MANIBA BHULA NURSING COLLEGE

Sub: Nursing education

Topic: Principles of adult learning & assessment of
learning principles

SUBMITTED TO: SUBMITTED BY:

Ms. Kinjal Mistry Ms. Hiral Mistry

Assistant Professor Ist Year M.Sc Nursing

MBNC MBNC

SUBMITTED ON:
 PRINCIPLES OF ADULT LEARNING
Introduction:

The adult education programme should mean not only the acquisition of literacy & numeracy,
but also functional development & social awareness with a view to cultivating the habit of
self education. Adult learning does not imply to only adults for literacy. In fact, it means to
educate total personality of the adult & adult literacy is of fundamental importance for the all
round development of the country.

Needs of education for adults:

Individual equipment & satisfaction of needs
For further education
To enlarge the cultural span of the individual
For healthy recreation & relaxation
Political consciousness & social participation
Economic betterment & self- sufficient
Social efficiency & cooperation

Aims of adult learning:

There are mainly two types of aims of adult learning:

1. General aims
2. Functional aims
1. General aims:
Developing a critical understanding of major contemporary problems & social
changes
Developing an aptitude for gaining new knowledge, qualifications, attitudes or forms
of behaviour.
Promoting increased awareness of the relationship between people of their physical &
cultural environment.
Creating understanding of respect for the diversity of customs & cultures.

2. Functional aims:
To provide functional literacy education for adults who have never had the advantage
of any formal education
To provide further education for different categories of completers of the formal
education system in order to improve their basic knowledge & skills.
To provide in service, on the job, vocational & professional training for the different
categories of workers & professional in order to improve their skills.

Aspects of adult education in India:

Adult education is an important branch of total education system. In India, it has two aspects:

1. Adult literacy: that is education to those adults who have been unfortunate to get any
schooling during their childhood.
2. Continuous education for adults: that is education which an individual receives on
part time basis while continuing in his occupation.
 Types of education/ Setting for learning:

Coombs introduced three types of education setting which is known as Coombs Framework.

1. Formal education: sequences of learning that are socially organised, goal directed &
certified by a diploma or degree having currency in the public education system.
2. Non formal education: sequences of learning that are socially organized & goal
directed but is not certified b formal education credentials.
3. Informal education: serendipitous or self directed individual learning resulting from
daily experience.

Principles of adult learning:

Malcolm Shepherd Knowles (1913 1997) was an American educator well known for the use
of the term Andragogy as synonymous to the adult education. He has argued that adulthood
has arrived, when people behave in adult ways & believe themselves to be adults. It is the art
and science of adult learning, it is refers to any form of adult learning.

Andragogy in Greek means the man-leading in comparison to pedagogy, which in Greek

means child-leading. A comprehensive understanding of adult learning principles is critical
to developing successful education programs that result in participant engagement and the
facilitation of learning. Adults have special needs and requirements as learners.

1. Adults are autonomous and self-directed.

Adults need to be free to direct their own learning. If the learning engagement is classroom-
based, the facilitator must actively involve adult participants in the learning process.
Specifically, they have to be sure to act as facilitators, guiding participants to their own
knowledge rather than supplying them with all of the facts. They should allow the
participants to assume responsibility for their learning and engage them in discussions,
presentations and group-based tasks. If the learning engagement is an e-Learning course, the
course should be designed to allow participants to explore topics in greater detail and choose
from multiple learning activities.

2. Adults bring knowledge and experience to each learning activity.

Over their lives, adults have accumulated a wealth of life experiences and knowledge. This
may include family memories, work-related experiences, and previous education. Linking
new material in a course to learners existing knowledge and experience creates a powerful
and relevant learning experience. Relating theories and concepts to the participants and
recognizing the value of experience in learning are two important factors to keep in mind as
well.

