In recent years, educators, fieldwork supervisors, and managers have focused on self-directed learning rather than traditional learning where an “expert” tells an individual what to do, reads off lecture slides, and controls every aspect of the classroom. Self-directed learning is knowledge that is gained when the individual takes initiative. They identify what needs to be done, formulates goals to accomplish a given task, identify resources that may foster their learning experience, chooses and implements appropriate learning strategies, ask themselves was their goals meet, and reflects on the overall experience to gain a better understanding on what worked and what didn’t. By transforming the way individuals learn, experts hope future workers …show more content…
The results found that educational interventions that increase an individual’s knowledge will further enhance clinical decision making. Self-directed learning improved the emergency nurses’ knowledge of assessment of oxygenation and use of supplemental oxygen and prior to this study was a beneficial and well-liked learning style for many of the nurses (Considine, Botti, & Thomas, 2005). As a future occupational therapist, I will need to have effective clinical decision-making skills to help my clients as much as possible. I will have to use my clinical judgment to determine what treatment would work best for that individual’s diagnosis, age, sex, and the individuals wants. Because self-directed learning increased the individual’s knowledge and improved their decision making, it should be a learning strategy that is implemented regularly (Considine, Botti, & Thomas, …show more content…
Being aware of how my thinking style affects my decision making, my perceptions, my stress level, and how I interact with others will be very beneficial in becoming a self-directed learner. By being more aware of my preferences, I can anticipate what aspects of a task I will struggle with and will require additional practice, along with how my thinking style can assist others. Based on my results, I showed no preference for clarifiers, developers, and implementors. However, I showed a low preference for an ideator. Because of these findings, I realized that I can easily adapt to be a clarifier, developer, and implementer, depending on the situation. For example, as an implementor, I like to get things started. I work out my problems as they go and show determination and energy to get tasks completed. While working alone or with a group, as an implementor, I will help people make deadlines by beginning an assignment. If I am a clarifier in a group, I will ask questions, investigate, and research a given topic to make sure the right challenge is being addressed. I noticed I am this type of thinker when I am in a group with an individual who is an implementor. I want to confirm what they are doing is correct, so I will read over the syllabus and spend additional time researching so I know we are on the right track. As a developer, I work towards
By being an INTP, I have interpreted why some things work in my favor. Being a perceiver allows me to embrace change while keeping any ill-thoughts (regarding changes I do not agree with) to myself. This personality blend, also, allows me to participate in group settings when brainstorming is needed, and having a lower preference in introversion grants me just enough patience to play along with the extroverts to complete the task. When putting two letters together, I have better understood my temperament. “Temperament arises from the regulation of arousal and emotion reliably producing characteristic, habitual responses to experience”, and mine is Intuitive Thinking (NT), so I create many options in my head (Blandin, K., February 2013, para. 4). On the other hand, my personality leads me to situations where I make irrational decisions because I’m not granted enough time to think everything through. As viewed in the presentation, “Lesson 1-Worldview perspective on organizational behavior”, understanding my personality typology, others’ typology, and organizational behavior will allow the workplace to be more efficient because we have a better understanding of ourselves and how we can work together. I’m now able to function in the team because I understand what I offer, how it is useful, and my obligation to the group (Fischer, K. slide
It is important to evaluate which learning style your patients prefer in order for them to best understand what needs to be done for the maximum appropriate outcome. Licensed practical nurses are advocates and that’s someone who supports and supplies information to their patients. Advocacy often involves standing up in support of a patient and their rights. This is especially true when patients are not able to protect their own rights. When filling the role of counselor, Licensed Practical Nurses can help patients and families explore ideas and feelings towards healthcare and illness (8 Roles of the LPN). Some patients have a difficult time accepting a disease or its treatment options. As a practical nurse you consult with RN supervisors regarding patient care and assessments. In some settings LPN 's communicate directly to physicians. Communicating information to the proper people assists in increasing the effectiveness of care plans (Role). As practical nurses we are only one part of a patient care team. Other important members include RN 's, CNA 's, physicians, physical/occupational/speech therapists, dietitians, volunteers, and more (8 Roles of the LPN). With such a large team, every member has their own scope of
Patient education is a process of providing patients and their families with information, knowledge and skills that are necessary for the management of their health and illness concerns (Park, 2005). It is the responsibility of nurses to follow the teaching process when providing patient education. They includes assessing the patient educational needs, planning an educational session, implementing the plan, and evaluating the educational process. Obstacles to teaching and learning are those that confront nurses in the educational process. Nurses can find that they don’t have enough time, knowledge, and teaching skills. In addition, patients’ literary level, and environment and personal conditions will affect their ability to learn. Cognitive and humanistic are two learning theories that can help nurses and patients to achieve the goals and benefits of the patient education.
