The institution that was most relevant here was, of course, the hospital and the health system as a whole. Learning in a hospital is very different from learning in school. This is something that we failed to attend to with sufficient care as we worked with our adult learners.
One of the key differences between adult and young learners (as described above) is the distinction between problem finding and problem solving. We focused on problem solving without ever realizing how frustrating such a focus was to our patients. In the future I will present material in a way that encourages adult learners to begin to ask their own questions about (for example), what health means to them, how they personally deal with the issue of change, what they believe to be the ongoing goals that are of greatest importance to them.
Another change that I would make in the future is the way in which leaders of such diabetes education clinics is the way in which time was used. Again, this is a question in some measure that arises because of differing expectations between adult and young learners. Children have spent their formal learning and education experiences in schools where time is constantly being segmented. Children understand from a great deal of personal experience the fact that they will be expected to be moved from one subject to another or from one classroom to another at predictable intervals.
Adult learners for the most part will have experienced this same routine as children but will have gotten out of the practice of doing so. Thus our agenda, which focused on the same kind of time-based modules tended to increase rather than reduce stress, which had been our goal. Weber and Berthoin (2003, p. 355) wrote that "Time pressure can both accelerate and slow down learning processes" depending on whether temporal increments are "experienced as motivating or threatening" depending...
hospital community group with high incidence of diabetes and low literacy presents to the teaching efforts of a hospital nurse. Description of the selected adult learner, learning topic and related hospital circumstances I am a registered clinical nurse in St. Vincent's hospital. We are a medium-sized hospital located in a highly diverse part of the town. We have a sizeable domestic and Spanish inpatient population with diabetes, including people with long-standing
Herzing University Online The Nurse Educator Role Applying Teaching Strategies Teaching Strategies Teaching methodologies have evaluated from simple questioning techniques to the most advanced practical education methodologies today. However, no single teaching methodology works for all. Based on age, educational background and profession, different people are differently taught. On the issue of diabetes, the patients as well as their family and the community need to be educated. This task is done by physicians and
Diabetic Teaching Plan Teaching Plan Teaching plan: Patients with diabetes Although all patients with type I diabetes manifest the same basic biology in terms of the manifestation of the illness, patients of different ages and genders will have different emotional, social, and environmental needs. This can be seen in a comparison of two patients, 'Sarah' and 'David.' Patient 1: 'Sarah' Sarah is a ten-year-old Caucasian daughter of a single mother. Sarah has been recently diagnosed
Chronic Kidney Disease Over the last several years, the issue of chronic kidney disease has been increasingly brought to the forefront. This is because when someone becomes older, the more likely they will develop this condition. According to the Center for Disease Control (CDC) and the National Kidney Foundation, once someone reaches above the age of 50, there is a 50% of them becoming susceptible to it. As they increase in
Saudi Aramco's training department was underdeveloped, and therefore the potential of their employees was being squandered. Once armed with an advanced degree I will stand poised to help organizations like Saudi Aramco to improve their training departments. Ultimately I will be able to perform consulting work in numerous private, non-profit, and government sectors to expand my range of expertise and offer the best guidance I possibly can to my
Children in this stage lack conceptions of size, volume, and mass so teaching a child about something like portion sizes of food in a discussion of nutrition would be ineffectual at this stage. Concrete Operational Stage (ages 7-11) During this stage, children can understand the concept of multiple stages or aspects of a problem, the concept of transferable size and volume, and also reversibility of things like numbers or steps of
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