Scribd Logo
Upload

Welcome to Scribd!

  • 1 views

    Motivation and Behavior of The Learner

    Uploaded by

    Francen Soliven

    Copyright:

    © All Rights Reserved
    Download as TXT, PDF, TXT or read online from Scribd

    Motivation and Behavior of The Learner

    Uploaded by

    Francen Soliven
    1 views3 pages

    Original Title

    Motivation and Behavior of the Learner (1).Pptx

    Copyright

    © © All Rights Reserved

    Available Formats

    TXT, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as TXT, PDF, TXT or read online from Scribd
    Download as txt, pdf, or txt
    1 views3 pages

    Motivation and Behavior of The Learner

    Uploaded by

    Francen Soliven

    Copyright:

    © All Rights Reserved
    Download as TXT, PDF, TXT or read online from Scribd
    Download as txt, pdf, or txt
    of 3

    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#
    2

    #
    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.
    3

    4
    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.
    4

    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.
    6
    6

    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.
    7
    7

    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.
    8

    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.
    10
    10

    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.#
    11
    11
    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.

    12

    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.
    13

    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

    14

    You might also like