Elsevier items and derived items © 2009, 2005 by Saunders, an imprint of Elsevier, Inc. All Rights...

Elsevier items and derived items © 2009, 2005 by Saunders, an imprint of Elsevier, Inc. All Rights Reserved.

1

Chapter 1The Adult Learner

and the Practical/Vocational

Nursing Program


2

Learning Objectives

• Identify yourself as a traditional adult learner, returning adult learner, or recycled adult learner.

• Identify personal areas of strength that will help you ensure success in the practical/vocational nursing program.

• Identify personal areas that could interfere with your success in the practical/vocational nursing program.

Adult Learner

One who gains knowledge and skills and comes in all ages.


3

The Four GenerationsMatures


4

The Silent Generation • Generalized personalities may be shaped by

the Great Depression, World War II, and/or the Korean War.

• More conservative prefer formal titles, seek conformity

• Do not like ambiguity or change• Digital immigrants.

Baby Boomers

• Personalities may be shaped by Watergate, the Vietnam War, the space race, civil rites, women's liberation The assassinations of JFK and RFK, and Martin Luther King

• Dedicated, highly motivated, hard working and idealistic

• Prefer Learning in a relaxed organized, and respectful atmosphere, like group discussions

• Digital immigrants, having varying degrees of technology skills


5

Generation X (Gen X)

• Personality may be shaped by the Challenger explosion, the end of the Cold War, MTV and AIDS. practical, self reliant. (Had Baby Boomer parents)

• Accept diversity, less judgmental, multitask well, used to change, informal.

• Intolerant of busywork, likes small chunks of information, prefers self study.


6

Generation Y Millennials

• Personality traits may be shaped by Columbine, 9/11, Afghanistan and Iraq wars

• Dynamic, confident, straightforward, opinionated, optimistic, sociable, embrace change, multitask, like group discussion.

• More tolerant of people different from them• Digital natives (Net Generation) grew up

using cell phones and computers.


7


8

Types of Adult Learners

• Traditional Adult Learner– Comes to an educational program directly from high school

or from another program of study – Grew up in a digital, wireless world – In transition from late adolescence to young adulthood

• Returning Adult Learner – Been out of school for several years – Experiencing many different life transitions

• Recycled Adult Learner – Might have technical school or college experience or an

undergraduate or graduate degree in a discipline other than nursing


9

Reasons to Enroll in LPN/LVN Nursing Program

• Desire to change careers• Attraction to nursing• Desire to acquire new job skills• Outlook for a full-time job with benefits

is more promising in practical/vocational nursing

• Possible lack of jobs in area for which person has a degree


10

Formal and Informal Educational Experiences

• The traditional adult learner is accustomed to formal education– The practical/vocational nursing program in a

vocational-technical school or junior college is an example of a program of formal education

• Returning adult learners might not have been in a classroom for some time, but they have had informal educational experiences every day of their lives


11

Geared for Success

• Traditional Adult Learners– Have been given the opportunity to

develop reading, writing, studying, and test-taking skills

– They are at their prime physically, are filled with energy and stamina, and often have fewer out-of-school responsibilities to distract them from their studies


12

Geared for Success

• Returning Adult Learners– Serious learners who are ready to work– Have had many responsibilities and life

experiences– Mature, motivated, and self-directed

learners– Many have made economic, personal, and

family sacrifices to go back to school


13

Geared for Success

• Recycled Learners – They too have had the opportunity to

develop reading, writing, studying, and test-taking skills

– They are serious, motivated, and self-directed students


14

Liabilities, Pitfalls, and Hidden Dangers

Hidden danger shared by all adultlearners• Fear of Failure

– One of the greatest liabilities shared by all adult learners

– Usually develops as a result of past negative experiences with learning situations

• May look at school in a negative, threatening way


15

Dangers for the Traditional Adult Learner

• Grade Inflation– Good grades received in high school for minimal

effort – Same effort will not lead to success in a nursing

program

• Social Activities– May allow social activities to compete with school

and study time

• Employment– Amount of time occupied by employment outside of

school hours may be another interference


16

Dangers for the Returning Adult Learner

• Physical– The senses of vision and hearing decline

very gradually through the adult years

• Social Responsibilities– Many roles to play outside of school – More demands placed on them


17

Dangers for the Recycled Adult Learner

• Attitude– May have an attitude that because they

earned a degree or have some college experience, the practical/vocational nursing program will be a breeze to get through


18

Special Challenges for Practical/ Vocational Nursing Students

• Learners with a spouse at home may be extremely busy with school and family affairs

• Single parents may feel overwhelmed when the learner role is assumed in addition to all their other roles

• Difficulty of schoolwork and the amount of time it takes to complete assignments


19

Learners Have Rights

• First Amendment gives you freedom of expression– As long as what you want to express does not

disrupt class or infringe on the rights of your peers• Fourteenth Amendment assures you due process

– The institution in which you are enrolled cannot terminate you at whim, nor does it want to it exists to help you succeed.

• Right to have an organized curriculum and a responsible instructor who is prepared to teach it


20

Responsibilities of Learners

• First responsibility of learners is to learn – Instructors are not responsible for

successful learning– Instructors are not responsible for failure

to learn– Instructors help students learn how to learn


21

Teaching vs. Learning

• Passive Learners– View the teacher as someone who possesses

knowledge and somehow is going to pass it on

• Instructors—Facilitators of Learning– Instructors are facilitators because they are

responsible for creating a learning environment in which learning can take place

• Active Learners– Must be personally involved in your learning – Need to become self-directed and curious in your

learning


22

Role of Evaluation

• Second responsibility of learners is to receive and participate in evaluation– Theory tests

• Take time to look at your tests with the goal of understanding why the correct answers are correct and why the wrong answers you gave are wrong

– Clinical performance evaluations• Give you an opportunity for career and personal growth • The comments you receive are directed toward your

behavior and not you as a person


23

Dealing with Referrals

• If you are evaluated by your instructor as having areas that need improvement, the instructor might refer you to a counselor at school

• Counselors have expertise in helping students identify reasons for academic problem areas

• A referral to a counselor is an attempt to help you succeed


24

Other Responsibilities of Learners

• Be aware of the rules and policies of your school and the practical/vocational nursing program

• When problems do develop, follow the recognized channels of communication both at school and in the clinical area

• Be prepared in advance for classes and clinical experiences

• Prepare your own assignments • Seek out learning experiences at school and in the

clinical area • Seek out resources beyond the required readings


25

Other Responsibilities of Learners (cont’d)

• Assume responsibility for your own thoughts, communication, and behavior

• Be present and on time for classes and clinical experiences

• Enter into discussion when asked to do so in class • Treat those with whom you come into daily contact

with respect • Seek out your instructor when you are having

difficulties in class or the clinical area • Keep a record of your grades as a course proceeds

Elsevier items and derived items © 2009, 2005 by Saunders, an imprint of Elsevier, Inc. All Rights...

Documents

Transcript of Elsevier items and derived items © 2009, 2005 by Saunders, an imprint of Elsevier, Inc. All Rights...