The Learning

process

NCM 102- HEALTH EDUCATION AY:2020-2021

LEARNING OBJECTIVES
• At the end of this discussion, students will be able to:
❑Describe the learning process
❑Discuss different stages of learning
❑Expound on the learning process
❑Discuss the role of the teacher to improve student’s
perceptual ability.
❑ Learning occurs from the point-of-view of the
end result or outcome of teaching.

-Learning is manifested through a change in

behavior according to what is acceptable,
consistent with the nursing discipline and which
learning is applied for.

- Results or outcomes of behavioral change, such

as concepts, skills and attitudes are described
rather than the ongoing process of learning.
❑ Learning as a process is more concerned with what happens during
the course of learning than in the end-results of learning.

- Emphasis of the learning process is on the dynamics of learning, the

sequence and the pattern of change of behavior in the individual and
group of learners.

- - Learning process determines the level of interest and

understanding of the different aspects of the learning situation
which causes the learner to react, organize and pattern behavior.
Learning is also described as a
function
• -Function emphasizes certain critical
aspects of learning such as motivation,
retention, transfer and other ongoing
activities involved in the learning process.
• -Learner gets involved in a series mental
activities
• -Learner undergoes the process of
unlearning, relearning and learning.
STAGES OF LEARNING
Patricia Benner

✓ NOVICE
▪ Has awareness of the subject area-only in
abstract concepts and ideas
▪ Little to no ability to put ideas into practice in
a reliable way
▪ Follows a set of rules without regard for
context in learning.
✓ ADVANCED BEGINNER

➢ Attained marginal learning to an acceptable performance

level after coping with real life experiences.
➢ Begins to understand the scope of the subject area and
acknowledge her lack of knowledge about the discipline
➢ Able to apply tools, processes and principles in context
similar to well-defined cases they have studied.
• COMPETENT

➢ Attained learning after exposure to a working knowledge of

a number of areas making up the subject

➢ New skills and capabilities are internalized

➢ Ability to go beyond rule-bound procedures in a more

complex setting

➢ Capable of adapting their learning to varying situations by

analyzing changed circumstances and choices of alternatives
• EXPERT

➢Has fully internalized both perception and action

in to their normal work processes.
 NOVICE ADVANCED COMPETENT PROFICIENT EXPERT
BEGINNER
Situation Needs Perceives Considers Internalized and Internalized and
analysis elements to be similarity with various intuitive grasp of intuitive pattern
clearly and prior alternatives; situation recognition based on
objectively examples; more realistic; deep experiential
defined; have enough has critical background
No experience to view of self.
background grasp
experience of situations
situations; rule
guided, task
completion
oriented
 NOVICE ADVANCED COMPETENT PROFICIENT EXPERT
BEGINNER

Decision Rule guided, task Dependent upon Able to analyze Focuses on Actions are
making completion matching a situations in choice that instinctual,
behavior oriented situation to a order to best achieves automatic manner,
proper rule set determine the intuitive plan transparent view
best alternative of self

Exercising Difficulty Feel highly Consciously Moves quickly Instinctual does

judgement discerning bet. responsible but consider the based on what normally
Relevant and rely for help from value of previous works; meeting
irrelevant more alternative experience patients needs is of
aspects of experienced outcomes utmost importance
nursing situation mentors
NOVICE ADVANCED COMPETENT PROFICIENT EXPERT
BEGINNER
Guided Marginally Internalized Intuitive and Intuitive and
performance acceptable and applied in applies applies instinctual
for skill performance more consciously in in all settings,
acquisition having coed with unstructured all settings; recognize all
real situations settings; skilled variables in
gaining sense responses to problem solving
of mastery situation; and decision
increase making; no longer
confidence in relies on rules but
their own connect decision
knowledge with standards
 NOVICE ADVANCED COMPETENT PROFICIENT EXPERT
BEGINNER

Formal 5 To 10 days 5-10 days 20-30 days As needed Informal through

training to address interaction with other
time specific experts
issues that
may arise

Training 1-2 months 3-6 months 12-18 1-3 years 5-10 years
with months
practice
THE LEARNING PROCESS
❖GOAL
➢ Teacher must set long term goals------achieved through a
long-term process of teaching & learning (ex: acquire nx
knowledge) followed by a short-term activities.