3. Adults need learning to be relevant and practical.

Every day, the human brain takes in hundreds of thousands of sensory inputs. As the brain
processes these inputs, it begins to sort out information it deems relevant and important.
Relevancy increases the likelihood information will be retained. Adults must see a reason for
learning something and the learning must be applicable to their work or other responsibilities
in order for it to be valuable for them. Therefore, learning engagements must identify
objectives for adult participants before the course begins. By nature, most adults are practical
about their learning. Typically, they will focus on the aspects of a program most useful to
them in their work. Participants must know how the content will be useful to them.

4. Adults are goal-oriented.

Adults primarily participate in learning programs to achieve a particular goal. Therefore, they
appreciate an educational program that is organized and has clearly defined learning
objectives. These need to be communicated early in the course.

5. Adults are problem-oriented and want to apply what theyve learned.

Adult learners want to be able to apply their learning to their work or personal life
immediately. Using examples to help them see the connection between classroom theories
and practical application; utilizing problem-solving activities as part of the learning
experience; and creating action plans together with learners are important concepts that
enable life application.

6. Adults are motivated by intrinsic and extrinsic factors.

Learning is driven by participant motivation the more motivated someone is to participate

in training, the more he or she is likely to learn and retain information. Adults are motivated
by both internal and external factors. During the first several weeks on the job, adults are
highly motivated to learn. Similarly, motivation is high when they are faced with learning a
new work process or approach to a problem. However, as they become more familiar with
the content, learners motivation to learn may wane until a specific need arises.

7. Adults are pressed for time.

In todays fast-paced world, adults have to juggle demanding jobs, family responsibilities,
and community commitments. Even if they are highly motivated to learn, the pressures of life
often limit the time many adults can invest in learning. Therefore, in many cases, learning
must be available when it is convenient for the learner and delivered in manageable
chunks. These may come in the form of modularized e-Learning programs, podcasts, or
webcasts or may be strategically delivered through informal training initiatives.

8. Adults have different learning styles.

A learning style refers to how a person learns, categorizes, and processes new content. Each
person may have multiple preferred learning styles. In training, each of these styles should be
considered when delivering content.

9. Adults use all of the senses.

Adult learners need multi-sensory learning and teaching methodologies. We must ensure that
our learning interventions have appropriately proportioned delivery techniques that meet the
needs of audio, visual, reading/writing, kinaesthetic, dependent and independent learning
preferences.
10. Adult learners like to be respected.
Adults are more responsive to internal motivators like increased self esteem than external
motivators like high salary. These adults should be treated as equals in experience &
knowledge & allowed to voice their opinions freely in class. Respect can be demonstrated to
student by:
Taking interest
Acknowledging the wealth of experiences that the student brings to the placement;
Regarding them as a colleague who is equal in life experience
Encouraging expression of ideas, reasoning and feedback at every opportunity.

According to Stephen Lieb (1991), one aspect of adult learning is motivation.

Following six factors serve as motivation for adult learning:

1. Social relationship: to make new friend, to meet a need for association & friendship.
2. External expectation: to comply with instructions from someone else, to fulfil the
expectations or recommendations of someone with formal authority.
3. Social welfare: to improve the ability to serve mankind, prepare for service to the
community & improve ability to participate in community work.
4. Personal advancement: to achieve higher status in job, secure professional
advancement & stay abreast of competitors.
5. Stimulation/ escape: to relieve boredom, provide a break in routine of home or work
& provide contrast to other exacting details of life.
6. Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake
& to satisfy an inquiry mind.

Vellas principles of effective learning:

There are total 12 principles of adult learning as follows:

1. Needs assessment: participation of the learner in naming what is to be learned.
2. Safety: safety between a teacher & learner for learning & development is necessary.
3. Sound relationship: sound relationship between a teacher & learner is required.
4. Sequence of content & reinforcement: it is important provide the knowledge in a well
planned manner & sequence to achieve the goal. Reinforcement in the terms of
positive or negative is equally important for development & learning.
5. Praxis: learning by doing or action with reflection is necessary in adult learning to
make them active & build their self confidence & competency.
6. Respect for learners is integral part of adult learning.
7. Immediacy of the learning is necessary.
8. Clear role & role development should be there.
9. It should have cognitive, affective & psychomotor aspect.
10. There should be team work.
11. There should be active engagement of the learner.
12. The learner should be accountable.

