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Unit No: 06

1. Develop a
framework to
assess the
learning needs,
problems, of a
target group.
2. Analyze
the problems
according to

This perception may be based on . A learning need is a gap between the what someone know and what someone need to know . attitude . STEPS IN THE ASSESSMENT OF LEARNING NEEDS: (1) Identify the learner: Who is the audience? Are you teaching a group of patients or an individual and his/her significant others? Are there needs the same or different ? Teaching opportunities formal or informal must be based on accurate identification of the learner.or skill.1985).Learning needs: Defined as the gaps in knowledge that exist between a desired level of performance and the actual level of performance.such gaps exits because of a lack of knowledge. For example: a nurse may believe that all post-partum mothers need a class on safety issues for the newborn.( Health Education Association .

ADS. (6) Take time management issues into account : Because the lack of time is the major barrier to carrying out a proper assessment . below. learning of other information may be delay or impossible to achieve.Activity engaging learners is identifying their own problems and needs motivates most of the patients . the health related organizations (ACS. For example: learning about the low sodium diet will likely not occur if a patient faces problems with basic physiological needs such as pain or discomfort. (4) Involves members of the health care team: Consult with the other professionals to gain insight into the needs of patients and their families . Rankin and Stallings (2001) suggested that nurse consider the following tips for time savers : . the nurse’s Interaction with one patient and may not be true for all the post-partum mothers.AHS) often can provide insight to the learning needs of people with specific health problems .Maintain privacy and confidentiality to establish trusting relationship. (5) Priorities needs: Setting priorities is difficult when many learning needs have been identifying in several areas . However .in addition. (2) Choose the right setting: Establish an environment in which learner feels a sense of security in confiding information and believe their concerns are respected and taken seriously .if basic needs are not attended to first and foremost as indicated in Maslow’s Hierarchy Needs(1970).pt/family members are the best source of assessing the need or need assessment information . (3) Collect the important information about the learner: Explore the health problems or issues that are of interest of the learner to determine the time and extent of the content to be include in teaching as well as teaching methods and international tools to best to meet their needs. As show in fig.

 Minimizing distraction and interruption during planned assessment interviews allows the nurse to accomplish in 5 minutes what otherwise might have taken 15 minutes or more during an interview session that s frequently interrupted. it is much more efficient and effective to do good initial assessment .  Assessment can be made any time and any where the nurse has contact with patients and families .distributing medications.making round . Although the close observation and active listening take more time.serving a meal . Criteria for prioritizing learning needs .  Informing patient ahead of time that the nurse wishes to spend time discussing problems or needs gives them advance notice to sort out their need and feelings. and so forth.There are many potential opportunities .  Learner must be given time to offer their own thoughts about learning needs.such as when giving a bath .

Possible Needs for information that is “nice to know” but not essential or required or situations in which the learning needs is not directly related to daily activities. METHOD TO ASSESS THE LEARNING NEEDS.e. Desirable Needs that are not life dependent but are related to well being or the ability to provide self care. to have CVD to understand the effect of height fat diet on their condition. a patient who has experienced a resent heart attack needs to know the sign and symptoms and when to get immediate help.Criteria Learning needs Mandatory Needs must be learned for survival or situations in which the learner’s life or safety is threatened. it is important for the pt.g. who is newly diagnose as having DM most likely dose not to know about travelling across time zones or staying in the foreign country because this information does not related to patient’s everyday activities. Learning needs in this category must be met immediately . The pt.g.e. .

The following are the various methods to assess client needs and should be used in combination with another to yield the most reliable information (Haggard. The nurse must rely on active listening . chart will provide patterns that reveal learning needs.the nurse should establish the trusting environment . discharge planning forms and documentation by others team members.use direct and open ended questions .  CASUAL CONVERSATION: That take place when the nurse is performing patient care. Examples of questions:  What do you think the cause of your problem?  How severe is your illness?  What do you do to stay healthy?  What results do you hope to obtain from treatment?  QUESTIONNARIES: The patient written response to questions about learning needs can be obtained by this method.  OBSERVATIONS: Observation health behaviors in different time periods can help to determine established patterns of behaviors. . make it easy to tabulation and easy to administrator. provide more privacy. There should be from distraction .1989).asked open ended question about knowledge a skills gaps. nurse’s notes.remain nonjudgmental . Physicians progress notes .as with gathering the any information . Is there any difficulty to using the equipment’s ? Are all the steps performed correctly? Dose the learner required prompting?  PATIENT CHARTS: Often documentation in pt. NCP.  STRUCTURED INTERVIEW: Used to solicit the learner’s point of view.allow the patient to state needs .

P=Physical  Measures of ability  Complexity of task  Environmental effects  Health status  gender 2.1990. READINESS TO LEARNER Is define as the time when the learner express or shows interest in learning the information necessary to maintain optimal health .four types of readiness) Take time to take a “PEEK” of the four types of readiness to learner 1. E=Emotional  anxiety level  support system  motivation  risk-taking behavior  frame of mind  developmental stages 3. E=Experiential  level aspiration  past coping mechanism  cultural background  locus of control  orientation .Often nurses have noted that when a patient asks a question the time is prime for learning. It occur when the learner is receptive . willing and able to participate in the learning process. (LICHTTHAL.

.75). K=Knowledge  learner’s present knowledge base  cognitive ability  learning and reading disabilities  learning styles (references: explanation of “PEEK” in NURSE AS EDUCATOR .4.Pg.