ALEXIE MATA

11/24/22
HEALTH EDUCATION

MOTIVATION AND - “An internal state that arouses,

BEHAVIOR OF THE LEARNERS directs, and sustains human
behavior” (Glynn, Aultman, &
A. LEARNING PRINCIPLES Owens,2005, p. 150)
- and as a willingness of the learner to
embrace learning, with readiness as
evidence of motivation (Redman,
2007).

TWO GENERAL APPROACHES TO

MOTIVATION
WHAT HELPS ENSURE THAT
LEARNING BECOMES - Behavioral Approach – rewards are
RELATIVELY PERMANENT? consequences of behaviors;
incentives encourage or discourage
1. Learning experience
behaviors.
2. Practicing new knowledge or skills
- Humanistic Approach – emphasis
under varied conditions
on personal choice; Self-
3. Reinforcements actualization/Self-determination of
Maslow’s Hierarchy of Needs.
4. Evaluation and feedback
MOTIVATIONAL FACTORS
SIX LEARNING STYLE
PRINCIPLES ❑ Incentives
❑ Obstacles
1. Both the style by which the teacher - Motivational incentives, which are
prefers to teach and the style by which those factors that influence
the student prefers to learn can be motivation in the direction of a
identified. desired goal, need to be considered
2. Teachers need to guard against over in the context of the individual.
teaching by their own preferred learning
styles. FACILITATING OR BLOCKING
3. Teachers are most helpful when they FACTORS
assist students in identifying and learning
1. Personal attributes, which consist of
through their own style preferences.
physical, developmental, and
4. Students should have the opportunity to
psychological components of the
learn through their preferred style.
individual learner
5. Students should be encouraged to
2. Environmental influences, which
diversify their style preferences.
include the physical and attitudinal
6. Teachers can develop specific learning
climate
activities that reinforce each modality or
3. Relationship systems, such as those
style.
of significant other, family,
B. MOTIVATION AND BEHAVIOR
community, and teacher–learner
CHANGE THEORIES
interaction.
- from the Latin word movere, means
to set into motion.
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HEALTH EDUCATION

- Extrinsic incentives are used for

MOTIVATIONAL AXIOMS
- Axioms are premises on which an
understanding of a phenomenon is
based.
- are rules that set the stage for
motivation.
Includes:
1. State of Optimal Anxiety
2. Learner Readiness
3. Realistic Goals
4. Learner Satisfaction/Success
5. Uncertainty Reduction or
Maintenance
ASSESSMENT OF MOTIVATION
- -includes such areas as level of
knowledge, client skills, decision-
making capacity of the individual,
and screening of target populations
for educational programs
(Redman,2001).
- in relation to capacity for change
(Leddy and Pepper, 1998).
motivational strategizing in the
educational situation.
COGNITIVE EVALUATION
THEORY
- (Ryan & Deci,2000) posits that
knowing how to foster motivation
mis essential because educators
cannot rely on intrinsic motivation to
promote learning.
CONCEPT MAPPING
- Facilitates the acquisition of
complex new knowledge through
visual links that acknowledge
previous learning.
ARCS MODEL
- Attention introduces opposing
positions,
- case studies, and variable
instructional presentations.
- Relevance capitalizes on the
learners’ experiences,

VARIABLES TO CONSIDER - usefulness, needs, and personal

choices.
1. COGNITIVE VARIABLES
2. AFFECTIVE VARIABLES - Confidence deals with learning
3. PHYSIOLOGICAL VARIABLES requirements,
4. EXPERIENTIAL VARIABLES - level of difficulty, expectations,
5. ENVIRONMENTAL attributions, and sense of
VARIABLES accomplishment.
6. EDUCATOR–LEARNER
RELATIONSHIP SYSTEM - Satisfaction pertains to timely use of
a new skill, use of rewards, praise,
MOTIVATIONAL STRATEGIES and self-evaluation.
- INTRINSIC OR EXTRINSICALLY MOTIVATIONAL INTERVIEWING
GENERATED
• a form of patient empowerment, with the
- Incentives and motivation are both goal of helping patients gain control over
stimuli to action.