Barriers of adult learning:

Unlike children and teenagers, adults have many responsibilities that they must balance
against the demands of learning. Because of these responsibilities, adults have barriers
against participating in learning.
 Lack of time
Lack of money
Lack of confidence or interest
Lack of information about opportunities to learn
Scheduling problems
Red tape
Problems with childcare and transportation

Learning tips for effective instructor:

1. Motivation - Instructors can motivate students via several means:

Set a feeling or tone for the lesson. Instructors should try to establish a friendly,
open atmosphere that shows the participants they will help them learn.
Set an appropriate level of concern. The level of tension must be adjusted to meet
the level of importance of the objective. If the material has a high level of importance,
a higher level of tension/stress should be established in the class. However, people
learn best under low to moderate stress; if the stress is too high, it becomes a barrier to
learning.
Set an appropriate level of difficulty. The degree of difficulty should be set high
enough to challenge participants but not so high that they become frustrated by
information overload. The instruction should predict and reward participation,
culminating in success.

2. Reinforcement instructors can also motivate adult learners through reinforcement.

Positive Reinforcement: is normally used by instructors who are teaching
participants new skills. As the name implies, positive reinforcement is "good" and
reinforces "good" (or positive) behavior.
Negative reinforcement: is normally used by instructors teaching a new skill or new
information. It is useful in trying to change modes of behavior. The result of negative
reinforcement is extinction -- that is, the instructor uses negative reinforcement until
the "bad" behavior disappears, or it becomes extinct.

3. Retention Students must retain information from classes in order to benefit from
the learning. The amount of retention will be directly affected by the degree of
original learning. Simply stated, if the participants did not learn the material well
initially, they will not retain it well either.

4. Transference the ability to use the information taught in the course but in a new
setting.
Positive transference: like positive reinforcement, occurs when the participants uses
the behavior taught in the course.
Negative transference: again like negative reinforcement, occurs when the
participants do not do what they are told not to do. This results in a positive (desired)
outcome.

Transference is most likely to occur in the following situation:

 Association -- participants can associate the new information with something that
they already know.
Similarity -- the information is similar to material that participants already know; that
is, it revisits a logical framework or pattern.
Degree of original learning -- participant's degree of original learning was high.
Critical attribute element -- the information learned contains elements that are
extremely beneficial (critical) on the job.

Although adult learning is relatively new as field of study, it is just as substantial as

traditional education and carries and potential for greater success. Of course, the heightened
success requires a greater responsibility on the part of the teacher. Additionally, the learners
come to the course with precisely defined expectations. Unfortunately, there are barriers to
their learning. The best motivators for adult learners are interest and selfish benefit. If they
can be shown that the course benefits them pragmatically, they will perform better, and the
benefits will be longer lasting.

Assessment of learning needs:

Introduction:
The learning need is the gap between a trainees present level of competence & a higher level
of competence as required by the task, the standard set by the organization or by the
profession itself. Learning need depend on the context where the person works & his
knowledge & skill in relation to his role & responsibilities.
The identification of the gap between actual & desired performance is the focus of need
assessment process. Need assessment also includes analysis of cause of the gap & what steps
are needed to close this gap. It is a crucial stage in educational process that leads to change in
practice, & also form basis for continuing professional development. If education is formal &
not based on learning need assessment, it will be instrumental process, not a creative or
professional one.

Purposes of learning need assessment:

To help in educational planning/future planning of training.
It encourages trainee to become aware of his/her own limits which provide a sound
basis for future learning.
To identify short comings in trainees performance i.e difference between his
competence & required by the profession.
To find out trainees individual learning needs as trainees come from different
background, they vary in their strength & weakness.