Self-directed or independent learning is a strategy which focuses on giving responsibility for students in their own learning. McInerney et al. (2015) state that this strategy is likely well-suited to teach adult learners since adults are autonomous learners. The example of applying this strategy in learning is by giving a project to students that lasts over several days and this is largely unsupervised. This is often employed by university lecturers when they give assignments to their students.
Witzig, S. M. (2004). Learning style preferences and learning strategies in intensive care nurse educator. 2. Retrieved from http://espace.library.uq.edu.au/eserv.php?pid=UQ:10348&dsID=smwetzig.pdf
Clinical decision making is a vital skill which a nurse will hone over time and experience. There are a number of differing theories on the clinical decision making process; indeed it is an area in which there has been considerable seminal research performed in the past. There is much room for future research possibilities in this area. The ability to make effective nursing decisions is one which begins in the student phase of the nurse’s career, and continues throughout their development post-graduation into competent practitioners.
“In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, Holton, Swanson, 2011, p. 18)
Currently, I have completed 9 12-hour shifts in the medical/surgical ICU, during this time I have made excellent progress in attaining my established goals. I completed sub-goal 1 and have completed approximately 75% of sub-goal 2. I was successful as my goals this semester were realistic and achievable within the short time frame (10 weeks). In total I created 4 unique and specific activities to assist in achieving my overarching learning goal.
The Keirsey Temperament Sorter II identified my temperament as artisan, and the classic temperament report identified me as an ISTP, or Introverted Sensing Thinking Perceiving. The description of my temperament was dead on with my view of myself, especially the more in depth classic temperament. My strengths include an excellent ability to apply logic and reason to solve problems or discover how things work, and being high;y practical and realistic, however I will not function well in regimented or structured environments, as I will become bored or feel stifled. This temperament profile also correlates to my learning style, as the Keirsey Temperament Sorter II results also mention that I learn best hands-on, and states that ISTP’s are a master of their physical environment.
... in the success of their self-directedlearning. As Voller (1997) and others havestressed, the role of the teacher in promotingautonomous learning becomes that of a guide,organizer, facilitator, and resource person,rather than a dispenser of knowledge.”
I 've had to do this frequently. I 've been involved in situations where I could have easily called out of work due to snow conditions. I was needed at work but they would have allowed me to stay home if I pressed the issue of the roads being too hazardous. We are also in thinking mode when we research a product with consumer reports, then make the best choice. This at at times has cause an issue in my household. I 've learned that just because the masses has given a product positive feedback, doesn 't mean that it 's the reason I should purchase. The thinker also establish guidelines to follow for performing a task (Jung). I usually like to have a blueprint of what I want to accomplish. It helps me see an end result from my thinking. I am in thinking mode while using shopping experiences. If I already have an item similar I choose not to purchase another item. That is the thinker’s mentality. Interesting
Hase, S., & Kenyon, C. (2000, pg 2) suggests that we should now be looking at an educational approach where it is the learner himself who determines what and how learning should take place. This form of learning is called heutagogy. Heutagogical “the study of self-determined learning,” (pg 2) this “approach recognizes the need to be flexible in the learning where the teacher provides resources but the learner designs the actual course he or she might take by negotiating the learning,” stated by Hase, S., & Kenyon, C. (2000, pg 2, 6). With this form of learning adults are accountable for their own learning with a little bit of assistance from a facilitator or instructor. Adults can utilizes not only the aptitude to be self-directed but also their competence to incorporate their everyday experiences in to their
The facilitation of this model allows adult learners to be active and self-directed in their learning.
Do people ever know enough about themselves to determine the direction of their career journey? Various strategies have been developed to provide guidance toward this end; however, as the realities of work change due to such factors as global competition and new technologies, it is necessary to develop new awareness of self in relation to work. This Digest examines various processes by which learners of all ages, elementary to adult, can expand their self-knowledge--their interests and the importance of those interests to their personal satisfaction, their strength and weaknesses in relation to their interests, and the ways in which their interests and abilities are applicable in the changing social, economic, and work environments.
One-way my time spent during my fieldwork has improved my own learning is how I manage the way I learn. During my fieldwork, I observed many ways the teacher adjusted her lessons to accommodate different learning styles for her students to enhance their learning. This made me think of my own cognitive learning style and how I learned and processed information. These types of adjustments made by the teacher to improve learning, helped me better understand