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THE LEARNER IS THE CENTER OF FOCUS - Coggle Diagram
THE LEARNER IS THE CENTER OF FOCUS
Learning Needs
Identify the learner
Choose the right setting
Collect data about the learner
Collect data from the learner
Involve members of the healthcare team
Prioritize needs
Provide only need- or want-to-know information
Determine availability of educational resources
Asses the demands of the organization
Take time-management issues
Learning Needs Assesments
Informal Conversations
Structured Interviews
Focus Groups
Questionalires
Tests
Observations
Documentation
Learning Needs Assessments for Nursing staff
Written Job Descriptions
Formal and Informal Requests
Quality Assurance Reports
Chart Audits
Rules and Regulations
Self-Assessment
Gap Analysis and Delphi Technique
Readiness to Learn
Physical Rediness
Measures of Ability
Complexity of Task
Environmental Effects
Health Status
Gender
Emotional Rediness
Anxiety Level
Support System
Motivation
Risk-Taking Behavior
Frame of Mind
Developmental Stage
Experiential Readiness:
Level of Aspiration
Past Coping Mechanisms
Cultural Background
Locus of Control
Knowledge Readiness
Present Knowledge Base
Cognitive Ability
Learning disabilities
Learning Styles
Learning Styles
Whole-Brain Thinking
Left-Brain
Quadrant A: Cerebral
logical
analytical
quantitative
factual
critical
Quadrant B: Limbic
organized
planned
sequential
detailed
structured
Right-Brain
Quadrant C: Limbic
interpersonal
sensory
emotional
kinesthetic
symbolic
Quadrand D: Cerebral
holistic
innovative
visual
Field-Independent Preception
learn best by organizing their own material
interpersonal orientation to the world
less influenced by external feedback
place emphasis on applying principles
interested in new ideas
self-directed goals, objectives, and reinforcement
will not conform to peer pressure
prefer lecture
not affected by criticism
Field-Dependent Preception
learn best by organized material
social orientation to the world
influences by feed back
emphasis on facts
easily affected by criticism
learning relevant to own experience
need external goals, objectives, and reienforcemtns
conform to peer pressure
prefer discussion
Dun and Dunn
Sociological Patterns
Physical Elements
Emotional Elements
Psychological Elements
Environmental Elements
Jung and Myers-Briggs Typology
Judgment / Perception
Thinking / Feeling
Sensing / Intuition
Extaversion / Introversion
Gardner's Eight Types of Intelligence
Musical
Interpersonal
Logical-mathematical
Intrapersonal
Bodily-Kinesthetic
Spatial
Naturalist
Linguistic
VARK
Visual
Aural
Read/Write
Kinesthetic
Kolb's Experiential
Reflective Observation: Watching
Abstract Conceptualization: Thinking
Concrete Experience: Feeling
Active Experimentation: Doing