Process of learning need assessment:

It consists of 3 types:
1. Identifying learning needs
2. Prioritizing needs
3. Need analysis

1. Identifying learning needs:

There are many methods for the need assessment. Some are formal & some are informal.
 a) Gap or discrepancy analysis:
This is formal method of analysis. It involves the comparing performance with the standard
stated. This may be by self assessment, peer assessment or objective testing.
b) Observation:
This can be formal & informal. Observation is rated either according to known criteria or
informally results are discussed & needs are identified. Observer can be a peer, a senior or
other person. Sometimes comments from patients about quality of services may be used.
c) Reflection on action/ reflection in action:
Reflection on action is thinking back on some performance with or without triggers such as
video tape or audio tape & identifying what was done well & what could be done better.
Reflection in action involves thinking about actual performance at the time it occurs &
recording identified weakness & strengths at the time. It is based on trainees perception
about his own shortcomings or the areas in which he feels he has no sufficient experience or
exposure.
d) Self assessment by diaries, journals, log books or weekly services:
This is an extension of reflection. It involves keeping a diary or account of experiences. Such
documents should be written near the time of activity performed at the time of review.
e) Peer review/ comparison by peers:
It is becoming a favourite method. It involves peers assessing each others experience &
giving feedback or perhaps advice about possible education, training or organizational
strategies to improve the performance. Comparison of trainees with their peers can help to
highlight training needs. Trainees are encouraged to do this comparison themselves by
working together, & observing each other.
f) Critical incident review & significant event auditing:
Although critical incident recording is basically used for quality assurance but it can also be
used to identify learning needs. This method involves individual identifying & recording for
eg. One incident each week in which they feel they could have performed better, analyzing
the incident exactly, what occurred & what was out come, why it was ineffective how it can
be improved.
g) Document analysis:
A routine review of medical records, charts, prescribing letters, test results, incident reports
can identify learning needs if format is designed in such a way that it indicates what is
satisfactory & where improvement is required.

2. Prioritizing needs:
After identifying the gaps in performance or learning needs there importance is assessed &
prioritized. This is an intuitive process. Some of the learning needs are appropriate to present
circumstances. Some will be too costly or too time consuming. Go through again & again &
select those which have clear aims & objectives & are achievable within time & money
constraints available. Then rank them in order of priority.

3. Need analysis:
It is finding ways to close the performance gap or meet the need. Type of problem identified
is a major determinant of learning method chosen, so there may not be one educational
solution for 111 identified needs. The analysis should be one along with trainee. He should be
encouraged to find experiences to address these gaps. Need analysis should also try to
identify who, how, where, when training might be best employed.
Actions which may be taken includes:
Feedback when has been shown or is doing the task regularly but still has a skill
deficiency
Further practices where trainee has little opportunity to practice a learned skill
Formal training for further study
Informal training

Summary:
Today we have discussed about adult learning. We have discussed about definition, aims,
needs, barriers & principles of adult learning described by different theorists. We have also
discussed about the role of instructor in adult learning & different assessment methods of
learning needs which includes identification of needs, prioritization of needs & analysis of
need. There are various methods to assess the need identification.

Conclusion:
Adult learning is the important part of education system. It does not mean for only bookish
knowledge but it aims at education of total personality of an adult with a view to make them
successful & socially useful member of the society. Keeping the principles of adult learning
in mind, the instructor is having the major role in assessment for learning needs & prioritizing
the learning needs.

Bibliography:
Books:
1. B.T. Basavanthappa, NURSING EDUCATION, 2nd edi;2009, Jaypee Brothers
Medical Publishers (P) Ltd. New Delhi, Pp-..
2. Pramilaa R, NURSING
COMMUNICATION AND EDUCATION TECHNOLOGY, 1st edi;2010, Jaypee
Brothers Medical Publishers(P) Ltd., Haryana, Pp- 233.
3. R Sudha, NURSING EDUCATION PRINCIPLES AND CONCEPTS , 1st edi;
2013, Jaypee Brothers Medical Publishers (P) Ltd. New Delhi, pp-222-225.
4. Shebeer P. Basheer. TEXTBOOK OF NURSING EDUCATION, 1st edi, 2015,
EMMESS Medical publishers, Banglore, pp-303-309.

