Factors affecting learning
Session 7
Department of Nursing
Student will be able to:
Objectives
Define factors affecting learning
among learner
Psychological factors are unique to each
individual involved in learning. Understanding
these factors is crucial for teaching and
effectively support and guide patient’s
learning.
Intelligence
Motivation
Maturation for
Readiness to learn
Psychological
Factor
Influencing Emotion
Learning
Interest
Attitudes
Self-concept
Learning style
Could you Identify who is the most intelligent?
Morakot can speak
Vandana can produce trilingual languages.
sound of any birds or
Sanjay has ability to memorize animals.
dates and years of historical Vishal is good at
event in chronological order. badminton.
Nurse is educating two patients, Patient A and B on how to
manage their diabetes.
Quickly understands the complex
relationship between diet, exercise, Struggles to understand the
and blood sugar levels. nuances of diabetes
management.
Grasps the importance of
monitoring blood sugar regularly Needs simpler explanations and
and adjusting insulin doses repeated instructions.
accordingly.
May find it challenging to
Asks insightful questions about how remember to monitor blood
different foods affect blood sugar sugar levels regularly or adjust
and actively participates in planning insulin doses.
a personalized diet.
Requires more support and
Adheres strictly to the treatment follow-up to ensure adherence to
plan, leading to better health the treatment plan.
outcomes.
Nurse adapts their teaching strategies based on the
patient’s level of intelligence.
For Patient A, the nurse can use more detailed
explanations and involve the patient in complex
decision-making.
For Patient B, the nurse may need to use simpler
language, visual aids, and more frequent follow-ups to
ensure understanding and compliance
Intelligence
Intelligence plays a crucial role in patient education, influencing
how well patients understand, retain, and apply health information.
Intelligent impact on patient education such as
Understanding and retention of information
Grasp complex medical information more quickly and
accurately
Problem-solving and critical thinking
Understand the cause and effect of their actions on their
health leading to better adherence to treatment plan.
Adaptability
Adapt to new health regimens or lifestyle changes more
efficiently.
Communication and interaction
Communicate their symptoms and concerns more clearly.
A nurse is educating two patients, Patient X and Patient Y, on
managing their hypertension.
What am I going to do?
Pt X: High Pt Y: Low
Motivation Motivation
Shows a keen interest in learning about Appears disinterested during the
hypertension and its impact on health. educational sessions and does not
engage actively.
Actively participates in the educational
sessions, asks relevant questions, and Rarely asks questions or seeks
seeks clarification when needed. additional information.
Committed to implementing lifestyle Struggles to adhere to the
changes such as reducing salt intake,
recommended lifestyle changes and
increasing physical activity, and monitoring
often forgets to take medications on
blood pressure regularly.
time.
Uses tools like a blood pressure diary and
mobile health apps to track progress and Requires frequent reminders and
stay engaged with their health follow-ups from the nurse to stay on
management. track.
Reports back to the nurse on their Shows minimal initiative in tracking
progress and any challenges they face, blood pressure or making significant
seeking additional advice and support. changes to their lifestyle.
Motivation
Motivation plays a critical role in patient education, affecting how well
patients engage with and adhere to health management plans.
Motivation impact on patient education such as:
Engagement and participation
Engage actively in learning about health condition such as
participant in discussions, ask questions, and seek additional
information.
Adherence to treatment plan
Follow dietary recommendations, medication regimens, and exercise
plans.
Self-efficacy
Enhance patient's confidence in their ability to manage their health
such as disease management and preventive measures.
Persistence
Patients persist in their efforts to manage their health that necessary
for chronic disease management.
Maturation for Readiness to Learn
Maturation involves the physical, cognitive, and emotional development
necessary for learning. Readiness to learn refers to the patient's developmental
stage and their ability to engage with and absorb new information.
Cognitive Development
Patients need to be at a certain cognitive developmental stage to
understand complex health information.
Emotional Maturity
Patients with higher emotional maturity are better able to cope with
health-related information and changes.
Physical Maturation
Physical development, such as fine motor skills, can affect a patient's
ability to perform certain tasks, like administering insulin injections or
performing physical therapy exercises.
Readiness to Learn
Readiness involves the patient's willingness and ability to learn at a given
time, which can be influenced by their current health status, mental state,
and life circumstances.
Emotion
Emotions can either facilitate or hinder learning, depending on the nature and intensity
of the emotional experiences involved.
Emotional stage and learning
Positive emotions (e.g., hope, optimism) can enhance motivation,
engagement, and retention of health information.
Negative emotions (e.g., fear, anxiety, depression) can interfere with
attention, memory, and the ability to process information.
