NURSING EDUCATION

1. NIHARIBALA NAYAK
TUTOR,KALINGA INSTITUTE OF NURSING SCIENCES
KIIT DU

2. Learning is a complex process
that involves multiple
factors.
ADULT LEARNING ( ANDRAGOGY)

3. OBJECTIVES:
• Introduction
• Define learning
• Child learning
• Factors for motivating adult
• Concept of Adult learning
• Elements of adult learning
• Methods of adult learning
• Adult learning cycle
• Principles of adult learning

4. What is learning?
• If your parents repeatedly tell you "kick the
ball" and react positively when you swing your
foot against that round object on the floor,
you have just learned what the words kick
and ball mean.
So, learning can be defined as a relatively
lasting change in behaviour that is the result
of experience.

5. • Now, we can infer two things from the
definition:
 Learning is relatively permanent
There is always a stimulus that kick starts
learning

6. How does learning occur?
• We learn from the things that happen to us -
our experiences. For example, we learned that
lightning is followed by thunder.

7. How do children learn?
• Children learn because they are told and
expected to learn.
• They anticipate their learning will help them in
the future.

8. • They are prone to learning information by remote or
memory.
• They will not try to comprehend the idea behind
1+1=2
• They are dependent on their teacher to lead the
learning.
• If their activities are not teacher-directed, chaos or
confusion are the result.

10. How do adults learn?
• Adults are motivated by internal factors such
as the curiosity to learn. They posses a sense
of purpose and a desire to learn new skills.
• They have a well developed, sensible self-
belief system, allowing them to reject
information that contradicts their beliefs.

11. • They gain knowledge from practical everyday
experiences.
• Malcolm Knowles, an American practitioner of
adult education, popularized the concept of
adult learning as a theory and model in the
1970s.

12. • If we know why we are learning and if the
reason fits our needs as we perceive them, we
will learn quickly and deeply.
Malcolm Knowles on Adult Learning

13. FACTORS FOR MOTIVATING ADULTS
A. SOCIAL RELATIONSHIP
B.EXTERNAL EXPECTATIONS
C.SOCIAL WELFARE
D.PERSONAL ADVANCEMENT
E.ESCAPE/STIMULATION
F.COGNITIVE INTEREST

14. Piaget about children vs adults
Children
• Unwritten pages
• Adding new information
• Few connections to build
on
• Must absorb information
• Low resistance for new
information
• Quick learners
Adults
• Written pages
• Adjusting pages with better
information (add/adjust)
• Several connections to build on
• Allowed to refuse information
• High? resistance for new
information
• Slow learners?
Traditional education is scientifically founded by education of children!
Educational strategies are not selected with a basis in adult learning

15. CONCEPT
STUDENT-CENTRED
EXPERIENCE -BASED
PROBLEM-ORIENTED
COLLABORATIVE

16. ELEMENTS OF LEARNING
• MOTIVATION
• REINFORCEMENT
• RETENTION
• TRANSFERENCE

21. Expertise – some aspects
Personal
competence
Practical
knowledge
Intuition
Action
competence
Theoretical
knowledge
Ethical
knowledge

23. Ourvillage
HelpingHealthWorkers Learn (2012) Werner& Bower

24. How to support adults in their learning
process?
• Facilitate learning climate/environment
• Involve in the planning of simulation: needs and
objectives
• Invite to define individual objectives and needs
• Facilitate and support to develope strategies and solutions
• Welcome and facilitate the use of individual resources
• Involve in the assessment of learning outcome

25. Empathy
Honesty &
Integrity
Patience
Pace
Democracy
Purpose
Ability to listen
Respect for
experience
Prestige Innovative
ROLE OF EDUCATOR

26. SIX Adult Learning Principles
1. The need to know
• Adults need to know why they’re learning
something.
• They assess the benefits they will gain and
what they risk by not learning something.

27. 2. Changes in self-concept
• Adults enjoy self-direction in their lives i.e.,
they accept responsibility for their own
decisions.
• They feel responsible for the decisions
pertaining to learning and the evaluation of
their instruction (why and how to learn).

28. 3. The role of experience
• Most adults draw upon the experiences
they’ve assimilated throughout their lifetime
to aid their learning.
• In other words, their experiences act as a
foundation for their learning.

29. 4. Readiness to learn
• As an individual matures through adolescence,
they become ready to learn only those things
they "need" to.

30. 5. Orientation to learn
• Adults tend to have a problem-centered
orientation to learning and focus on tasks and
problems.
• Adults take up learning largely because they
are experiencing some inadequacies in coping
with current life problems.

31. 6. Motivation to learn
• Motivation in adults is more likely to be
intrinsic such as confidence, self-satisfaction,
enjoyment, or having a choice over what is
learned.

32. Kirkpatrick evaluation model
• Level 1. Participants reaction
– Perception of the course (method: evaluation sheets)
• Level 2. Learning
– Aquired knowledge, improved skills, or changes in confidence
and attitudes because of the training. (method: reassesment
of skills after some time)
• Level 3. Behaviour(apply)
– Translation of the newly aquired knowledge and skills
into daily practice (Method: Observation and
measuring clinical practice)
• Level 4. Results
– The ultimate goal; patients outcome (Method: studies)

33. Changing behaviour
Action
Background Result
Lesson of side
effects
Adrenaline
administered
Level of
knowledge?
Level of stress????

34. Keeping it relevant
to the learners

35. Self directed learning
• Based on participants’ own experience
• Reflections on experiences
• Finding answers on their own.
• Participants own the acquired
knowledge.
• Are responsible for the answers
• Responsibility to learn on your own.

36. SUMMARY

37. Questions?

38. The successful teacher is no longer on a height, pumping
knowledge.
He is a senior student, anxious to help his/ her juniors.
- Sir William Osler