Theoretical Framework
Nurses are ready to serve and care 24 hours / day from the moment of admission ‘till the patient get discharge. They strive to empower patients with their health teaching thus, the Modern Adult Learning: Andragogy vs. Pedagogy (1970) will be the basis of the program for the said population for this, enables nurses to inculcate education in the treatment regimen with goal-oriented and specfic objectives to be met and at the same time will promote adherence to the treatment. This will also be supported still, one of work which is Self – Directed Learning (1975) on which there is convincing evidence that people who take the initiative in learning (proactive learners) learn more things, and learn better, than do people who sit at the feet of teachers passively waiting to be taught (reactive learners).
In his 1970 book, The Modern Practice of Adult Education: Andragogy vs. Pedagogy, Knowles wrote, "... At its best, an adult learning experience should be a process of self-directed inquiry, with the resources of the teacher, fellow students, and materials being available to the learner but not imposed on him." The clearest way to contrast adult learning (often called "andragogy") with pedagogy (instructor-directed learning) is to note that adults appear to do better when the reason for learning is clear and involves activities that are problem oriented, personalized, incorporate self-direction and involve personal responsibility. This was even mentioned in his book, Informal Adult Education (1950); puts it as education as the sole solution for older adults in dealing with human relations. This fact makes the task of every nurses who cares for older adult groups’ real, specific, and clear and that they not only give the correct medication but at the same time bridge the gap of lack of knowledge that at certain point alters the perceptions of this population to adhere in heart failure medications. The reason is that an individual cannot follow a certain regimen that is dictated by others. Attitudes and opinions are formed primarily in the study groups, work groups, and playgroups with which adults affiliate voluntarily. Goal-oriented objectives, such as compliance on the heart medication education program to be taught by the telemetry nurses on their discharge teachings, provide the necessary or incentive to induce learning.
In order to equipped these nurses they must at least understand the varying degrees of characteristic of older adults considering the set criteria of that differentiate adults from child learners of which are the following: (1) Self-concept – the concept of self moves from dependent to a self – directed human being. (2) Experience - accumulates a growing reservoir of experience that becomes an increasing resource for learning. (3) Readiness to learn - his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles’ (4) Orientation to learning - his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness.’ (5) Motivation to learn - motivation to learn is internal’ ( 1984:).
The goal is to provide better education program that which will yield to promote better patient outcomes that is which, if educators are to be successful they must incorporate in their minds the seven-step process developed by Knowles basing on the above criteria that he called for adult educators to: (1) set a cooperative learning climate. (2) Create mechanisms for mutual planning. (3) Arrange for a diagnosis of learner needs and interests. (4) Enable the formulation of learning objectives based on the diagnosed needs and interests. (5) Design sequential activities for achieving the objectives. (6) Execute the design by selecting methods, materials, and resources. (7) Evaluate the quality of the learning experience while diagnosing needs for further learning.
In its broadest importance, 'self-directed learning' describes, according to (1975: 18) a process: in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. This by itself, coincides with the learning capabilities as they mature wholistically since, its statistically proven that as an individual grows the mind goes with it; learning is a never ending process as long as there is adequate and simultaneous stimulation.
The heart failure education program is intended to measure the knowledge capacity of telemetry nurses who are responsible in fueling the mind of the adults, not by mere imposition of ideas but their sense of motivation to learn; if they may be able to adhere the treatment regimen through adequate discharge teaching as they met the objectives set by the nurses.
Credit:ivythesis.typepad.com
0 comments:
Post a Comment