Feature Article
Adult Learning
With in-service programs being
focused on faculty and staff, it is
important to realize the difference
between learning styles of children and
adults. School nurses proficient in
classroom instruction with students will
need to consider the unique needs of
adult learners. There are several theories
about how adults learn, as well as
different domains of knowledge. Review
of adult learning theory is beyond the
scope of this article, though Mintor
(2011) summarized some important
assumptions regarding the teaching of
adults. He pointed out that the adult
learner brings a wealth of experience to
the learning environment, along with a
self-directed focus. Adults prefer to be
actively engaged in learning and prefer a
facilitator who is learner focused. They
have a great foundation on which to
build new information for their own use.
Additionally, it is important to consider
the many ways that adults learn. Various
dynamics influence learning, including
motivational factors, learning styles,
amount and type of professional
DOI: 10.1177/1942602X13488630
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Discussion Method
Discussion facilitates the adult learners
ability to use past experiences to build
new knowledge. Brookfield and Preskill
(2005) identified many benefits of
discussion, including helping learners
develop a tolerance for ambiguity and
diversity, as well as foster critical
thinking skills. The authors pointed out
the benefit of encouraging good
listening skills and improving
collaborative learning. They also asserted
that discussion helps students scrutinize
their assumptions by testing them out in
small group settings. This process,
according to the authors, increases
intellectual agility (p. 22).
Further, discussion requires a certain
amount of exposure to the topic at
hand. Ezzedeen (2008) asserted that
prior preparation boosts students
confidence and fosters a greater desire
Mediate differences
257
Conclusion
Though responsibilities for staff training
are increasing, not much is written
addressing the role of the school nurse
in staff development. This article has
highlighted important considerations
when planning for adult learning,
suggesting discussion as an effective
teaching strategy to support active
learning and engagement of faculty and
staff. Several challenges of the discussion
technique have been presented,
including strategies to overcome or limit
these obstacles.
The educator role of the school nurse
is varied and expansive. Effective
teaching strategies for staff are only one
piece of the puzzle. More work is
needed in the area of course design and
implementation. Research would help
identify the most effective teaching
strategies to employ with staff members.
By following a systematic plan of course
development, school nurses can provide
high quality faculty and staff education,
making an important contribution to
quality schools.
Acknowledgments
The author wishes to thank Heather
Janiszewski Goodin, PhD, RN, for her
References