Name: Millan, Tricia Anne B.

Course Code: MDW105

Module #2 Instructor: Ms. Claire Cruz
Module Title: Determinants of Learning

Task1: Discuss the health-care worker educator's role in the learning process.
The educator's role in the learning process is by providing needed information in a way that the
learners will catch up easier, making the solutions possible and actual. Also, they must give assessment
and feedback to the learners. These boost the confidence and motivation of the learners to do more and be
participative. The three determinants of learning are the learning needs, readiness to learn, and learning
style. In learning needs, it includes the information needed to be taught. These are the knowledge that a
learner must attain. While the readiness to learn is the way how the learner can gain knowledge in the
most conventional and effective way. On the other hand, the learning style tackles about how an educator
will convey the message in a way that the learner will understand it. There are different level and types of
learners so the educators must be dynamic in teaching.

Task2: How would you define the three determinants of learning?

There are different methods used to assess patients learning needs. One of those is the Self-administered
Questionnaires where survey instruments such as a checklist are given to the patients and their written
response is recorded and evaluated. Although this is an easy way to tabulate data, it is harder for the
patients to rate themselves. Second, the method of using a Test is where they evaluate the patience level
of knowledge or its condition in order to be aware of what is this person going through. This pretest helps
the health care workers to be prepared and sensitive. Third, the Informal Conversation method, where we
can't avoid discussions that are out of the way or unexpected. Making the patient or learners open up
about their life, personality and other information, the health care worker will have an idea to what is this
patient needed. On the other hand, Structural Interview is one of the most common method. The questions
are being asked directly by the health care workers. This is more of a sensitive way for this is needed to
be done in a place without distractions and must have open-ended questions.

Task 3: Enumerate and explain the four of the seven methods to assess patient learning needs?
There are four factors need to be assessed in order to identify the readiness of a person to learner. The
first one is the Physical Readiness where the physical strength and ability is considered. This includes if
the learners are able to catch up with the complexity and range of the activities, if the learners are
physically fit. Second, the emotional readiness of a learner must be considered. They must be mentally
stable. If not, like the anxiety level and mind-set must be evaluated. There are such activities that might
traumatized them, or they are traumatic so the educator must be sensitive to every learner. Third, the
experiential readiness of the learners determine their background past experience that will help them
develop and enhance their new way of taking the tasks. Lastly, the knowledge readiness of the learners
must be known. It's if they're ready and willing to learn, how far they can attain a knowledge, if they're a
fast or slow learner, and other learning disabilities that they might encounter.

Task 4: Identify and explain the factors that need to be assessed in each of the four types of readiness to
learn.
Readiness to learn is one key determinant of learning and it pertains to when the learner is open to receive
information and willing to understand different topics. There are four types of readiness to learn, and it is
abbreviated as PEEK. These stands for Physical Readiness, Emotional Readiness, Experiential Readiness,
and Knowledge Readiness. Under physical readiness, the instructor must consider elements such as
aptitude measurements, task complexity, environmental impacts, health state, and gender since this type
of influence the degree or extent to which learning occurs.  For measures of ability, if the work
necessitates making significant motions using the body's major muscles, appropriate strength, flexibility,
and endurance are required. For example, walking with crutches is an example of a psychomotor skill that
a patient must be physically capable of learning. When teaching a skill, the nurse educator must consider
the difficulty level of the subject or activity to be mastered by the learner. The degree to which behavioral
modifications are required in the cognitive, emotional, and psychomotor domains depends on the task's
complexity. Noise, for example, causes bodily parts to vibrate and reduces attention levels. Intermittent
noise is more disruptive than steady-state noise because it is more quickly acclimated. It is critical to
assess the learner's health state in order to establish the quantity of energy available as well as the
learner's current comfort level, since both of these variables greatly impact one's readiness to learn.
According to research, women are more open to medical attention and take less health risks than males.

