Factors Influencing Learning: A Healthcare Report Analysis

This report analyzes the key determinants of learning content, focusing on learning needs, readiness to learn, and learning styles within a healthcare context. It emphasizes the importance of assessing learners' knowledge gaps, considering their physical, emotional, experiential, and knowledge readiness, and tailoring educational approaches to suit their individual learning styles. The report outlines a nine-step process for assessing learning needs, including identifying learners, choosing the right setting, collecting data, and involving healthcare team members. It also discusses various methods for determining learning styles, such as observation, interviews, and the use of instruments like the Brain Preference Indicator and Myers-Briggs Type Indicator. The core message highlights the significance of recognizing individual differences to enhance the effectiveness of educational programs in healthcare settings. This report is a valuable resource for healthcare professionals and educators seeking to improve their instructional design and enhance learning outcomes. Access more study resources on Desklib.

The determinants of learning content determine three aspects: Readiness to Learn, Learning
Needs, and Style of Learning. We will go through each one of those, starting with learning needs
because we cannot check the learner's readiness or choose the learning style without assessing
the learner, know their level and determine their needs. Then we will go through learner
readiness and list the appropriate learning style according to the learner.
Learning Needs
Learning Needs can be defined to ask knowledge gaps between the actual performance
level and the desired performance level. These gaps happened due to absence or lack of
knowledge, the skills or the attitude, and to overcome the gap in the domains (cognitive,
psychomotor, or affective) are designed by an instructional plan through assessing learning need.
There are nine steps to assess the need. First, identify the learner, whether it is one or group and
accordingly may design formal or informal educational sessions. Second, it is required to choose
the right setting to conduct the session or the group in it because if the healthy environment is
provided between the learner and educator, the learner will feel safe and trust the information
given. Third, collecting the data about the learner, we are targeting a specific aim. The stage four
is to gather the documents from the beginner because they are the essential resource to collect the
data from, and it will work as a motivator for the audience later on as they are the reference for
the information. Step-five is the involvement of the other healthcare team members so we can
have an insight into needs from another perspective. Sixth is to highlight the essentials by using
Maslow's hierarchy of human needs then categorize the needs into three mandatory categories,
desirable or possible. The obtainability of educational resources is defined as the availability of
the needed equipment is the seventh-step. The stage eight is assessing the pressure of the
institute, such as standers. The final step is effective time management while conducting the

assessment. There are several approaches to evaluate the learning prerequisites for the patient
and staff nurses, such as observations, informal conversations, patient charts, self-administered
questionnaires, structured interviews, quality assurance reports, focus groups, tests, and other
methods.
Readiness to Learn
When evaluation of the requirements is completed, we move to the next step, which is
checking learner readiness. This readiness described as the period the trainee expresses
acceptance and concern to learn the necessary information to promote health and enhance skills.
It's essential to make sure the learner is ready to receive the facts. In the case of the learner, if
they are not prepared to take the material, it cannot rich regardless of the effort was spent to
assess the need, the importance of the program/ session, or the effort to conduct the
program/session. Readiness categorizes into four types, a) Physical readiness such as learner
health status, b) Emotional readiness such as learner anxiety level, c) Experiential readiness like
the cultural background of the learner, and d) knowledge readiness, for example, it is learner
cognitive abilities to learn.
Learning Style
Learning style is the approach to which learner processes information in account to
cognitive, psychomotor, and affective factors which affecting the learner and learning
environment. Learning Style can be determined by a) observing the learner b) interviewing and
asking the learner and c) administration of instruments such as telling about next sessions. The
reliability and validity of the used tool should be checked before using the learning style
instruments, also measuring the three learning domains (cognitive, psychomotor, and affective).

There are plentiful learning style instruments, and using more than one measurement tool for the
assessment is preferable. An example of the instruments is Brain Preference Indicator (BPI),
which is a content question that can determine the hemispheric dominance and mention the Left-
Brain/Right-Brain and entire-Brain Thinking. According to personality type by Jungian, the
Myers-Briggs Type Indicator (MBTI) apparatus was formed to help the learner to understand
their behavior for better interaction with others. The last instrument is based on Kolb's
experimental learning model that will reference the learning style inventory instrument. This
instrument consists of 20 items of self-repot questions. Kolb's model is one of the most used
tools in the healthcare field. Usage of different learning style models and instruments is essential
so the educator can educate the learner in different styles.
Accepting the individual differences between the learners will help the educator in
determining eagerness to learn, learning necessities, and selection of the style of learning.