Various Learning Styles Among Adult Learners

Interdisciplinary Teacher Ed Program in The Health Professions

NUR 6610 Session 1 Jan 16 2015Ben Atchison & Sally Vliem

I DO….YOU DO….

WE DO….

Interdisciplinary Teacher Ed Program in Health Professions

NUR 6610

Spring 2015

Sally Vliem and Ben Atchison

Learning Styles

VARK Model

V=? A=? R=? K=?

Source: Sabo et al. (2012)

V• Uses visual objects such as graphs, charts, pictures, and

seeing information

• Can read body language well

• Good perception of aesthetics

• Able to memorize and recall various information

• Tends to remember things that are written down

A• Preference for things heard and spoken

• Prefers to be told how to do things and then summarizes the main points out loud to help with memorization

• Sort out ideas by speaking first: “Let me see if I can say what you’re telling me…”

R• Learns best with text based information

• “Addicted to PPT!”

• Less graphic more words to explain things

Managing Stress for ExamList vs the “spider graphic”

• Sleep

• Support Groups

• Relax

• Preparation

• Exercise

• Take Regular Breaks

• Eat Healthy

• Looks for Signs of Too Much Stress

K• Learn by doing through physical contact

• Demonstrations, demonstrations, simulations, videos and movies of “real” things

• Case well as case studies, practice and applications.

“MM: Type 1”

• Use multiple channels-not one preference

• What did Sabo’s study indicate about health professionals and this style?

Describe Ways to Determine Learning Style

What is YOUR style?

Take The Test

Discuss teaching methods needed for Novice, Advanced Beginner, and

Experienced learners

Benner’s : Novice to Expert….

Novice

Advanced Beginner

Competent

Proficient

Expert

Source:http://currentnursing.com/nursing_theory/Patricia_Benner_From_Novice_to_Expert.html

Transitions: Student to Practitioner

Student to Clinician: The First Year

Four Stages: Identified By Qualitative Study

I. Transition

II. Euphoria

III. Angst

IV. Reality of Practice

Source: Tryssenaar & Perkins, 2001)

Thematic Analysis of First Year

TRANSITION

EUPHORIA

ANGST

REALITY OF PRACTICE & ADAPTATION

“Great Expectations”

“Competence” “Politics”“Shock”

“Education Reflections”“Strategies”

See Pg 23 in Trysenaar & Perkinds

STAGE STUDENT TEACHER EXAMPLES

Stage 1 Dependent AuthorityCoach

Coaching with immediate feedback; drill lecture

Stage 2 Interested MotivatorGuide

Inspiring lecture plus guided discussion. Goal setting and learning strategies

Stage 3 Involved Facilitator Discussion facilitated by teacher who particpatss as equal.Seminar. Group Projects

Stage 4 Self-directed Consultant, delegator Internship, dissertation, indiepstudy , self directed study g=group

Staged Self Directed Learning Model (Grow, G, 1991)

Severe MismatchStudent Resents

Mismatch Near Match Match

Mismatch Near Match Match Near Match

Near Match Match Near Match Mismatch

Match Near Match Mismatch Severe Mismatch Students Resent Freedom they are not ready for

S4 Self Directed Learner

S3 Involved Learner

S2 InterestedLearner

S1Dependent Learner

T1 Authority T2 Motivator T3: Facilitator T4 DelegatorExpert

Developmental Level Descriptors

D4Self reliantAchiever

High Competence and high commitment

D3Cautious but capable

Moderate to high competence with variable commitment

D2Disillusioned learner

Low to some competence with low commitment

D1Enthusiastic beginner

Low competence with high commitment

Blanchard’s Situational Leadership Styles