Web references:
1. Greg Consulta, Principles of adult learning, slide no-4, 12, 14-18, available from-
https://www.slideshare.net/consgp/principles-of-adult-learning
2. Cabellero, Characteristics of adult learning, slide no-2-7, available from-
https://www.slideshare.net/dankimi/characteristics-of-adult-learning-principles
3. Sidhdheswar Angadi, Learning need analysis, slide no-7-9, available from-
https://www.slideshare.net/siddeshwarangadi/learning-need-analysis-for-nursing-
education
4. Daina Lytle, Learner needs assessment, slide no-2,3 & 15, available from-
https://www.slideshare.net/DianeLytle/learner-needs-assesments
5. Assessinh learning needs, available from-http://www.euromedinfo.eu/assessing-
learning-needs.html/
Journals:

1. Richard Sheldrek, Confidence as motivational expressions of

interest, utility, and other influences: Exploring under-confidence
and over-confidence in science students at secondary school,
International Journal of educational research, vol-76, 2016, pp-50-
65, available from-
http://www.sciencedirect.com/science/article/pii/S088303551530370
0

2. Arlan Igan, Developing creativity in higher education for 21st

century learners: A protocol for a scoping review, International
journal of educational research, vol-82, 2017, pp-21-27, available
from-
http://www.sciencedirect.com/science/article/pii/S088303551630530
4

3. Poonal Kharb, The Learning Styles and the Preferred Teaching

Learning Strategies of First Year Medical Students, Journal of clinical
& diagnostic research (online),Apr 22nd, 2013, vol-7, issue-6, pp-
1089-1092, available from-
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3708205/

4. Pilcher, Learning need assessment: Not only for continuing

education, Journal for Nurses in professional development, (online),
July/August 2016,vol-32, issue-4, pp-185-191, available from-
http://journals.lww.com/jnsdonline/Fulltext/2016/07000/Learning_Ne
eds_AssessmentNot_Only_for_Continuing.3.aspx

Abstract article 3

Introduction: The purpose of teaching is to facilitate learning and to encourage the learners
to learn more effectively. The learning style is an individuals consistent way of perceiving,
processing and retaining new information. Educational researchers have shown an increasing
interest in the learning styles, the related instructional methods and the andrgogical teaching
techniques. This interest is spurred by a desire to help the students to become capable and
successful learners.

Aim: The aim of this study was to determine the preferred learning styles of medical students
as well as their preferences of specific teaching-learning methods.

Method: A cross sectional study was conducted on 100 first semester medical students who
were enrolled at SMS & R, Sharda University, India. The VARK questionnaire, version 7.1
was used to categorize the learning preferences/modes as visual (V), auditory (A), read and
write (R) and kinaesthetic (K). The students were also asked to rank the various teaching
methodologies viz. lectures, tutorials, demonstrations and practicals/dissections from the
most preferred choice to the least preferred one.

Results: The majority (61%) of the students had multimodal VARK preferences. Among
them, 41%, 14% and 6% preferred the bimodal, trimodal and the quadrimodal ways of
information presentation. 39% of the respondents had one strong (unimodal) learning
preference. The most common unimodal preference was kinaesthetic, followed by visual,
auditory and read and write. The most preferred teaching methodology was
practical/dissection (39%) and tutorial was the least preferred one (12%).

Conclusion: One single approach to teaching does not work for every student or even for
most of the students. The educators awareness of the various learning styles of the students
and their efforts towards matching the teaching and learning styles may help in creating an
effective learning environment for all the students.