➢ Teacher can help students by:

- Being available- for guidance and as a resource person
- Encouraging the student– apply problem-solving skills &
critical thinking
STIMULI
• Increase the ability of the student to recognize patient’s specific needs

• Teacher can help students by:

- Help students identify patient’s needs
- Selecting & arranging learning situation to give students maximum opportunity to learn
and to motivate patient to become self-reliant
PERCEPTION
• Making the student capable to appraise nursing situations using the senses and forming insights.
- Observe patient’s physical & psychological condition
- Reading pts chart and nurses notes
- Talking with the pt. and doctor and other personnel involved in pt. care. Finally her instructor.

• The teacher can help student improve perceptual ability through:

✓ Assist student discuss pt’s problem

✓ Provide necessary cues
✓ Identify & interpreting the pts nursing needs
✓ Direct student’s attention to critical elements regarding nurse-pt. relationship
RESPONSE
➢ The teacher should help the student
formulate long-term planning & facilitate
student’s understanding while giving her
support to attain immediate success in her
nursing career.

➢ Student should recognize that assisting

the pt is not sufficient--- apply further nx
theories and techniques.
 • Refers to outcome of nx care rendered by the
student to the pt., the expected effects, the side
effects or adverse reactions to nursing
interventions.

• Nature of consequences:
- There is a rewarding/ satisfying response to student
when health of the pt progresses or made
CONSEQUENCE comfortable while in her state of illness.
Dissatisfying response occurs if the pt does not
respond to treatment or does not seem to improve
in health

- A rewarding/ satisfying response to the student if

much learning was attained while meeting the nx
needs of the pt. The student may still gain nx
knowledge and experience from every nursing
measure she used but did not meet patients’ needs
INTEGRATION
• The student utilizes personal knowledge and experiences to
solve current problems.
• She also make use of other courses offered throughout the
curriculum.

• The teacher can help the student integrate past learning by:

- Encourage the student to examine past nx knowledge and

experiences for validity and reliability
- Identify what nx care measures were done to the pt.
- Make conscious use of nx knowledge and the skills she had
acquired in nx for a particular pt and or other pts.
THEORIES AND
PRINCIPLES OF
LEARNING
• Learning theories

- Guidelines or principles that direct an individual to

understand the meaning of an event/ situation.

- Provide basic knowledge that underpin the teaching-

learning process

- Theories and practice are interrelated- they explain the rel.

of each other.

- Without theories, there can be no practice and practice can be irrelevant

without theories
The study of human learning theory, types of learning and forces that
influence learning can provide guidelines for practice & help teachers
establish the condition necessary to achieve learning outcomes.

Learning principles have been generated for particular age groups.

A teacher who makes decisions based on these principles is using

the best available techniques to guide professional teaching
behavior.
 ❑Satisfying Stimulus
-If response to a stimulus is satisfying to oneself, the tendency
for this is to be repeated under similar circumstances.
- The behavior is reinforced, developed and internalized.

BASIC
PRINCIPLES ❑Reinforcement
-Immediate, positive, tangible or intangible reinforcement
OF through praise, reward or recognition are major conditions for
successful behavior change.
LEARNING - Negative reinforcements slows down the rate at which
behavior occurs but does not eliminate it.
- Frequent negative reinforcement may either suppress or
demotivate the learner------ unhealthy behavior/impaired
learning process
❑OVERLEARNING

• Increases memory and improves

learning performance.

• Frequent application of the learned

principles into practice strengthens
the learning process and can easily
be internalized and shown in
students’ attitude & behavior
VERBAL & NON-VERBAL
ASSOCIATIONS
• Critical prerequisite to behavior change

• Knowledge put into practice provides a significant

meaning of interrelationships between what is real
and what is ideal.

• Forgetting occurs because of interference of new

learning experiences with previously acquired ones.

• Previous practices may be replaced by current

trends which makes previous knowledge irrelevant
COGNITIVE- Mandatory conditions for behavior change

PERCEPTUAL
READINESS &
Student who has the desire to learn
INTERNAL regarding the subject matter makes
comprehension and retention easy,
MOTIVATION whereas, students who are not interested
to learn make teaching and learning
difficult
 THE ORDERING OF INFORMATION

Systemic and dynamic

Influences the ease with
which learning takes place.
presentation of subject
matter consistent with
students readiness to learn
motivate active and
productive learning process.
 STIMULUS • These are prerequisites to chained
RESPONSE behaviors.
ASSOCIATIONS
AND • Connection or association cannot
DISCRIMINATION be established by mere repetition
ABILITIES of response.
COGNITIVE
CONSTRUCTS
• Cognitive constructs of
perceptual imagery and
recognition of features such as
form, spatial agreement,
texture and so on are
prerequisites to concept
formation
MULTIPLE DISCRIMINATION &
GENERALIZATION RESPONSES
• Students observe and analyze events and its relevance to
current practice, retains those that are useful and eliminates
those that are not.

