Professional Documents
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Ning
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An Overview of Adult-Learning O
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Processes T
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Sally S. Russell U
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Part of being an effective instructor involves understanding how G
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ealth care providers and
patients enter into a adults learn best. Theories of adult education are based on valuing
teaching-learning rela- the prior learning and experience of adults. Adult learners have dif- E
tionship when informa- ferent learning styles which must be assessed prior to initiating any
educational session. Health care providers can maximize teaching D
tion important to the patient’s
well-being is necessary. For the moments by incorporating specific adult-learning principles and U
teaching to be as effective as pos- learning styles into their teaching strategies. C
sible, knowledge about adult- A
learning principles is essential.
Understanding why and how about things (Adult Education motivating. The key to using T
adults learn and incorporating the Centre, 2005). Compared to school- adults’ “natural” motivation to I
learner’s preferred learning style age children, the major differ- learn is tapping into their most
ences in adult learners are in the teachable moments (Zemke & O
will assist the health care provider
in attaining the goals set for each degree of motivation, the amount Zemke, 1995). For example, a N
patient and increase the chances of previous experience, the level patient concerned about how
of teaching success. of engagement in the learning stress urinary incontinence (SUI)
process, and how the learning is is affecting her lifestyle might be
Adult-Learning Principles applied. Each adult brings to the motivated to learn about Kegel
Malcolm Knowles was the learning experience precon- exercises more so than her coun-
first to theorize how adults learn. ceived thoughts and feelings that terpart who is not experiencing
A pioneer in the field of adult will be influenced by each of SUI. Lieb (1991) described six
learning, he described adult learn- these factors. Assessing the level factors which serve as sources of
ing as a process of self-directed of these traits and the readiness motivation for adult learning (see
inquiry. Six characteristics of to learn should be included each Table 2). Health care providers
adult learners were identified by time a teaching experience is involved in educating adults
Knowles (1970) (see Table 1). He being planned. need to convey a desire to con-
advocated creating a climate of Motivation. Adults learn best nect with the learner. Providing a
mutual trust and clarification of when convinced of the need for challenge to the learner without
mutual expectations with the knowing the information. Often a causing frustration is additional-
learner. In other words, a coopera- life experience or situation stim- ly important. Above all, provide
tive learning climate is fostered. ulates the motivation to learn feedback and positive reinforce-
The reasons most adults (O’Brien, 2004). Meaningful ment about what has been
enter any learning experience is learning can be intrinsically learned (Lieb, 1991).
to create change. This could
encompass a change in (a) their Publisher’s Note: Publication of this article was supported by a grant provided by
skills, (b) behavior, (c) knowledge Nurse Competence in Aging, a 5-year initiative funded by The Atlantic Philanthropies
level, or (d) even their attitudes (USA) Inc., awarded to the American Nurses Association (ANA) through the
American Nurses Foundation (ANF), and representing a strategic alliance between
ANA, the American Nurses Credentialing Center (ANCC), and the John A. Hartford
Sally S. Russell, MN, CMSRN, CPP, is Foundation Institute for Geriatric Nursing, New York University, The Steinhardt
Director of Education, Society of School of Education, Division of Nursing.
Urologic Nurses and Associates,
Pitman, NJ. For more information, contact the John A. Hartford Foundation Institute for Geriatric
Nursing, New York University, The Steinhardt School of Education, Division of
Note: The author reported no actual or Nursing, 246 Greene Street, 5th Floor, New York, NY 10003, or call (212) 998-9018,
potential conflict of interest in relation to or email hartford.ign@nyu.edu or access the Web site at www.hartfordign.org
this continuing nursing education article. Note: CE Objectives and Evaluation Form appear on page 353.
Kinesthetic • Remembers best through getting physically • Permit frequent breaks in teaching session to
involved in whatever is being learned. allow learner to move around room.
• Enjoys the opportunity to build and/or • Encourage learner to write down their own
physically handle learning materials. notes.
• Will take notes to keep busy but will not often • Encourage learner to stand or move while
use them. reciting information or learning new material.
• Enjoys using computers. • Incorporate multimedia resources (computer,
• Physically expresses interest and enthusiasm video camera, overhead transparencies,
by getting active and excited. photography camera, etc.) into programs
• Has trouble staying still or in one place for a (teacher presentations and student
long time. presentations).
• Enjoys hands-on activities. • Provide lots of tactile-kinesthetic activities in the
• Tends to want to fiddle with small objects while class.
listening or working. • Have product samples available for practice.
• Remembers what they do, what they experi- • Encourage return demonstration of procedures.
ence with their hands or bodies (movement and
touch).
• Enjoys using tools or lessons which involve
active/practical participation.
• Can remember how to do things after doing
them once (motor memory).
• Has good motor coordination.