HEALTH EDUCATION
the most important lifestyle management
decisions affecting their well-being
5 general principles of MI
1. Roll with resistance
2. Express empathy
3. Avoid argumentation
4. Develop discrepancy
5. Support self-efficacy
4 Strategies of MI approach
1. Open-ended questioning
2. Affirmations of the positives
3. Reflective listening
4. Summaries of the interactions
MODELS AND THEORIES
• Health Belief Model- explains and
predicts health behaviors based on
the patients’ beliefs about the health
problem and the health behavior.
• Health Promotion Model -The
purpose of the model is to assist
nurses in understanding the major
determinants of health behaviors as a
basis for behavioral counseling to
promote healthy lifestyles (Pender,
2011).
• Self-Efficacy Theory - It is a
predictive theory in the sense that it
deals with the belief that one is
competent and capable of
accomplishing a specific behavior.
• Protection Motivation Theory-
explains behavioral change in terms
of threat and coping appraisal
(Prentice-Dunn & Rogers, 1986).
• Stages of Change Model - also
known as the transtheoretical model
(TTM) of behavioral change
(Prochaska & DiClemente, 1982). - -
o Useful in health care to
stage the client’s intentions
and behaviors for change as
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well as to determine those
strategies that will enable
completion of the specific
stage.
• Theory of Reasoned Action and
Theory of Planned Behavior - it is
based on the premise that humans
behave in a rational way that is
consistent with their beliefs
(Fishbein, 2008).
Ex. WEIGHT REDUCTION PLAN
(FOOD AND EXERCISE)
• Therapeutic Alliance Model -
addresses a shift in power from the
provider to a learning partnership in
which collaboration and negotiation
with the consumer are key.
COLLABORATION,
INTEGRATION,
EMPOWERMENT AND
COMMUNICATION
(PATIENT AND
CAREGIVER/PROVIDER)
LITERACY AND READABILITY
TERMS:
▪ Literacy – the ability of adults to
read, write and comprehend
information at the 8th grade level or
above.
▪ Illiteracy – the total inability of
adults to read, write and comprehend
information.
▪ Low literacy – the ability of adults
to read, write and comprehend
information but has difficulty.
▪ Health literacy – the ability to read,
interpret and comprehend health
information to maintain optimal
wellness.
▪ Functional illiteracy – the inability
of adults to read, write and

HEALTH EDUCATION
comprehend information below 5th
grade level.
▪ Readability – the ease with which
written or printed information can be
read.
▪ Comprehension – the degree to
which individuals understand and
accurately interpret what they have
read.
▪ Numeracy – the ability to read and
interpret numbers.
▪ Reading – the ability to transform
letters into words and pronounce
them correctly (word recognition)
LITERACY RELATIVE TO ORAL
INSTRUCTION
Little attention has been paid to the role
of oral communication in the assessment
of illiteracy.
▪ Iloralacy: the inability to
comprehend simple oral language
communicated through speaking of
common vocabulary, phrases, or
slang words.
LITERACY RELATIVE TO
COMPUTER INSTRUCTION
▪ The ability to use computers for
communication is an increasingly
popular issue with respect to literacy
of learner.
▪ As an educational tool, the potential
for computers is increasingly being
realized and appreciated by
healthcare providers.
▪ Computers are used to convey as
well as to access information.
▪ The opportunity to expand the
knowledge base of learners through
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telecommunications requires nurse
educators to attend to computer
literacy levels.
▪ The negative effects of illiteracy and
low literacy in the use of computers
is similar to the literacy issues with
the use of printed materials and oral
instruction.
SCOPE AND INCIDENCE OF
LITERACY PROBLEM
▪ The U.S. ranks only in the middle of
industrialized nations on most
measures of adult literacy.
▪ Approximately 40 to 44 million
Americans are considered illiterate
and an additional 50 million
Americans are low literate.
▪ That is, about one fifth, or 21–23%
of the adult U.S. population lacks
literacy skills needed to acquire
knowledge to cope with the
requirements of day-to-day living.
▪ Estimates of the problem are
conservative due to the difficulty in
defining and testing literacy levels
and because few people admit to
being illiterate or low literate.
▪ The rates of illiteracy and low
literacy are expected to continue to
rise due to the increasing complexity
of technological and informational
demands.
THOSE AT RISK
▪ The economically disadvantaged
▪ The elderly
▪ Immigrants (particularly illegal ones)
▪ High-school dropouts

