NURS 302 Study Guide - Final Guide: Andragogy, Behaviorism, Biorhythm
Ch 26: Teaching and Learning
Teaching: system of activites intended to produce learning
Discharge plans must include both information about what the client has been taught before
transfer or discharge and information about what remains for the client to learn to perform self-
care in the home or other residence.
Teaching Health Care Personnel:
- Nurses are also involved in the instruction of professional colleagues through continuing
education in-service programs and staff development.
Learning:
Learning need= the desire or a requirement to know something that is presently unknown by the
learner
Learning: a change in human disposition or capability that persists and that cannot be accounted
for solely by growth.
Cognitive: refers to the act of knowing or the development of knowledge
Compliance: the individual’s desire to learn and to act on learning
Adherence: reflect the client’s engagement in the learning process and willingness to follow a
recommended treatment regimen.
- illustrated when a person recognizes and accepts the need to learn and then follows
through with the appropriate behaviours that reflect the learning.
Andragogy: the art and science of teaching with a special focus on adults
Pedagogy: all teaching and learning strategies regarless of age.
Geragogy: learning of older adults
Learning Domains (3):
1) Cognitive: includes six intellectual skills; from simple to complex, beginning with
knowing , comprehending and applying.
2) Affective domain: five major learning categories
- feelings
- emotions
- interests
- attitudes
- appreciations
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3) Psychomotor domain: includes motor skills. Ex. Giving and injection, reflects a
development hierarchy of skills.
Learning Theories:
Three main theoretical constructs:
1) behaviourism: identify what is being taught and then reward for correct responses
2) cognitivism: enable nurses to recognize the developmental level of the learner and
acknowledge the learner’s motivation and environment.
3) humanism: focus on feelings and attitudes of learners and help motivate them to take
responsibility for their own health and learning
Behavourism:
Response: a n act when it can be traced to the effects of a stimulus
- behaviourists closely observe responses and then manipulate the environment to bring about the
intended behaviour change
Positive Reinforcement: fostering repetition of an action.
Imitation: bandura’s research, the process by which individuals copy or reproduce what they
have observed
Modelling: the process by which a person learns by observing the behaviour of others.
Behaviour theory:
- sufficient practice time
- solve problems by trial and error
- teaching strategies
- praise the learner
- provide role models
Cognitivism: depicts learning as a complex cognitive activity which is largely a mental, and
intellectual, or a thinking process.
- cognitivists emphasize the importance of social, emotional, and physical contexts in which
learning occurs.
5 major phases of cognitive development:
- sensorimotor
- preconceptual
- intuitive
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- concrete operations
- formal intuitive
Lewin: learning 4 different types of change:
- cognitive structure
- motivation
- sense of belonging to the group
- voluntary muscle control
Nursing applying cognitive theory:
- provide good environment for learning
- encourage positive teacher-learner relationship
- recognize personal characteristics and their effect on learning
- different learning styles
- adapt to learner’s level
- select learning outcomes
Humanism: focuses on the cognitive and affective qualities of the learner→ learning is self-
motivated, self-initiated, self-evaluated
- learning focuses on self-development and achieving full potential
- autonomy and self-determination are important
- learner active participant and takes responsibility for meeting his or her learning needs
Nursing applying Humanistic theory:
- recognize nurse-client relationship
- encourage learners to acknowledge own learning needs
- encourage active learning by serving as facilitator, resource for learner
- expose learners to new relevant information
Factors Affecting Learning:
Age and developmental stage : physical, cognitive and psychosocial
motivation: the desire to learn
Readiness to learn: the demonstrated behaviours that reflect not only the client’s desire or
willingness to learn but als his or her ability to learn at a specific time.
Active involvement: promotes critical thinking, enabling learners to problem solve more
effectively and to apply learning to their own situation
Relevance: can connect or relate the new knowledge or skills to what he or she already knows or
has experienced.
Feedback: information regarding a person’s performance in meeting a desired goal, needs to be
meaningful and given in a timely manner.
- praise, suggestion of alternative methods
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Document Summary
Teaching: system of activites intended to produce learning. Discharge plans must include both information about what the client has been taught before transfer or discharge and information about what remains for the client to learn to perform self- care in the home or other residence. Nurses are also involved in the instruction of professional colleagues through continuing education in-service programs and staff development. Learning need= the desire or a requirement to know something that is presently unknown by the learner. Learning: a change in human disposition or capability that persists and that cannot be accounted for solely by growth. Cognitive: refers to the act of knowing or the development of knowledge. Compliance: the individual"s desire to learn and to act on learning. Adherence: reflect the client"s engagement in the learning process and willingness to follow a recommended treatment regimen. through with the appropriate behaviours that reflect the learning.
