Ch. 8: Facilitating Learner Development & Socialization Flashcards by Unknown Unknown

Social determinants that affect learners:

-diversity/culture
-cognitive ability (intellectual/developmental disabilities)
-economic
-EAL (Eng as Additional Lang) or ESK
-diverse sexual orientation & identity
-diff learning styles

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5 major components to physical readiness that affect learning

1) measure of ability
2) complexity of task
3) environmental effects
4) learner’s health status
5) gender

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Emo or psychological readiness incl:

1) anxiety lvl
2) support systems
3) motivation
4) risk-taking bx
5) frame of mind

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Experiential readiness

1) lvl of aspiration
2) past coping mechanisms
3) cultural background
4) locus of control
5) orientation

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Knowledge readiness

1) present knowledge base
2) cognitive ability
3) learning disabilities
4) learning styles

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VARK (Four most common learning styles)

Visual (spatial)
Auditory
Read/write (linguistic)
Kinesthetic

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Multimodal/Mixtures (M)

-Ppl who prefer to learn via 2 or more styles of learning (or using variety of methods)

-May choose single mode to suit certain occasion/situation

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Global learners

-Make choices based on emotions & intuition

-Spontaneous

-focus on creativity, so… lack good sequential thinking abilities

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Intuitive learners

-Like to discover possibilities in relationships

-Impatient w/ details & do NOT like repetition

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Reflective learners

-Prefer to think about new material by reflecting quietly on it first

-Prefer to work alone, rather than w/ groups

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Accommodative learners

-Like combo of concrete EXPs & active experimentation

-Risk-takers

-Concerned w/ abstract concepts & assimilate abstract conceptual w/ reflective observations

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Divergent learners

-Broad cultural interests & like to gather info

-Like to watch instead of doing

-Tend to be strong in arts

-Often misunderstood (many tend to fail in academic settings)

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Digital (online) learners

Millennial & Gen Z
Enthusiastic & collab learning

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Traditionalists (1922-1945)

-Value privacy, trust, hard work

-Need details

-Uncomfortable w/ ambiguity

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Baby Boomers (1945-1964)

-Value career over personal life

-Want to be challenged

-Speak clearly & directly

-Prefer F2F meetings

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Gen X (1965-1979)

-Value balance b/t career & personal life; fam-focused

-Independent

-Look for leader/mentor (not a boss)

-Seek rewards based on individ performance

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Millennials (Gen Y) (1980-1994)

-Value personal life > career
-Highly socialized; optimistic
-Tech-savvy
-Multi-task w/ ease
-See edu as means to an end

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Gen Z (after 1995)

-Tend to be realistic (not idealistic)
-Private about personal life
-Particularly tech-savvy; Social media: Value virtual connectedness
-Adept multi-taskers
-Passionate about learning

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Traditional learners

Fresh out of HS

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Nontraditional learners

Typically older; may be working full/part-time while attending school
Bring previous life EXPs into classroom

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Barriers to learning

-Lack of time, confidence, info about opportunities to learn

-Scheduling prob’s / conflicts

-Red tape

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Adult learners learn best when learning is…

*R/t immediate need, prob, or deficit (relevant)
Voluntary & self-initiated
*Person-centered & prob-centered
*Self-controlled & self-directed
Role of teacher = facilitator
Info & assignments = pertinent & meaningful (not busy work)
*New material draws on past EXPs (r/t something they already know)
Learners = actively able to participate in learning process

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Learners w/ previous edu (2nd-deg students)

-Have much greater need than traditional counterparts to feel self-confident & competent
-Do not attempt to “wing it” w/ this group
-Do not like passive listening & learning

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Most common barriers for culturally diverse learners:

-Lack of ethnically diverse faculty
-Finances
-Academic preparation

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Suggestions for NEs teaching culturally diverse learners:

-Nonverbal measures of ability -Multiple methods of testing -Use of TOEFL test (Test of Eng as a Foreign Lang)

TOEFL test

Measures learner's potential ability to communicate in Eng in college/university environ

NCLB (No Child Left Behind) Act

-Calls on educators to measure all learners' performances using set of fixed indicators -Tied federal monetary compensation to these performance outcomes -Aimed at elementary & 2ndary edu (but have ramifications for future college learners)

American Disabilities Act (ADA) of 1990 & Amendment Act of 2008

Guarantees ppl who are qualified cannot be denied access based on disability alone

Socializ of learners

Group of ppl learn acceptable behaviors, values, belief systems, processes, & knowledge of pro culture (i.e. becoming acclimated to nurs profession)

Examples of formal & informal socializ of learners

Formal (lectures, assignments, clinical EXPs) Informal (being part of a SNA)

How many % of new nurses have left their position in 1st yr

> 50%

What has helped w/ attrition rate for new nurses?

