Audits Help identify trends in practice.
• Rules and Regulations Monitor new rules of
  practice

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Assessing Learning Needs of Nursing Staff

• 4-Step Appraisal of Needs
• Defining the target population
• Analyzing learner and organizational needs
• Analyzing the perceived needs of the learner and
  comparing these to the actual needs
• Using data to prioritize learning needs identified

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Readiness to Learn

• Readiness to Learn as the time when the learner
  demonstrates an interest in learning the type or
  degree of information necessary to maintain
  optimal health or to become more skillful in a
  job.
• Readiness to learn can be determined by the
  learners characteristics as follows
• Physical Readiness
• Emotional Readiness
• Experiential Readiness- Past experiences with
  learning
• Knowledge Readiness-

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Physical Readiness

• Measures of Abilities level of using
  muscles/movement
• Complexity of Task difficulty level of task
• Environmental Effects conducive learning
  environments are better
• Health Status assessing energy level and comfort
  level
• Gender women take fewer risks in health care

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Emotional Readiness

• Anxiety Level influences ability to perform
• Support System increases and decreases anxiety
• Motivation interest on achieving task
• Risk Taking Behavior-risk tendencies
• Frame of Mind concern about the here from now
• Developmental Stage peak time to learn

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Experiential Readiness

• Level of Aspiration-extent person is driven
• Past Coping Mechanisms-how people have dealt with
  previous problems
• Cultural Background- sensitivity to other
  cultures
• Locus of Control- internally motivated to learn
  or externally motivated
• Orientation- tendency to adhere to a parochial or
  cosmopolitan point of view

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Knowledge Readiness

• Present Knowledge Base how much someone already
  knows.
• Cognitive Ability the extent to which
  information can be processed.
• Learning Disabilities possible special or
  innovative teaching approaches.
• Learning Styles how people learn best