HEALTH EDUCATION
▪ Racial minorities
▪ The unemployed
▪ Prisoners
▪ Inner city and rural residents
▪ Those with poor health status
MYTHS, STEROETYPES AND
ASSUMPTIONS:
▪ Myth #1: People who are illiterate
have below normal IQ’s.
▪ Myth #2: People who are illiterate
can be recognized by their
appearance.
▪ Myth #3: The number of years of
schooling completed correlates with
literacy skills.
▪ Myth #4: People who are illiterate
come from similar socioeconomic,
racial, and ethnic minority
backgrounds.
▪ Myth #5: People who are illiterate
freely admit to having problems with
reading, writing and comprehension.
ASSESSMENT: CLUES TO LOOK
FOR
▪ Most people with limited literacy
abilities are masters of concealment.
▪ Possible signs of poor or nonexistent
reading ability include:
▪ Reacting to complex learning
situations by withdrawal or
avoidance
▪ Using the excuse of being too busy,
not interested, too tired, or not
feeling well enough to read
instructional materials
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▪ Claiming they lost, forgot, or broke
their glasses.
▪ Surrounding themselves with books,
magazines, and newspapers to give
the impression that they are able to
read
▪ Insisting on reading the information
at home or with a spouse or friend
present
▪ Asking someone to read information
for them
▪ Becoming nervous when asked to
read
▪ Acting confused or talking out of
context about the topic of
conversation
▪ Showing signs of frustration when
attempting to read
▪ Having difficulty following
directions –Listening and watching
attentively to try to memorize
information
▪ Failing to ask questions
▪ Turning in registration forms or
questionnaires that are incomplete,
illegible, or not attempted.
IMPACT OF ILLITERACY ON
MOTIVATION
▪ Difficulty analyzing and
synthesizing information
▪ Difficulty formulating questions
▪ Struggles when handling more than
one piece of information at a time
▪ Cultural literacy involves the ability
to understand nuances, information,
slang, and sarcasm.

HEALTH EDUCATION
▪ Noncompliant behavior may be the
result of not understanding what is
expected rather than an
unwillingness to follow instructions.
ETHICAL, LEGAL AND
FINANCIAL CONCERN:
▪ Printed education materials (PEMs)
that are too difficult to read or
comprehend result in
miscommunication between
consumers and healthcare providers.
▪ The Joint Commission requires that
patients and their significant others
are provided with information that is
understandable.
▪ The Patient’s Bill of Rights
mandates that patients receive
complete and current information in
terms they can understand.
▪ Informed consent as a result of
verbal and/or written instructions
must be voluntary and based on an
understanding of benefits and risks
to treatment or procedures.
▪ Healthcare professionals are liable,
legal and/or ethically when
information shared is above the level
of the patient’s ability to
comprehend.
TRENDS: NEED FOR PATIENT
EDUCATION
▪ Early discharges
▪ Decreased reimbursement for direct
care
▪ Increased delivery of care in home
and community settings
▪ Greater demands on nursing
personnel time.
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▪ Trends: Need for Patient Education
▪ Increased technological complexity
of treatment
▪ Assumptions by caregivers that
printed information is an adequate
substitute for direct instruction of
patients.
READABILITY OF PRINTED
EDUCATION MATERIALS (PEMs)
▪ Research findings indicate that most
PEMs are written at grade levels that
far exceed the reading ability of the
majority of patients.
▪ The readability level of PEMs is
between the 10th and 12th grade, yet
the average reading level of adults
falls at the 8th grade level.
▪ People typically read at least two
grades below their highest level of
schooling.
▪ PEMs serve no useful teaching
purpose if patients are unable to
understand them.
MEASUREMENT TOOLS TO TEST
READABILITY
▪ The most widely used standardized
readability formulas rate high on
reliability and predictive validity.
▪ Formulas evaluate readability levels
using the average length of sentences
and the number of multisyllabic
words in a passage.
▪ Computerized readability analysis
has made evaluation of written
materials quick and easy.