Nurse internship & residency roles

Kramer's 4 phases of reality shock

1. Honeymoon 2. Shock or rejection 3. Recovery 4. Resolution

Socializ takes place mainly thru social interaction w/...

Ppl who are significant to a person (i.e. faculty) & valued by learner

Incivility

Rude/impolite attitude or behavior Ambiguous, low-intensity, discourteous bx; intentions to harm/violate norms of respect

Most often examples of Incivility:

-Cheating on exams/quizzes -Using cell phones during class -Holding distracting convos

Most effective in deterring cheating:

-Have learners place belongings in front of class -Minimum of 2 proctors per exam (to walk up & down aisles during exam) -Provide new exams for each test

3 major categories of Bloom's Taxonomy

Cognitive (thinking domain) Affective (feeling domain) Psychomotor (doing or skills domain) They are interdependent!

Knowledge (Cognitive Domain)

Learner can memorize or recall facts

Comprehension (Cognitive Domain)

Learner can understand what is being communicated

Application (Cognitive Domain)

Learner can use ideas & principles and apply to specific situations

Analysis (Cognitive Domain)

Learner can recognize piece of info by breaking it down into specific parts

Synthesis (Cognitive Domain)

Enables learner to put together parts into unified whole

Evaluation (Cognitive Domain)

Where learner can analyze or judge something by applying certain criteria

Methods used to enhance cognitive domain:

Lecture Group discussion 1:1 learning Computer-assisted instruction

Affective Domain

Uses internaliz of expressing feelings, emos, beliefs, values, attitudes

Receiving (Affective Domain)

Enables learner to become aware of idea; may admit any fears

Responding (Affective Domain)

Learner to respond to EXP; can enable them to move past feelings of insecurity to confidence

Valuing (Affective Domain)

Allows learner to accept & integrate an idea

Organization (Affective Domain)

Learner can incorporate ideas by organizing, classifying, prioritizing values

Characterization (Affective Domain)

Learner can show adherence to total philosophy of concept & show commitment to it (i.e. showing good hand-washing technique to prevent spread of infx)

Psychomotor Domain

Learner uses fine & gross motor abilities

Perception (Psychomotor Domain)

Learner becomes aware of task to be performed (i.e. reading, directions, observation of process of skill to be learned)

Example of Set Level

Learner shown how to hang IV fluid bag; willing to try to accomplish that task

Set Level (Psychomotor Domain)

Where learner shows readiness to action; favorable body lang

Guided response level (Psychomotor Domain)

After or at same time instructor demonstrates skill like inserting foley on mannequin

Mechanism lvl (Psychomotor Domain)

Learner can perform steps of certain skill repeatedly w/ confidence

Complex overt response lvl (Psychomotor Domain)

Learner can automatically perform complex task w/ independ & correctly w/o hesitation

Adaptation lvl (Psychomotor Domain)

Learner can adapt or modify a learned process to fit needs of given situation; indicates mastery of process

Origination lvl (Psychomotor Domain)

Learner can create new motor acts to manipulate objects as result of completely understanding a skill

Example of Origination Lvl

After SIM EXP, learner will be able to recognize s/sx of resp distress (i.e. retractions, work of breathing)

Examples of role modeling pro develop

Discuss continuing edu for advanced degrees, belonging to pro orgs, engaging in pro conferences & activities

Learners who speak Eng as 2nd lang

At incr risk of being unsuccessful in program & on NCLEX

Main purpose of NSNA (Nat'l Student Nurses Association)

Framework: shared governance Learners will have opportunity to discuss opinions & make decisions

Learning methods that are consistent w/ learner...

=Best way to enhance learning (makes sense!)

Ch. 8: Facilitating Learner Development & Socialization Flashcards

(65 cards)