MOTIVATION AND BEHAVIOR OF THE LEARNER
CHARACTERISTICS OF THE LEARNER##MOTIVATION AND BEHAVIOR OF THE LEARNER#*Learning
Principles to Use in Motivating Learners##a. Use several senses# People
retain 10% of what they read# 20% of what they hear# 30% of what they see#
50% of what they hear and see# 70% of what they say# 90% of what they
say and do# Based on this principle, learning is more likely to occur if
clients are allowed to practice what they are being taught. Example: teaching new
diabetics how to administer insulin#
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b. Actively involve the patients#relates to the teaching methods used, whether
they are passive or active.# the more interactive the educational experience, the
greater the likelihood of success.# use methods that engage the participants:
discussion, role playing, small group discussion, question and answer.# ask
clients to assist in the demonstration of the skill being taught or to share
personal experiences related to the information being presented.# use case
studies or scenarios from which discussion questions can be generated or problem
solving can be practiced.
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c. Provide an environment conducive to learning.
the room should have good lighting and temperature control and comfortable
seating with enough space between seats.
it should be free of unpleasant odors and signs of deterioration.
it should have adequate acoustics, that is, no echo and if it is a large
space, a sound system.
d. Assess the extent to which the learner is ready to learn.
people learn only if they are emotionally and physically ready.
the first step in the educational process is to assess client readiness for
learning.
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e. Determine the perceived relevance of the information.
generally, people are willing to learn what they perceive as being important.
f. Repeat information.
repetition enhances learning.
g. Generalize information.
information is more readily learned if it is applied to more than one
situation.
h. Make learning a pleasant experience.
learning is enhanced if the learning experience is pleasant.
can be accomplished through frequent encouragement and positive feedback.
i. Begin with what is known; more toward what is unknown.
information should be presented in an organized fashion.
it should begin with basics or general information that is known and move
toward new information or that which is unknown.
j. Present information at an appropriate rate.
the rate at which information is taught must be tailored to the client.
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B. Motivation and Behavior Change Theories
Theory
a set of interrelated concepts, definitions and propositions that present a
systematic view of events or situations by specifying relations among variables in
order to explain and predict the events of the situation.
a set of ideas that help to explain the relationship among factors or predict
the outcomes.
theories help us to understand why people do or don’t certain things in a
given situation.
behavior change is often at the root of increasing compliance with treatment
regimens or preventing complications or further illness.
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THEORIES FOR HEALTH EDUCATION INTERVENTIONS
1. HEALTH BELIEF MODEL
based on perceptions of seriousness or severity of the health problem.
personal belief of susceptibility to or risk of the illness.
benefits of adopting the new behavior or changing the old behavior.
change is triggered by cues to action and supported or hindered by modifying
variables.
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2. TRANSTHEORETICAL OR STAGES OF CHANGE MODEL
Six (6) Stages People Go Through in the Process of Change:
o Precontemplation – Before they even begin to think about the change.
o Contemplation – When they weigh the pros and cons of changing the behavior.
o Preparation – When they decide on how they will undertake the change what
they will do.
o Action – When they start the change, they put the plan into motion.
o Maintenance – Keeping the new behavior and resisting the old.
o Termination – When the behavior becomes a habit.
THEORY OF REASONED ACTION
IS BASED ON A PERSON’S INTENTION TO DO SOMETHING.
INTENTION TO CHANGE BEHAVIOR IS THE RESULT OF:
A PERSON’S ATTITUDE TOWARD THE BEHAVIOR – WHETHER IT IS POSITIVE OR NEGATIVE.
SUBJECTIVE NORMS – SIGNIFICANT OTHERS’ REACTION TO THE BEHAVIOR.
BEHAVIORAL CONTROL – HOW EASY ON DIFFICULT THE PERSON BELIEVES THE NEW BEHAVIOR IS.
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4. SOCIAL COGNITIVE THEORY## is based on reciprocal determination, that
behavior is the result of an interaction between the behavior, the person or
personal factors and the environment.# if one is changed, all are changed.#
this uses self efficiency, modeling, reinforcement, locus of control.#
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SELF EFFICACY THEORY
IS BASED ON THE IDEA THAT PEOPLE WILL DO ONLY WHAT THEY THINK THEY CAN DO.
FOUR VARIABLES DETERMINE THE STRENGTH OF A PERSON’S BELIEF IN ABILITY.
PERFORMANCE ACCOMPLISHMENTS.
VICARIOUS EXPERIENCE.
VERBAL PERSUASION.
PHYSIOLOGICAL STATE.
THE MOST IMPORTANT DETERMINANT OF BEHAVIOR CHANGE IS LEARNING A NEW BEHAVIOR
BY DOING IT.
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BEHAVIOR MODIFICATION THEORY
the underlying basis is the idea of rewards and punishment.
if the person does what is wanted, then the person is given something
pleasant a reward.
if the person does not do what is wanted, then something unpleasant is given
or something is taken away – a punishment.
both rewards and punishment will change behavior, suing rewards is more
likely to be effective.
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EFFECTIVENESS OF HEALTH EDUCATION
Teaching is an integral component of nursing practice.
To teach effectively means that the educational experience has to be planned.
Planning must take into account the clients characteristics
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