Unit 2 Week 6: Assessment of Learning Potential Flashcards
ASSURE Model
A- analyze the learner (determinants of learning)
S – state the objectives
S – select instructional methods and material s
U – use instructional methods and materials
R.- require learner performance
E – evaluate/revise teaching plan
Navigating the Planning for Teaching Process
Identify the learner/learners (WHO)
Need assessment & analysis (WHAT)
Engage learner in planning process (HOW)
Involve members of health care team (WHO)
Prioritize learning needs* (WHAT & WHEN)
What resources are needed? HOW)
Demands of the situation (WHEN)
Determine appropriate setting (the WHERE)
Criteria for Prioritizing Learning Needs
- Possible:
- Needs for information that are
- “nice to know” but not essential
- Desirable:
- Needs that are not life-dependent but are related to well-being
- Mandatory:
- Needs that must be learned for survival when the learner’s life or safety is threatened
10 Components of Assessment of Learning Potential
Health status & Health values
Developmental stage
Readiness to learn
Motivation
Adherence
Learning style/IQ
Social support & other SDOH
Culture
Literacy
Special Learning Needs
Define Readiness to learn
Patient is receptive to learning & is willing and able to participate in learning process .
Assessment of Readiness to Learn
P-Physical Readiness
E-Emotional Readiness
E-Experiential Readiness
K-Knowledge Readiness
Assessment of physical readiness to learn
Ø measures of ability
Ø complexity of task
Ø health status
Ø gender
Ø anxiety level
Ø support system
Assessment of emotional readiness to learn
Ø Anxiety level
Ø Support system
Ø motivation
Ø risk-taking behavior
Ø frame of mind
Ø developmental stage
Assessment of experiential readiness to learn
Ø Anxiety level
Ø Support system
Ø motivation
Ø risk-taking behavior
Ø frame of mind
Ø developmental stage
Assessment of knowledge readiness to learn
Ø present knowledge base
Ø cognitive ability
Ø learning disabilities
Necessary basic abilities for learning
- Cognitive: Ability to perceive, discriminate, integrate, abstract, conceptualize, generalize, problem solve, create
- Psychomotor: Strength, endurance, agility, speed, dexterity, precision, fine motor control, co-ordination, flexibility
How is acute illness health status significant for learning
o Symptoms, anxiety, treatment may affect learning
o Readiness to learn evident
How is rehabilitation health status significant for learning
o Adaptation to self care
o Self-monitoring
o Preventative measures
o Re-integration with former social roles
How is chronic illness health status significant for learning
o Informational needs vary over time
o Exacerbations and remissions
o May need information on symptom and disease management
o May need information on lifestyle, social role management, social determinants of health issues
Define motivation to learn
a willingness on the part of the learner to embrace learning, with readiness to learn
We can appeal to people’s motives, but we can not:
motivate them
Intrinsic motivators like autonomy & competence are intrinsic motivators that CAN be enhanced by:
teaching strategies and relational presence
Assessment of motivation
Through subjective and objective measures you can measure
1. personal attributes (cognitive, affective, physiological, experiential)
- environmental attributes (environment and social support )
- relational: educator/learner relationship
Pre task motivational strategies
assessing accurately
creating a relational atmosphere
clarifying expectations & set realistic goals
Reduce barriers
During task motivational strategies
active learning
integrate previous learning (concept maps)
clear instructions (remember PB&J)
relational presence*
Post task motivational strategies
self-evaluation
feedback acknowledging success
future growth conversations
stay connected
Relational Practice ARCS Model
A: attention
R: relevance: capitalize on learner’s experiences, needs, personal choices
C: confidence: learning requirement, expectations, level of difficulty, attributions, sense of accomplishment
S: satisfaction: use of new skill, use of rewards, praise, self-evaluation
Motivational Interviewing Principles
R: roll with resistance
E: express empathy
A: avoid argumentation
D: develop discrepancies
S: support self efficacy
OARS Principles for motivation
O: open ended questions
A: affirming positives
R: reflective listening
S: summarize interactions