• These can be done through active sensory, cognitive and

emotional participation and direct physical involvement in
learning process
 • Prerequisites to principles of
learning and perception are
concept acquisition and recall of
PREVIOUS previous knowledge learned while
prerequisites to problem-solving
KNOWLEDGE behaviors are perception,
association, discrimination,
concept formation, generalization,
recall and selection of responses.
 CRITICAL THINKING SKILLS
▪ The use of critical thinking skills is a prerequisite to acquire the cognitive,affective and psychomotor
behaviors/skill.
▪ Includes the process of perceptual awareness,reception, memory, recall, discrimination,association,
generalization, chaining and decision-making responses.
▪ Psychomotor behaviors includes:
-affection & cognition

▪ Cognitive knowledge includes:

-comprehension
Application
Analysis
Synthesis responses
 • Ability of students to change and allow for more
ways to expand the learning process
• Developing general patterns of personal, social
and emotional adjustment include:
FLEXIBILITY &
-affecting
ADAPTATION -Receiving
-Responding
-Valuing
-Organization responses
 • Includes why and how topics learned improves
learning.
• If feedback is given too late, it will have little value.

• Crucial conditions for behavioral change:

FEEDBACK ✓Being assertive
✓Sharing
✓Active
✓Overt
✓Short practice and periods of rest
✓Positive reinforcement
✓Corrective feedback
 BALANCED GROWTH & DEVELOPMENT
PATTERNS
Learning can be enhanced by
matching learning activities
with the learner’s level of
development, cognition,
abilities, styles, strengths,
modalities and preferences.
Combination of all these
principles of learning
facilitates true students
understanding and
internalizing the learning
process.
The Learning
process

NCM 102- HEALTH EDUCATION AY:2020-2021

 ❑LEARNING IS A TREASURE WITHIN
-each individual must be equipped to seize learning
opportunities throughout life, both to broaden his
knowledge, skills and attitude and adapt to a changing
complex and interdependent world.
THE 5
PROCESSES
OF ❑LEARNING TO KNOW
-less concerned with the acquisition of structured
LEARNING knowledge but more with the mastery of learning
tools
- It emphasizes the integration of broad general
knowledge with in-depth analysis of selected number
of causes
• Concentration
- Skills and thinking ability is something learners learn first from
their parents and then from teachers
- Encompasses both practical problem-solving and abstract
thinking.

- Learning to know the student’s needs and to develop learn-

to-learn skills include:

❖Learning to read with comprehension

❖Listening & note taking
❖Observing
❖Asking questions
❖Data gathering, assessing, processing, selecting & using
domains
• To facilitate the learning process, the
teacher should assume the role of a:

o Facilitator
o Catalyst
o Monitor
o evaluator
❑LEARNING TO DO
-the acquisition of competence that enables a student to deal
with a variety of situations and work in teams/ groups.
- This further improves knowledge, life skills, personal qualities,
aptitude and attitude.
- Requires a skillful, creative and discerning application of
knowledge.

- Education must contribute to the holistic development of the

individual’s:
➢ Mind, body,intelligence
➢ Sensitivity
➢ Aesthetic sense
➢ Personal responsibility
➢ Spiritual values
❑LEARNING TO LIVE TOGETHER IN PEACE &
HARMONY

-Learning is dynamic, holistic and lifelong process

through which mutual respect, understanding, caring
and sharing, compassion, social responsibility,
solidarity, acceptance and tolerance of diversity
among individuals and groups are internalized.