Emotional readiness is a psychological condition of willingness to learn that is influenced by elements

such as anxiety level, support system, motivation, risk-taking behavior, frame of mind, and psychosocial
developmental stage. Anxiety is a factor that has an impact on cognitive, emotional, and psychomotor
performance. It may or may not be an impediment to acquiring new abilities, depending on the amount of
anxiety. The availability and strength of a support system also have an impact on emotional preparedness
and are directly related to how nervous someone may feel. Learner motivation and desire in completing a
task contribute to more meaningful teaching–learning experiences. Motivation is directly linked to
emotional preparedness. Taking risks is inherent in the activities that individuals engage in on a daily
basis. Many actions are carried out without regard for the result. Concern for the here and now is reflected
in one's frame of mind. If survival is the primary goal, then learning preparedness will be centered on
satisfying fundamental human requirements. Each activity connected with human growth results in a peak
period for willingness to learn, referred to as a "teachable moment."

Experiential readiness relates to the learner's prior learning experiences. Before beginning to educate, the
educator should analyze if prior learning experiences were positive or bad in terms of overcoming
challenges or completing new tasks. Someone who has experienced unpleasant learning experiences is
unlikely to be motivated or ready to take a risk in attempting to alter or acquire new behaviors. Factors
under this include level of aspiration, past coping mechanisms, cultural background, locus of control and
orientation. The degree to which someone is motivated to succeed is connected to the sort of short- and
long-term goals defined by the learner, not the instructor. Previous failures and achievements have an
impact on the objectives that students set for themselves. The coping methods that someone has used
must be investigated in order to understand how the learner has dealt with prior challenges. To avoid
teaching in contradiction to cultural values, educators must have knowledge of different cultures and be
attentive to behavioral variations across cultures. The degree to which someone is motivated to succeed is
connected to the sort of short- and long-term goals defined by the learner, not the instructor. Previous
failures and achievements have an impact on the objectives that students set for themselves. The coping
methods that someone has used must be investigated in order to understand how the learner has dealt with
prior challenges. To avoid teaching in contradiction to cultural values, educators must be knowledgeable
about different cultures and attentive to behavioral variations across cultures.

The term "knowledge readiness" refers to the learner's current knowledge base, degree of learning
capability, and chosen learning method. These components must be evaluated in order to determine
readiness to learn, and instruction should be organized appropriately. This category includes factors such
as current knowledge base, cognitive capacity, learning difficulties, and learning styles. e Before planning
and delivering training, it is critical to establish how much someone already understands about a specific
subject or how skilled that person is at executing a job. The amount to which information can be digested
indicates the level of learning capability of the learner. The educator must match behavioral objectives to
the cognitive capabilities of the learner, otherwise learning will not occur. Aside from impairments
caused by mental retardation, learning difficulties and low-level reading skills are not always indicative of
an individual's intellectual ability, but will need unique or novel approaches to education in order to
maintain or improve readiness to learn. There are several preferred learning styles, and analyzing how
someone learns best will assist the instructor in selecting appropriate teaching techniques.
Task 5: What does each of the eight learning style models and instruments measure?
Each of the eight learner style models and instruments has their own functions. First, the brain preference
indicator measures the way of thinking, strengths and weaknesses of the learners when it comes to
processing knowledge. Second, the Embedded Figure Test measures how wider the range can a learner
go. What are the information they first to notice and how can they expand these. Third, the Environmental
Preference Survey measures the social stimuli such as the use of the Dunn and Dunn Learning Style
where these measures various elements in the surrounding such as sound, light, design, etc. that can affect
the way of learning of a person. On the other hand, Myers-Briggs Type Indicator, Kolb Learning Style
Inventory, and 4MAT system are all measuring the common ability of the learners where they can apple
all the four learning styles in a circular way. Lastly, the Gardener's 8 types of Intelligence measures the
various knowledge that a person can attain such as in the field of linguistic, music, intrapersonal, etc.

Task 6: Explain the six learning style principles that should guide the nurse educator in teaching any
audience of learners?
There are principles that a nurse educator should follow in order to be guided in teaching. First, the
educator must know his/her strength, weaknesses and most effective way of teaching. On the other hand,
the educators must also know the effective way of how a learner can attain the knowledge. Second, if a
teaching method and tools are personal based, they must avoid it. Third, educators must help the learners
to develop and enhance their capability to adapt new knowledge. Fourth, the learning style of a learner
must be considered and be given opportunity for it will help them gain knowledge easily. Fifth, educators
must give other perspectives to the learners. They must not stick to one learning style but be dynamic.
Lastly, educators must make tasks that will help the learners identity their strengths and weaknesses, more
convenient style and effective learning.