2. interest in learning

3. Understand what
needs to be taught.
Be competent in
collecting and
validating infos.

4. Assessing must be done
before actual learning is to
occur.

6. If it requires
strength, flexibility, and
endurance.

7. difficulty
level of the subject or
task to be mastered by
the learner must be
accounted.

8. An environment
conducive to learning will
help to keep the learner’s
attention and stimulate
interest in learning.

9. determines the
amount of energy in a
learner that influences the
learner’s readiness to learn.

10. women are
generally more receptive to
medical care

11. factor that
influences the ability to
perform at a
cognitive, affective, and
psychomotor level

12. support system
influence emotional
readiness and are closely
tied to how anxious
someone might feel.

13. motivation and
interest on the part of the
learner to achieve a task
also lead to more
meaningful teaching–
learning experiences

14. Taking risks is
intrinsic in the activities
people.

15. concern about
the here and now.

16. Each task
associated with human
development produces a
peak time for readiness to
learn, known as a
“teachable moment”.

17. extent to which
someone is driven to
achieve is related to the
type of short- and long-
term goals established by
the learner

18. coping
mechanism someone has
been using must be
explored to understand
how the learner has dealt
with previous problems

19. sensitivity to
cultural differences are
important to avoid teaching
in opposition to cultural
beliefs.

20. They are ready
to learn when they feel a
need to know about
something.

21. someone other
than themselves must
encourage a feeling of
wanting to know
something.

22. The tendency
to adhere to a parochial or
cosmopolitan point of view
is known as orientation

23. How much
someone already knows
about a particular subject
or how proficient that
person is at performing a
task

24. The extent to
which information can be
processed is indicative of
the level at which the
learner is capable of
learning.

25. mental
retardation, learning disabilities
and low-level reading skills will
require special or innovative
approaches to instruction to
sustain or bolster readiness to
learn.

26. A variety of
preferred styles of learning
exist, and assessing how
someone learns best will help
the educator to select teaching
approaches accordingly

27. Learner General Characteristics Teaching Strategy Nursing Intervention
INFANCY- Dependent on Orient teaching Welcome active
TODDLERHOOD environment to caregiver involvement
Needs security Use repetition Forge alliances
Explores self and imitation of Encourage
and environment information physical
Natural curiosity Stimulate all closeness
senses Provide detailed
Approx Age: 0-3yr Provide information
Cognitive Stage: physical safety Answer
Sensorimotor and emotional questions and
Psychosocial security concerns
Stage: Trust vs Allow play and Ask for
mistrust (0-12mos)
manipulation of information on
Autonomy vs.
objects child’s
Shame and doubt
(1-3 y/o) strengths/limitatio
ns and likes.

28. Learner General Characteristics Teaching Strategy Nursing Intervention
PRESCHOOLER Egocentric Use warm, calm Welcome active
Thinking approach involvement
precausal, Build trust Forge alliances
concrete, literal Use repetition Encourage
Believes illness of information physical
self-caused and Allow closeness
Approx Age: 3-6yr punitive manipulation of Provide detailed
Cognitive Stage: Limited sense objects and information
Preoperational of time equipment Answer
Psychosocial Fears bodily Give care with questions and
Stage: Initiative injury explanation concerns
vs.guilt Cannot Reassure not to Ask for
generalize blame self information on
Animistic child’s
thinking strengths/limitatio
Centration ns and likes.

29. Learner General Characteristics Teaching Strategy Nursing Intervention
PRESCHOOLER Separation Explain
(CONTINUED) anxiety procedures
Motivated by simply and briefly
curiosity Provide safe,
Active secure
imagination, environment
prone to fears Use positive
Play is his/her reinforcement
work Encourage
questions to
reveal
perceptions/fee-
lings
Use simple
drawings and
stories

30. Learner General Characteristics Teaching Strategy Nursing Intervention
PRESCHOOLER Use Play
(CONTINUED) therapy, with
dolls and puppets
Stimulate
senses:
visual, auditory, t
actile, motor

31. Learner General Characteristics Teaching Strategy Nursing Intervention
SCHOOL-AGED More realistic Encourage Welcome active
CHILDREN and objective independence involvement
Understands and active Forge alliances
cause and effect participation Encourage
Deductive/induc Be honest, allay physical
tive reasoning fears closeness
Wants concrete Use logical Provide detailed
Approx Age: 6- information explanation information
12yr Able to Allow time to Answer
Cognitive Stage: compare objects ask questions questions and
Concrete and events Use analogies concerns
operations Variable rates to make invisible Ask for
Psychosocial
of physical process real information on
Stage: Industry vs.
growth Establish role child’s
inferiority
Reasons model strengths/limitatio
syllogistically ns and likes.

32. Learner General Characteristics Teaching Strategy Nursing Intervention
SCHOOL-AGED Understands Relate care to
CHILDREN seriousness and other children’s
(CONTINUED) consequences of experiences;
actions compare
Subject- procedures
centered focus Use subject-
Immediate centered focus
orientation Use play
therapy
Provide group
activities
Use drawings,
models, dolls,
painting, audio-
and video tapes

33. Learner General Characteristics Teaching Strategy Nursing Intervention
ADOLESCENCE Abstract, Establish trust, Explore
hypothetical authenticity emotional and
thinking Know their financial support
Can build on agenda Determine
past learning Address goals and
Reasons by fears/concerns expectations
Approx Age: 12- logic and about outcomes Assess stress
18yr understands of illness levels
Cognitive Stage: scientific Identify control Respect values
Formal operations principles focus and norms
Psychosocial Future Include in plan Determine role
Stage: Identity vs. orientation of care responsibilities
role confusion
Motivated by Use peers for and relationships
desire for social supports and Allow for 1:1
acceptance influence teaching w/o
parents present,

