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Section 1 - Understanding the Learner


Summary and Direction

In this section you will take a close look at the learner. Whether they are a Foot Care Nurse in training, a foot care patient, or a member of the community, all learners are unique, but they also have many things in common. In Chapter 4 of Nurse as Educator you will study the importance of understanding your students’ learning styles, and the value of acknowledging the way your own learning style could affect your teaching styles. We will look at the determinants of learning and how to assess learning needs, readiness to learn and learning styles. Chapter 6 will introduce the topic of motivation. The end of the chapter is very detailed and focuses on the many theories/theorists involved in motivation research. Although we highly recommend reading that portion of the chapter to deepen your understanding and appreciation for the complexity of the topic, for the purposes of this course it is more information than you need. We suggest that you read these chapters while focusing on the over-arching themes and how they relate to the Nurse Educator, the nursing student, and the patient. Read the required reading sequentially, and the suggested reading is highly recommended for extra learning.

Once you have completed the reading and the section 1 exercise, please click on the section 1 evaluation at the bottom of the page to complete the multiple-choice questions based on the readings.

Exit Competencies in this section 

From WHO Nurse Educator Core Competencies, page 11-16

  • Core Competency 1 - Nurse educators possess a sound understanding of contemporary educational theories, principles and models underlying the design of curricula and the value of adult learning.
  • Competency 1.1 - Exhibit an understanding of conceptual and theoretical foundations and principles related to health profession education and adult learning.
  • Competency 1.2 - Analyze domains of learning (cognitive, affective and psychomotor) and their application in different academic contexts.
  • Competency 3.2 - Practice nursing in ways that reflect evidence-based, up-to-date knowledge.
  • Competency 4.1 - Synthesize, use and generate knowledge pertinent to nursing education and practice.
  • Competency 5.1 - Demonstrate intercultural and interdisciplinary competence in development of curricula, course design, teaching and nursing practice.
  • Competency 6.1 - Promote social justice and the protection of human rights in teaching and learning processes and in the health care environment.
  • Competency 7.4 - Foster learner’s self-assessment skills and reflection on teaching and learning activities.

Required Reading
  1. Bastable, Susan B. (2018) Nurse as Educator - Chapter 1 : Overview of Education in Health Care (pages 21-25)
  2. CAFCN (2017) National Competencies for Advanced Nursing Foot Care in Canada - (pages 5-7)
  3. Bastable, Susan B. (2018) Nurse as Educator - Chapter 4 : Determinants of Learning (pages 120—140)
  4. Bastable, Susan B. (2018) Nurse as Educator - Chapter 6 : Compliance, Motivation, and Health Behaviours of the Learner - (page 225 -231 Motivation  - then page 247-248 The Role of Nurse as Educator in Health Promotion)
  5. College of Nurses of Ontario (2009) - Culturally Sensitive Care

Suggested Reading
  • The website  Berkeley: Learning Theory Research gives a very concise summary of Learning Theories (https://gsi.berkeley.edu/gsi-guide-contents/learning-theory-research/learning-overview/)
  • Bastable, Susan B. (2018) Nurse as Educator - Chapter 3 : Applying Learning Theories to Healthcare Practice (pages 69-110)
  • Bastable, Susan B. (2018) Nurse as Educator - Chapter 5 : Developmental Stages of the Learner (pages 170-172 – up to Developmental Stages of Childhood – then Table 5.1 Stage-Appropriate Teaching Strategies on page 173 – 177 –then page 192-194)

Section 1 Exercise

Multiple-Choice Evaluation

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