Stress and anxiety
High levels of stress and anxiety can impair cognitive functions, making it
difficult for patients to understand and remember health-related
information.
Emotional support
Providing emotional support can improve patients’ confidence and self-
efficacy, encouraging active participation in their health management.
Coping mechanism
Teaching effective coping strategies can help patients manage their
emotions, leading to better adherence to treatment plans and healthier
lifestyle choices.
A nurse is educating two patients, Patient M and Patient N, about managing the
side effects of chemotherapy.
Finds it challenging to concentrate during educational sessions due
to overwhelming emotions.
Frequently forgets the instructions provided by the nurse because of
anxiety.
Actively engages in learning about the side effects and how to
manage them.
Asks questions, seeks additional information, and shows confidence
in following the nurse’s instructions.
Interest
When patients are genuinely interested in their health and the information being
provided, they are more likely to participate actively in their learning process and
apply what they learn to manage their health effectively.
Engagement
Patients who have a high level of interest in their health are more likely
to engage in educational sessions such as ask questions, seek
additional information, and participate in discussions.
Retention of information
Interest enhances memory and retention of information.
Motivation
Interest can boost intrinsic motivation to learn and adhere to treatment
plans.
Personal Relevance
Connecting health information to a patient's personal interests and life
goals can enhance their engagement and willingness to learn.
Attitudes
A patient's attitude toward their health, healthcare providers, and the information
being provided can either facilitate or hinder the learning process. Positive
attitudes can enhance learning and adherence to treatment plans, while
negative attitudes can create barriers.
Perception of Health Information
Positive attitudes toward health and wellness can make patients more
open to receiving and processing health information.
Negative attitudes, such as skepticism or denial, can lead to resistance
and lack of engagement.
Trust in Healthcare Providers
Patients with a positive attitude toward healthcare providers are more
likely to trust the information and advice given.
Trust can enhance cooperation, communication, and adherence to
treatment plans.
Behavioral Change
A positive attitude towards change can facilitate the adoption of new
health behaviors.
Negative attitudes can create psychological barriers, making it difficult
for patients to implement recommended changes.
A nurse is educating two patients, Patient X and Patient Y, on quitting smoking.
Is skeptical about the health risks of smoking and the benefits of
quitting.
Displays resistance during educational sessions, questioning the
effectiveness of quitting strategies.
Reluctant to try recommended methods and expresses doubt about
their ability to quit.
Understands the health risks associated with smoking and is
motivated to quit.
Actively engages in the educational sessions, asking
questions about strategies and resources for quitting.
Shows willingness to try different methods, such as nicotine
replacement therapy and support groups.
Self-concept
Self-concept, which encompasses an individual's perception of themselves, including
their abilities, worth, and identity. In the context of patient education, a patient's self-
concept can affect their engagement, motivation, and adherence to health advice
and treatment plans.
Confidence and Self-Efficacy
Patients with a positive self-concept are more likely to have confidence in
their ability to learn and apply health information.
Perceived Competence
Patients who see themselves as competent learners are more likely to
engage actively in educational sessions and a strong sense of competence
can lead to better retention and application of health information.
Identity and Health Behavior
Self-concept influences how patients view their role in managing their health
and patients who identify as proactive and health-conscious are more likely
to take an active role in their care.
Emotional Resilience
A positive self-concept can enhance emotional resilience, helping patients
cope with the stress and challenges of managing health conditions.
Emotional resilience supports persistence in following treatment plans even
when difficulties arise.
A nurse is educating two patients, Patient A and Patient B, on managing their
diabetes.
Doubts their ability to manage diabetes and feels overwhelmed by
the diagnosis.
Shows reluctance to engage in educational sessions and often
expresses frustration and helplessness.
Struggles with self-care tasks and frequently misses blood sugar
checks and insulin doses.
Believes in their ability to manage their diabetes effectively.
Actively engages in educational sessions, asking questions and
seeking clarification.
Demonstrates confidence in performing self-care tasks, such as
monitoring blood sugar levels and administering insulin.
LEARNING STYLE
Learning styles refer to the preferred ways in
which individuals absorb, process, and retain
information.
Understanding a patient’s learning style can
greatly enhance the effectiveness of patient
education by tailoring the approach to suit the
individual's preferences.
This personalized approach can improve
comprehension, retention, and application of
health information.
References
1. Perry, A. G., Potter, P. A., & Ostendorf, W. (2014). Clinical
nursing skills & techniques (8th edition). Elsevier.
2. Berman, A., Snyder, S., & Geralyn Frandsen, F. (2022).
Kozier and erb’s fundamentals of nursing : concepts,
process and practice (11th ed.). Pearson Education.