34. Learner General Characteristics Teaching Strategy Nursing Intervention
ADOLESCENCE Peer group Negotiate But with
(CONTINUED) important changes adolescent’s
Intense Focus on permission;
personal details inform family of
preoccupation, Make content covered.
appearance information
extremely meaningful to life
important Ensure
(imaginary confidentiality
audience) and privacy
Feels Arrange group
invulnerable, sessions
invincible/im- Use
mune to natural audiovisuals,
laws(personal role-play,
fable) contracts,
reading materials

35. Learner General Characteristics Teaching Strategy Nursing Intervention
ADOLESCENCE Provide for
(CONTINUED) experimentation
and flexibility

36. Learner General Characteristics Teaching Strategy Nursing Intervention
YOUNG Autonomous Use problem- Explore
ADULTHOOD Self-directed centered focus emotional,
Uses personal Draw on financial, and
experiences to meaningful physical support
enhance or experiences system
interfere with Focus on Assess
learning immediately of motivational level
Approx Age: 18- Intrinsic application for involvement
40yr motivation Encourage Identify
Cognitive Stage: Able to analyze active potential
Formal operations critically participation obstacles and
Psychosocial Makes Allow to set stressors
Stage: Intimacy vs.
decisions about own pace, be
isolation
personal, self-directed
occupational, Organize
and social roles material

37. Learner General Characteristics Teaching Strategy Nursing Intervention
YOUNG Competency- Recognize
ADULTHOOD based learner social role
(CONTINUED) Apply new
knowledge
through role-
playing and
hands-on
practice

38. Learner General Characteristics Teaching Strategy Nursing Intervention
MIDDLE-AGED Sense of self Focus on Explore
ADULTHOOD well developed maintaining emotional,
Concerned with independence financial, and
physical changes and physical support
At peak in reestablishing system
career normal life Assess
Explores patterns motivational level
Approx Age: 40- alternative Assess positive for involvement
65yr lifestyle and negative pas Identify
Cognitive Stage: Reflects on experiences with potential
Formal operations contributions to learning obstacles and
Psychosocial family and Assess stressors
Stage: Generativity
society potential sources
vs. Self-absorption
Reexamines of stress due to
and stagnation
goals and values midlife crisis
issues

39. Learner General Characteristics Teaching Strategy Nursing Intervention
MIDDLE-AGED Questions Provide
ADULTHOOD achievements information to
(CONTINUED) and successes coincide with life
Has confidence concerns and
in abilities problems
Desires to
modify
unsatisfactory
aspects of life

40. Learner General Characteristics Teaching Strategy Nursing Intervention
OLDER Cognitive Use concrete Involve principal
ADULTHOOD changes samples caregivers
Decreased Build on past Encourage
ability to think life experiences participation
abstractly, Make Provide
process information resources for
information relevant and support (respite
Approx Age: 65yr Decreased meaningful care)
and over short-term Present on Assess coping
Cognitive Stage: memory concept at a time mechanisms
Formal operations Increased Allow time for Provide written
Psychosocial reaction time processing/respo instructions for
Stage: Ego
Increased test nse(slow pace) reinforcement
integrity vs. despair
anxiety Provide
Stimulus anticipatory
persistence problem solving.

41. Learner General Characteristics Teaching Strategy Nursing Intervention
OLDER Focuses on Use repetition
ADULTHOOD past life and
(CONTINUED) experiences reinforcement of
information
Avoid written
Sensory/motor exams
deficits Use verbal
Auditory exchange and
changes coaching
Hearing loss, Establish
especially high- retrieval plan
pitched tones, Encourage
consonants active
(S,Z,T,F, and G) involvement
and rapid speech Keep
Visual changes explanation brief

42. Learner General Characteristics Teaching Strategy Nursing Intervention
OLDER Farsighted Use analogies
ADULTHOOD (needs glasses to to illustrate
(CONTINUED) read) abstract
Lenses become information
opaque (glare Speak slowly,
problem) distinctly
Smaller pupil Use low-pitched
size(decreased tomes
visual adaptation Face client
to darkness) when speaking
Decreased Minimize
peripheral distractions
perception Avoid shouting
Yellowing of Use visual aids
lenses(distorts to supplement
low-tone colors verbal instruction

43. Learner General Characteristics Teaching Strategy Nursing Intervention
OLDER Blue, green, Avoid glares,
ADULTHOOD violet) use soft white
(CONTINUED) Distorted depth light
perception Provide
Fatigue/decreas sufficient light
ed energy levels Use white
Pathophysiolog backgrounds and
y (chronic illness) black prints
Psychosocial Use large
changes letters and well-
Decreased risk spaced print
taking Avoid color
Selective coding with
learning blues, greens,
Intimidated by purples and
formal learning yellows.

44. Learner General Characteristics Teaching Strategy Nursing Intervention
OLDER Increase safety
ADULTHOOD precautions/provi
(CONTINUED) de safe
environment
Ensure
accessibility and
fits of prostheses
(glasses, hearing
aid)
Keep sessions
short
Provide for
frequent rest
periods
Allow extra time
to perform

45. Learner General Characteristics Teaching Strategy Nursing Intervention
OLDER Establish
ADULTHOOD realistic short-
(CONTINUED) term goals
Give time to
reminisce
Identify and
present pertinent
material
Use informal
teaching
sessions
Demonstrate
relevance of
information to
daily life
Assess
resources

46. Learner General Characteristics Teaching Strategy Nursing Intervention
OLDER Make learning
ADULTHOOD positive
(CONTINUED) Identify past
positive
experiences
Integrate new
behaviors with
formerly establish
ones