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Educators Role in Learning

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Educators Role in Learning

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ferrerjericho300
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© © All Rights Reserved
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UNIVERSITY OF LA SALETTE, INC.

Dubinan East, Santiago City, Philippines, 3311


COLLEGE OF NURSING, PUBLIC HEALTH AND MIDWIFERY

NCM 102: HEALTH EDUCATION

Prepared By: Jericho G. Ferrer, BSPH, MSPH-Candidate

EDUCATOR’S ROLE IN LEARNING

The educator plays a crucial role in the learning process by:


▪ assessing problems or deficits providing information in unique ways
▪ identifying progress made
▪ giving feedback and follow-up
▪ reinforcing learning
▪ determining education effectiveness

THE EDUCATOR’S UNIQUE POSITION

• The educator is vital in giving support, encouragement, and direction during the process of learning.
• The educator assists in identifying optimal learning approaches and activities that can both support and
challenge the learner.

ASSESSMENT OF THE LEARNER

Attending to the three determinants of learning

▪ 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)
Haggard, 1989

ASSESSMENT OF LEARNING NEEDS

• Identify the learner.


• Choose the right setting.
• Collect data about, and from, the learner.
• Involve members of the healthcare team.
• Prioritize needs.
• Determine availability of educational resources.
• Assess demands of the organization.
• Take time-management issues into account.
UNIVERSITY OF LA SALETTE, INC.
Dubinan East, Santiago City, Philippines, 3311
COLLEGE OF NURSING, PUBLIC HEALTH AND MIDWIFERY

CRITERIA FOR PRIORITIZING LEARNING


NEEDS

• Mandatory: Needs that must be learned for survival or when learner’s life or safety is threatened
• Desirable: Needs that are not life dependent but are related to well-being or quality care
Possible: Needs for information that are nice to know but not essential or required because they are not
directly related to daily activities

METHODS TO ASSESS LEARNING NEEDS

• Informal conversations
• Structured interviews
• Focus groups
• Questionnaires
• Tests
• Observations
• Documentation

“Study without desire spoils the memory, and it retains nothing


that it takes in.”
— Leonardo da Vinci

ASSESSING LEARNING NEEDS OF NURSING


STAFF

• Written job descriptions


• Formal and informal requests
• Quality assurance reports
• Chart audits
• Rules and regulations
• Self-assessment
• Gap analysis

DETERMINING READINESS TO LEARN

• Optimal learning time is when the learner asks a question.


• Learner is receptive, willing, able to participate in learning process
• Educator must understand what needs to be taught, collect and validate information, assess learning needs
• Timing is important: learner must be ready

TYPES OF READINESS TO LEARN


UNIVERSITY OF LA SALETTE, INC.
Dubinan East, Santiago City, Philippines, 3311
COLLEGE OF NURSING, PUBLIC HEALTH AND MIDWIFERY

P = Physical readiness

E = Emotional readiness

E = Experiential readiness

K = Knowledge readiness

READINESS TO LEARN COMPONENTS

• Physical readiness
▪ measures of ability
▪ complexity of task
▪ environmental effects
▪ health status
▪ gender

• Emotional readiness
▪ anxiety level
▪ support system
▪ motivation
▪ risk-taking behavior
▪ frame of mind
▪ developmental stage

Experiential readiness
▪ level of aspiration
▪ past coping mechanisms
▪ cultural background
▪ locus of control

Knowledge readiness

▪ present knowledge base


▪ cognitive ability
▪ learning disabilities
▪ learning styles

LEARNING STYLE PRINCIPLES

• Certain learning characteristics are biological, whereas others are sociologically derived.
• No learning style is inherently better or worse than another.
• Accepting the diversity of learning styles can help educators encourage every individual to reach his or her
full potential.
UNIVERSITY OF LA SALETTE, INC.
Dubinan East, Santiago City, Philippines, 3311
COLLEGE OF NURSING, PUBLIC HEALTH AND MIDWIFERY

DETERMINING LEARNING STYLES

• Observation, interviews, and learning style instruments


• All three techniques should be used.
• Assessment is best in the educational process.
• Educators can then support instruction with materials that guide a variety of styles.

RIGHT BRAIN - LEFT BRAIN AND WHOLE


BRAIN THINKING

• Brain Preference Indicator or Herrmann Brain Dominance Instrument

• Right hemisphere—emotional, visual– spatial, nonverbal hemisphere


Thinking processes using the right brain are intuitive, subjective, relational, holistic, and time free.
• Left hemisphere—vocal and analytical
Thinking process using reality-based and logical
thinking with verbalization
• No correct/wrong side of the brain
• Each hemisphere gathers same sensory information, handles it differently
• Educators should employ teaching methods that stimulate both brain sides

EXAMPLES OF RIGHT BRAIN – LEFT BRAIN


AND WHOLE BRAIN THINKING

• LEFT BRAIN
▪ Prefers talking and writing
▪ Recognizes/remembers names
▪ Solves problems by
▪ Breaking them into parts
▪ Conscious of time and schedules
• RIGHT BRAIN
▪ Prefers drawing and manipulating objects
▪ Recognizes/remembers faces
▪ Solves problems by looking at the whole, looks for patterns, uses hunches
▪ Not conscious of time and schedules

• WHOLE BRAIN
▪ Combines both sides of the brain

DUNN’S LEARNING STYLE OPTIONS

• Environmental elements
UNIVERSITY OF LA SALETTE, INC.
Dubinan East, Santiago City, Philippines, 3311
COLLEGE OF NURSING, PUBLIC HEALTH AND MIDWIFERY

• Emotional elements
• Sociological patterns
• Physical elements
• Psychological elements

GARDNER’S EIGHT TYPES OF


INTELLIGENCE

• Linguistic Intelligence
• Musical Intelligence
• Spatial Intelligence
• Logical – Mathematical Intelligence
• Bodily Kinesthetic Intelligence
• Intrapersonal Intelligence
• Interpersonal Intelligence

VARK LEARNING STYLE

• Four preferences that reflect learning style experiences and preferences of students
▪ Visual
▪ Aural
▪ Read/write
▪ Kinesthetic
• Starting point for educators and learners to discuss teaching and learning strategies
• VARK questionnaire provides profile.

INTERPRETATION OF STYLE INSTRUMENT

• Caution must be exercised in assessing styles so other important learning factors are not ignored.
• Styles only describe how individuals process stimuli, not their capabilities.
• Style instruments should be selected based on reliability, validity, and population.
• More than one learning style instrument should be used for appropriate assessment.

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