To practice together the solving of problems and work

towards a just and free, peaceful democratic society,
this is addressed through the following efforts:
• Develop broader/ better
perceptions of attitude toward self
and others
• Professional behavior & interaction
with others
• Understand others’ history,
traditions and spiritual values
• A spirit of respect for the values of
pluralism and peace.
❑LEARNING TO BE

- The aim of education is the complete

fulfillment of man, understanding the
complexities of personality, expressions and
commitments as an individual, member of a
family and community, citizen and producer,
inventor of techniques and creative mentors
- Learning to be is anchored on:
• Self-knowledge & relationship with other
people
• Successful personal experience and personality
training
• Highly individualized process and interactive
social experiences
• Freedom of thought, judgement, feeling and
imagination to develop talents to keep control
of their lives
• Conscientization- process of being aware of
contradictions existing within oneself and in
society and gradually being able to bring about
personal and social transformation
 ❖UNITARY AND HOLISTIC
❖INDIVIDUAL AND SOCIAL
❖SELF-ACTIVE AND SELF-
INITIATING
CHARACTERISTICS ❖PURPOSIVE AND GOAL
OF LEARNING ORIENTED
❖SELECTIVE AND CREATIVE
❖INFLUENTIAL AND
TRANSFERABLE
❑LEARNING IS UNITARY AND HOLISTIC
-Teacher should understand that the learner that the
responds to the “whole” situation or total pattern as a
“whole person” in a unified way.

To make learning unitary & holistic, the student must:

✓Respond simultaneously intellectually, emotionally and

physically.
✓React to the whole learning situation rather than to a
particular single stimulus
✓Unless interference occurs, the students total reaction is
coordinated and integrated toward achievement of her
goals
❑LEARNING IS INDIVIDUAL AND SOCIAL

- Learning is an entirely individual matter for

the simple reason that every behavior has to
do with her own learning.
- Each student must learn using her own
learning style
- Learning is social because it takes place in a
group as some type of response to the
social environment of the individual.
- Individuals differ from one another and so
are their learning capabilities.
• FACTORS WHICH CAN GIVE RISE TO DIFFERENCES
AMONG INDIVIDUALS:

❑Heredity and genetic factors which influence personality

development
❑Family upbringing and religious orientation
❑Educational opportunity to become intellectually
prepared , responsible, socially aware of his personality
❑Health which includes the physical,psychological and
social wellness
❑Nourishment that enables the mind & body to grow and
develop
❑Work experience
❑Environmental factors
❑LEARNING IS SELF-ACTIVE AND SELF-INITIATING

- Self-activity is a universal basic principle of learning

which states that an individual can learn only
through her own reactions to situations based on
her capabilities to understand and internalize such
situations.
- Learning is also a personal process. A student draws
inferences on factual data through his senses.
- The role of teacher – to guide and direct students’
self-activity.
- Self-activity should be considered when the teacher
selects the type of learning activities for the
students. The teacher should remember that:
Self- activity must be psychologically sound

Expected learning outcomes of self- activity is paramount rather

than mere expenditure of energy.

A student may spend so much time and energy on the activities of

learning and still does not learn much

The choice of learning activities must be consistent with the goals

and objectives of these activities. The two are inseparable
❑LEARNING IS PURPOSIVE AND GOAL-ORIENTED

- Learning is both active & purposeful

- Goals & objectives should be set for every learning
situation.
- Goals are determined directly by motives and
indirectly by incentives.
- Goal- setting is directed toward short-term & long –
term goals
➢Short-term goals are related to specific
task/immediate task to be accomplished
➢Long-term/ ultimate goal- sum total of all short-
term goals & activities.
• Selection of goals by the learner is
influenced by the ff:

✓Religion/ learner’s spiritual

orientation
✓Philosophy, beliefs and practices in
life
✓Culture & values
✓Environmental conditions
❑LEARNING IS SELECTIVE AND CREATIVE

- The decision of what is to be learned is made by the

learner in terms of how important it is in her eyes
and to others.
- -Learning is a process of personal choice-making by
deciding for oneself what she is to believe and what
she is to do with his/ her life.
- The learner has the ability to change her responses
and create new forms of responses. Her perceptions
will influence her behavior in ways that are
consistent with the social norms that she creates
- Learning is a creative synthesis of all the knowledge
and experience aspired by the learner
❑LEARNING IS INFLUENTIAL AND TRANSFERABLE
-whatever is learned in one context or situation applies or affects
another context or situation making learning broader and
expansive.

The extent to which transfer of learning occurs depends on the

following:

✓ The intellectual ability and background experience of learner

✓ Her personal philosophy goals & objectives in life
✓ The learner’s approach that facilitates understanding &
memory
✓ The solutions to problems through personal/professional ways
▪ Transfer of learning seldom takes place
automatically- must be planned for and worked
at continuously by the student & teacher.