HEALTH EDUCATION
Readability formulas:
• Flesch-Kincaid formula: Measures
materials written between the 5th-
grade and the college level.
• Fog Index: Measures materials
written between the 4th-grade and
the college level.
• Fry Readability Graph: Measures
materials written between the 1st-
grade and the college level.
• SMOG formula: Measures
materials written between 4th-grade
and the college level. Most popular
because of its accuracy, speed, use,
and simplicity.
COMPREHENSION TESTS
▪ Cloze Procedure: Specifically
recommended for assessing health
literature. Every 5th word is
systematically deleted from a portion
of a text and the reader has to fill in
the blanks with the appropriate
words.
▪ Listening Test: A passage, selected
from instructional materials written
at approximately the 5th-grade level,
is read aloud and then the listener is
asked questions on key points
relevant to the content.
READING SKILLS TESTS
1. WRAT (Wide Range Achievement
Test): Measures the ability of a person to
correctly pronounce words from a
graduated list of 100 words. It tests word
recognition, not vocabulary or
comprehension of text material.
2. REALM (Rapid Estimate of Adult
Literacy in Medicine): Measures a
person’s ability to read and pronounce
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medical and health-related vocabulary
from three lists graduated in order from
the simplest words to the most complex
words.
3. TOFHLA (Test of Functional Health
Literacy in Adults): Measures literacy
skills using actual hospital materials.
4. NVS (Newest Vital Sign): Identifies
those at risk for low health literacy.
Inexpensive and takes as little as 3
minutes to administer.
5. eHEALS (eHealth Literacy Scale):
Determines a patient’s ability to find and
navigate electronic health information.
6. LAD (Literacy Assessment for
Diabetes): Specifically developed to
measure word recognition in adults with
diabetes.
7. SAM (Instrument for Suitability
Assessment of Materials):
8. -Includes evaluation criteria to identify
deficiencies in such factors as content,
literacy demand, graphics, layout,
typography and cultural appropriateness
of print, illustration, video, and audio
instructional materials.
STEPS TO TAKE PRIOR TO
WRITING OR REWRITING A TEXT
▪ Decide on what the learner should do or
know (the outcome to be accomplished).
▪ Choose information that is relevant and
needed to achieve behavioral objectives.
▪ Select other forms of media to
supplement written information.
▪ Organize topics into logically sequenced
chunks of information.
▪ Determine the reading level of material
and write the text 2 to 4 grades below the
average reading grade-level score of the
intended audience.

HEALTH EDUCATION
TRENDS ASSOCIATED WITH
LITERACY PROBLEMS:
▪ Changes in policies and funding for
public education
▪ Disparity of opportunity between
minority versus non-minority
populations
▪ The aging of population
▪ The increasing complexity of
information
▪ The added number of people living
in poverty
TECHNIQUE FOR EFFECTIVE
WRITING EDUCATIONAL
MATERIALS:
▪ Keep sentences short, preferably 20
words or less
▪ Define any technical or unfamiliar
words
▪ Use words consistently throughout
text
▪ Include summary paragraph to
review points of information
▪ Design layouts that give direction to
the reader
▪ Highlight important ideas or words,
emphasize key points and organize
topics
TEACHING STRATEGIES FOR
LOW-LITERATE LEARNERS:
▪ Establish a trusting relationship
▪ Use the smallest amount of
information to achieve behavioral
objectives
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▪ Make points of information vivid
and explicit
▪ Teach one step at a time
▪ Use multiple teaching methods and
tools
▪ Give learners the chance to restate
information in their own words and
to demonstrate procedures.
▪ Keep motivation high by using
praise and rewards.
▪ Build in coordination of information
and procedures by using techniques
of tailoring and cutting.
▪ Use repetition to reinforce
information.
TEACHING STRATEGIES AND
METHODOLOGIES FOR
TEACHING AND LEARNING
Teaching Method
 This refers to the general principles,
pedagogy and management strategies
used for classroom instruction. Your
method depends on what are your
goals, individual style and vision.
 Teacher-Centered Learning
➢ Teachers are the main authority
figure
➢ Students are viewed as “empty
vessels”
➢ End goal is testing and
assessment
➢ Student learning is measured
through objectively scored tests

