Learning Principles - University of Louisiana at Monroe



Nursing Teaching and Learning Principles

General Learning Principles

Learning “how to learn” enables the student to deal with the expansion of knowledge and changes in nursing and society.

Learning is an active and continuous process which is manifested by growth and changes in behavior

Learning styles and rates vary from one individual to another.

Learning is dependent upon the readiness, the emotional state, the abilities, and the potential of the learner.

Learning takes place through planned educational sequences and other means.

Learning is facilitated when the learner has knowledge of his progress toward the goal.

Learning is facilitated when the material to be learned has relevance to the learner.

Learning takes place within the individual.

Learning “how to learn” enables the student to deal with the expansion of knowledge and changes in nursing and society.

Learning is facilitated when the learner has knowledge of his progress toward the goal.

Learning takes place more effectively in situations in which satisfaction is derived.

Interpersonal relationships are important in determining the kind of social, emotional, and intellectual behavior which emerges from the learning situation.

Learning is influenced by the learner’s perception of himself and the situation in which he finds himself.

Recognition of similarities and differences between past experiences and present situations facilitates the transfer of learning.

The content to be learned helps determine the kind of learning experiences that will be most effective in the terms of time and effort.

Learning is more useful when it becomes generalized into principles and concepts.

Learning is more effective when there is immediate application of what is being taught.

Learning is facilitated by proceeding from the simple to the complex and from the known to the unknown.

Learning is facilitated when the student has the opportunity to test ideas, analyze mistakes, take risks, and be creative.

Older Adult Learning Principles

Learning takes place at all ages. Studies have indicated that the ability to learn is about the same at age 80 as it is at age 12.

Learning may be slower for the elderly-but it can be accomplished.

Many of the principles for the adult learner apply to the older adult learner. In addition:

The older adult is anxious to learn if it will allow him/her to remain independent (people want to live as independently as possible, as long as possible. SAFETY of the older adult is of utmost concern).

The older adult brings to the learning situation, a lifetime of problem-solving skills (this allows him/her to adapt with a minimum of difficulty).

The older adult may have visual and hearing difficulties that may interfere with learning (check this out-you don’t always have to shout!!)

The older adult performs tasks slower because of delays in the CNS for the completion of specific cerebral processes (there is a decrease in sensorimotor speed; there is not necessarily a loss in capacity to perform a task.

The older adult shows great care and concentration, and may have to sacrifice speed for accuracy to minimize the risk of error (the older adult’s goal is to AVOID FAILURE rather than to gain success.)

Instructions or information should be given in small units (organization and timing tend to take longer, if input arrives too quickly, there is difficulty processing it. Therefore, sensory overload.)

Demonstrations enhance explanations and facilitate comprehension (if a person can see, hear, and then do, he/she will learn better).

Learning Principles for the Child

A young child can become interested in almost any topic or idea which is presented in a meaningful way.

A child’s first teachers are the parents-always include them in the teaching situation when it is appropriate to do so.

The most natural learning atmosphere for a young child is—PLAY!! Play activities can combine simple teaching techniques with the natural tendency of a child to socialize and to have fun.

Children respond favorably to positive reinforcement and reward (smile, verbal praise, well done! Gold stars, stickers).

Learning sessions should be kept casual and without pressure on the child to learn or to perform.

Young children learn best when taught either on a 1:1 basis or in small groups) where they can work freely and independently at their own pace).

Learning, if it is to be effective, must be properly timed. A child cannot perform a skill if his/her sensory, muscular and neural systems are not ready yet.

Children need opportunities to practice newly-learned ideas or skills over and over again. (Repetition is necessary to increase the child’s understanding of a concept, or to increase his/her skills.)

All children, regardless of background, have these needs:

a. acceptance and approval.

b. success in whatever they attempt.

c. to grow and learn at their own pace.

Children learn through their experiences, both concrete ones (directly experienced) and vicarious ones (books, films, less directly experienced).

Planning for learning should include a continuous reassessment of the child’s behavior and needs.

The child needs assistance in keeping his/her attention on the material to be learned and especially in directing his/her attention to the most important things to be learned.

Mistakes should generally be minimized. (Praise success.)

ADULT LEARNING PRINCIPLES

Adults like to determine their own learning experiences.

They enjoy small group interactions and will learn from other’s experiences as well as their own.

Adults are motivated to learn when they identify they have a need to learn.

Adults are motivated to learn when societal or professional pressure requires a particular learning need.

Adults are motivated to learn when “others” arrange a learning package in such a manner that the attraction to learning overcomes the resistances.

Some adults like some lectures but all lectures won’t be liked by all adults.

Adults hate to have their time wasted.

Remember: Adults draw their knowledge from years of experience and don’t change readily.

They want practical answers for today’s problems.

Adults enjoy practical problem-solving.

Physical comfort promotes learning.

Refreshments and breaks establish a relaxed atmosphere and will convey respect to the adult learner.

PRINCIPLES.981

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