▪ Transfer of learning depends on the

understanding of the concepts and ideas
presented.

▪ True learning affects the behavior of the

individual- shown through modifications and
change consistent with the standards set for
learning and in response to a real or practical
needs of the learner.
 ❖IDEATIONAL LEARNING
-pursued in the cognitive domain. This
indicates the following:
MAJOR
o COGNITION
TYPES OF -processes through which an individual obtains
LEARNING knowledge about anything by perceiving,
remembering, discriminating, integrating,
abstracting, generalizing, evaluating,
imagining, thinking, problem-solving and
creating.
oPERCEPTION

-source of all concepts which initiates mental

activity.
- Begins from “sensation” of all the stimulus
surrounding the learner and the learning
environment.
- Immediate conscious reaction of the organism
to the stimulation of a sense organ.
- Perception and sensation occur simultaneously-
one perceives while the other senses.
• Percept- mental picture of something that is
immediately present to the senses and gets
stored in the memory to be recalled in the
future while developing concepts
o CONCEPT

- Refers to an idea or a mental image

which makes reflective thinking possible
- Building block of theories through which
knowledge is formed.

- Concepts can either be:

✓Abstract
✓Concrete
oPRINCIPLE

- Form of generalization that implies action.

- A statement that explains a large number of
related phenomena which may serve as a
guide to action.
- Cognitive abilities include the process of
perceiving, judging and integrating complex
phenomenon followed by continuing
perception of something as well as
differentiation and judgement of such
phenomenon.
➢The teacher of nursing must realize that
the learner:

- Develops specific understanding of pt.

problem.
- Acquires a particular nursing skill
- Design solutions to meet the pt. needs and
problems, implement solutions efficiently &
effectively and make decisions.
- Develops a professional attitude.
➢Teachers can help students learn concepts
by:

✓Providing opportunities for appropriate

intellectual & sensory experiences ( Ex: RLE)
✓Guide students in identifying concepts
implicit to their learning experiences.

SKILL OR PSYCHOMOTOR
LEARNING
It is not a mere action or
doing a thing but a unified,
organic whole movement or
total act of the learner.
Refined pattern of
movement or performance
based on integrated
perceived demands of the
situation
Some skills are strong in
emotional components ( Ex:
nurse-pt interaction) while
others have low emotional
involvement ( Ex: charting &
documentation)
-Skills also vary in extent of psychomotor and perceptual
involvement

Ex: Scrubbing of hands before surgery- heavily motor and

low perceptual

Entering a therapeutic relationship- highly perceptual and

low motor
o Factors that contribute much to skilled
performance are as follows:

✓Strength of character and enthusiasm on the

subject matter
✓Reaction time & acceptability in doing the task on
hand
✓Speed, diligence and perseverance
✓Precision in dealing with techniques and procedures
✓ Consideration given to shortcoming through
allowance for revision or modification
✓Flexibility in doing the task according to intensity
and magnitude
❖EMOTIONAL LEARNING
-refers to a mental state which is characterized by
certain feelings and emotions.
End product of emotional learning:

➢Emotion and Will

-ability to accept and cope with rejection and still
continue performing tasks to achieve a specific
set of goals
-To develop self- control, the teacher must
constantly demonstrate to students the
desirability of doing or acting in the light of
thought, principles and purposes
Attitudes

-disposition, readiness, inclination or tendency to act

toward a specific goal in a particular way.

May be strong or weak, for or against.

It is a feeling rather than an overt action

Consists of doubt, finding favor or antagonistic feelings

towards something among others.( Eggen: 1994)
 Values in Emotional Learning

Learned through observation, simulations and

reliable information necessary for adaptation.

Concerned on the appreciation of learning that is

made to exist in a given situation or experience.
➢Appreciation

- Is a core value attached to nature, material

things, aspects of art, processes, techniques,
conduct and social institutions among others
- - develops as a result of emotional experience
- Both intellectual and emotional- emotional and
intellectual experience have a richer meaning
for improving the level of understanding and
practical meaning of these- to appreciate the
value of what is being learned.
➢Ideals in Emotional Learning

- Are attitudes which function as

driving forces in the realm of
human conduct.
- Formed from ideas or previous
knowledge learned.
- Standards that are the object of
desire.
REFERENCE:
• Crestita B. Tan, RN, RM, MAN, PHD The Nurse as Health Educator,
Concepts, principles and strategies in Teaching text and workbook
second edition- 2017