HEALTH EDUCATION
EDUCATIONAL PEDAGOGY: 3
TEACHING STYLES
1. Direct Instruction
➢ Traditional teaching strategy
➢ Teachers are the sole supplier of
knowledge and information
➢ Explicit teaching through
lectures and teacher-led
demonstrations
➢ Effective in teaching basic and
fundamental skills across all
content areas
2. Inquiry-based learning
➢ Focuses on student investigation
and hands on learning
➢ Teacher’s primary role is that of
a facilitator
➢ Students play an active and
participatory role in their own
learning process
3. Cooperative learning
➢ Emphasizes group work and
strong sense of community
➢ Learners are placed in
responsibility of their learning
and development
➢ Focuses on the belief that
students learn best when
working with and learning from
their peers
TRADITIONAL TEACHING
STRATEGIES
• LECTURING
• DISCUSSION
• QUESTIONING
• USING AUDIO-VISUALS
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ACTIVITY-BASED STRATEGIES
• COOPERATIVE LEARNING
• SIMULATION
• PROBLEM BASED LEARNING
• SELF-LEARNING MODULES
COMPUTER TEACHING
STRATEGIES
• COMPUTER-ASSISTED
INSTRUCTIOM
• INTERNET
• VIRTUAL REALITY
• DISTANCE LEARNING
PARTICIPATORT LECTURING
• TYPES OF LECTURES
TRADITIONAL ORAL ESSAY
➢ The teacher is the orator and
ONLY speaker
➢ Expositions done on topic –
inspirational or information
e.g., Trainings, webinar
PARTICIPATORY LECTURE
➢ Begins with brainstorming from
what students read
➢ e.g., Group study, case study,
thesis
LECTURE WITH UNCOMPLETED
HANDOUTS
Resembles traditional oral essay but w/
handouts (blank spaces)
FEEDBACK LECTURE
➢ Consists of mini-lectures
interspaced w/ 10-minute small
group discussions
➢ e.g., Groupings

HEALTH EDUCATION
MEDIATED LECTURE
➢ uses media such as films, slides
or Web based images +
traditional lecture
➢ e.g., Traditional lecture, movie
marathon
PURPOSE OF LECTURES:
Efficient means of introducing learners to
new topic and sets the stage of learning
➢ Stimulates learner’s interest
➢ Helps to integrate and
synthesize a large body of
knowledge
➢ For clarification of difficult
parts (arrythmia, acid-base
balances)
➢ To advance knowledge when
textbooks are not available
ADVANTAGES OF LECTURING
It is economical. Great deal of
information – shared.
➢ Supplies and textbooks become
true to life à ‘theater’
➢ Teacher serves as model à
students see a ‘creative mind at
work’
➢ Helps students develop their
listening abilities
DISADVANTAGES OF LECTURING
Puts learners in the PASSIVE ROLE of a
sponge
➢ Focuses on the TEACHING OF
FACTS with little focus on PS,
DM, analytical thinking or
transfer of learning results in
SURFACE learning
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➢ Does not meet student’s
individual learning needs
➢ Students have little attention
time span (15 minutes)
TYPES OF DISCUSSIONS
• FORMAL DISCUSSION
➢ Announced topic
➢ Reading, watching movie – done
in advance
• INFORMAL DISCUSSION
➢ Spontaneous
PURPOSES AND ADVANTAGES
• Learns problem solving method
(groups/individual)
• Opportunity to apply principles,
concepts and theories
• Clarifies information and concepts
• Assists to evaluate beliefs/positions
(professional, societal or ethical
issues) – charge in attitudes and
values
DISCUSSION TECHNIQUES
• Make expectations clear
➢ Students know exactly what
they have to do for the
discussion
Ex. Chapter to read, watch a
video
Set ground rules/policy
Limitations (time, number of
speakers, interruptions during
speech)
 Arrange physical space – 3 to 6 ft
away to the patient
➢ Circle sitting arrangement
 Plan a discussion starter -
formulating a lesson plan

HEALTH EDUCATION
➢ Ask participants to come up
with opening questions
 Facilitate, do not discuss
➢ Refrain from talking, watch
group progress and keep
everyone engage in discussions
 Make eye contact and smile
 Give direct, simple questions: “Hans,
what do you think?” – patient
focused
 Do not allow monopolies -- bossy
type/never ever accept gifts/money
 Direct the discussion among group
members “Leaders facilitate”
 Keep the discussion on track
 Clarify when confusion reigns
➢ Recording may help the group
 Tolerate some silence – to promote
brainstorming
 Summarize when appropriate
ACTIVITY BASED TEACHING
STRATEGIES
• Cooperative Learning
• Simulations – return demonstrations
• Problem based Learning – case study
• Self-learning Modules – self-directed
learning
COOPERATIVE LEARING – 6
MEMBERS
 Small groups of learners can work
together toward achieving shared
learning goal
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 Learners are aware that they are
responsible not only for their own
learning but also for that of the
others in the group
ADVANTAGES:
✓ Promotes critical thinking
✓ Enhances social skill
✓ Helps address learning needs
and learning styles
✓ Members learn to function as a
team
DISADVANTAGES:
✓ Does not cover all
content/topics in syllabus –
focuses on distribution of the
task
ROLE PLAYING
▪ Form of drama – spontaneous acting
out of roles (interactions)
▪ Last for 3-5 minutes (illustrates one
aspect of human relationship)
▪ Expression of non-verbal and verbal
behavior, response patterns and
implementation of principles
FACTORS TO CONSIDER:
SELECTING MEDIA
▪ Learning objectives, Option for
variety
▪ Availability of materials / technical
assistance
▪ Level, ability & number of
students/participants
TYPES OF TRADITIONAL
AUDIOVISUALS
1. HANDOUTS/Printed materials –
communicate facts, figures,
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HEALTH EDUCATION

concepts. Saves a lot of time for COMPUTER-MANAGED

information INSTRUCTION

2. CHALKBOARDS/  Use of authoring systems –pre-

WHITEBOARDS - useful for developed software packages that
mathematical problems / concept guide the educator t process of
map development of CAI

3. OVERHEAD A. THE INTERNET> A

TRANSPARENCIES (OHP) - mammoth complex of computer
saves time, helps organize and connections across continents,
illustrates content costly connecting many millions of
computers
4. SLIDES - used to show pictures,
project diagrams, charts and word B. THE ELECTRONIC> Greater
concepts collaboration between teachers
vs. students and between
5. VIDEO TAPES - In-house filming, students vs. students; Source of
video-clips. Used during: 1) role peer support; Means to seek
playing; 2) communication; 3) referrals, for consultation and
counseling skills for post-discharge follow-up
COMPUTER AIDED INSTRUCTION EX. LIST SERVS – a group of
 Drill and Practice people who have similar
interests and want to share
✓ Recognition and application of information and experience
information regarding their interest in a type
of discussion groups
e.g., Earthquake drill, fire drill
e.g., Telemetry, virtual assisted
 Tutorials
consultations
✓ Useful teaching material at the
C. WORLD WIDE WEB > A
rule concept level; Forces
place to find specialized knowledge
teachers from learning some
and multimedia presentations
basic material
Eg. Program developer – bizbox
e.g., Walker, crutches, infusion
system, medsys system
pump, inhaler spirometry
ADVANTAGES IN HOSPITAL USE
 Multimedia Presentations
Maximizes time on task and helps
✓ May include creating MS
develop overlearning (beyond mastery,
PowerPoint presentations, word,
responses become automatic),
and excel files
> Provides instant feedback
e.g., Case study,
compiling/documentations

HEALTH EDUCATION
> Develops cognitive residues (skills
in researching à skills in managing
information)
> Promotes interactivity, institutional
consistency, individualized
instruction, time efficiency and cost-
effectiveness (savings)
DISADVANTAGES
➢ High-cost - initial outlay for
hardware and software
➢ Negative effect - personal and
professional communication
PRINCIPLES: PEDIATRIC
LEARNERS
 Children learn and express
themselves through play, which is
central to their well-being and
development.
0-3 yr/old – Solitary play
3-6 yr/old – Parallel play
6-12 yr/old – Associative play
12- Adolence – Cooperative play/
Competitive play
 Child development and learning are
characterized by individuality.
 Each child has an individual pattern
and timing of growth and
development as well as individual
styles of learning.
PEDIATRIC FREUD
PSYCHOSEXUAL DEVELOPMENT
(OAPhaLaGE)
0-1 yrs old – Infancy – Oral stage – Oral
fixation/pleasure
1-3 yrs old – Toddler – Anal stage –
Toilet training
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Indication: able to stay dry for 2 hours
3-6 yr old – Phallic stage – Oedipus
complex (mama’s boy) / Electra complex
(daddy’s girl)
6-12 yr old – Latency stage – same sex
interest
12 – adolescence – Genital stage –
puberty, attract opposite sex eg crush
PRINCIPLES: ADULT LEARNERS
 Adults are self-motivated to learn
(relevant)
 Adult’s prior experience is a
resource for further learning.
 Adults are problem focused and
readily learn material they can use to
solve problems.
PRINCIPLES: GERIATRIC
LEARNERS
 To help identify functional
impairments in the elderly and to
find ways to maximize their residual
function.
-- Low tone
PRINCIPLES: LEARNERS WITH
DIFFICULTIES
 Make learning participative.
 Encourage peer learning.
 Break tasks down into smaller steps
that will incrementally build into the
task objective.
 Use learners' own words, language,
materials and personal context - be
clear about activity purpose and how
it relates to the skills needs of the
learner