UNIT 24 Assignment: Understanding Learning in Health & Social Care

This assignment delves into understanding the learning process within health and social care contexts. It begins by explaining Bloom's Taxonomy of Learning Domains and its relevance to health and social care, followed by an exploration of different learning methods in these workplaces. A case study analyzes how learning theories relate to skill development and understanding in this sector. The assignment further discusses factors influencing effective learning, concepts of learning styles, and a personal assessment using the VARK system. It also analyzes influences affecting personal learning in relation to learning theories. Furthermore, it describes factors to consider in a workplace learning plan, presents teaching strategies to support learning, and suggests a strategy for delivering and assessing learning. Finally, it addresses barriers to learning for staff and service users and methods to identify their learning needs, concluding with supporting individual learning needs and evaluating the approaches used. Desklib provides a platform for students to access this and similar solved assignments.

UNIT 24- UNDERSTANDING
THE LEARNING PROCESS
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Table of Contents
INTRODUCTION................................................................................................................................4
TASK 1- ESSAY..................................................................................................................................5
1.1 EXPLAIN HOW BLOOM'S TAXONOMY OF LEARNING DOMAINS APPLY TO LEARNING IN
HEALTH AND SOCIAL CARE..........................................................................................................5
1.2 EXPLAIN DIFFERENT WAYS IN WHICH LEARNING CAN OCCUR IN HEALTH AND SOCIAL
CARE WORKPLACES.....................................................................................................................7
TASK 2- CASE STUDY........................................................................................................................9
1.3 ANALYZE HOW THEORIES OF LEARNING RELATE TO THE DEVELOPMENT OF
UNDERSTANDING AND SKILLS IN HEALTH AND SOCIAL CARE....................................................9
TASK 3-ESSAY WRITING.................................................................................................................11
2.1 EXPLAIN FACTORS THAT INFLUENCE EFFECTIVE LEARNING DEVELOPMENT......................11
2.2 THE CONCEPTS OF LEARNING STYLES.....................................................................................12
2.3 USE THE VARK SYSTEM OR HONEY AND MUMFORD TEST TO ASSESS YOUR OWN
LEARNING STYLE........................................................................................................................13
2.4 ANALYSE THE VARIOUS INFLUENCES THAT AFFECT YOUR OWN LEARNING IN RELATION
TO THE LEARNING THEORY........................................................................................................14
TASK 4- ESSAY WRITING................................................................................................................15
3.1 DESCRIBE THE FACTORS THAT YOU NEED TO CONSIDER IN WORKPLACE LEARNING PLAN.
...................................................................................................................................................15
3.2 PRESENT RELEVANT TEACHING STRATEGIES TO SUPPORT THE LEARNING OF OTHERS IN
WORKPLACE...............................................................................................................................16
3.3 SUGGEST A STRATEGY FOR DELIVERING AND ASSESSING LEARNING IN HEALTH AND
SOCIAL CARE WORKPLACE.........................................................................................................18
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4.1 EXPLAIN THE BARRIERS TO LEARNING BY YOUR STAFF AND THE SERVICE USERS IN THE
CARE HOME THAT MAYBE EXPERIENCED AT WORK.................................................................19
4.2 DESCRIBE THE DIFFERENT METHODS YOU MAY USE TO IDENTIFY THE LEARNING NEEDS
OF YOUR STAFF OR SERVICE USERS...........................................................................................20
4.3 SUPPORT THE INDIVIDUAL LEARNING NEEDS AND EVALUATE THE APPROACHES YOU
USED TO SUPPORT.....................................................................................................................21
CONCLUSION.................................................................................................................................22
REFERENCES...................................................................................................................................23
APPENDIX.......................................................................................................................................25
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INTRODUCTION
Learning is defined as the procedure of acquiring new behaviours, knowledge, skills,
preferences and skills or made modification in the existing one (Manuti, et al. 2015 ). Teaching,
experience, practising, studying help in the change in the behaviour of the people, this
combination is called the process of learning. There are various models and theories which
explain the concept of learning (Marsick and Watkins, 2015). This assignment focuses on the
various theories of learning in a health and social care. The main aim of this assignment is to
have an understanding of different styles and theories of learning which can be applied to the
workplace of health and social care. It will provide the understanding of the ways which an
individual can learn to be applied in the workplace of health and social care. Also, it will throw
light on the analysis of learning theories which help in the improvement in the skills and have
an understanding of knowledge to be applied in the organisation of health and social care.
Further part will focus on the explanation of those styles of learning affecting the learning
effectiveness. Also, strategies will be suggested for assessing and delivering the learning in the
workplace of the health and social care.
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TASK 1- ESSAY
1.1 EXPLAIN HOW BLOOM'S TAXONOMY OF LEARNING DOMAINS APPLY TO LEARNING
IN HEALTH AND SOCIAL CARE
Blooms Taxonomy learning domain was introduced in 1956 within the leadership of
psychologist Br Benjamin Bloom for promoting the forms of the education like evaluating and
analyzing concepts, procedures, processes and principles along with remembering of the facts
and figures (Boles, et al. 2015).
Figure 1: Bloom's Taxonomy of Learning Domains
Source: http://www.nwlink.com/~donclark/hrd/bloom.html
It can be very crucial for the outlining the various stages that can assist health and social care
shift which can be understood by the ways of learning procedures. This has developed the three
domains which can be utilized for the health and social care workplace. These are:
1. Cognitive domain
2. Emotional domain
3. Psychomotor domain
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1. Cognitive domain: The cognitive domain includes development of intellectual skills and
knowledge. This involves the recognition and recall of specific procedural, facts and concepts
that can help in the development of the intellectual skills and abilities. There are main six
categories for the process of cognition which are: knowledge, application, comprehension,
analysis, synthesis and evaluation. The level of comprehension is comprised of depiction,
investigation and evaluation. This domain will deliver in the form of presentations and lectures
and the identification will be individual and objective (Diab and Sartawi, 2017).
2. Emotional domain: This has been made with respect to the viewpoints of behaviors. The
three stages of the emotional domain are qualification, mindfulness and incorporation. The first
two stages are fully cognitive. While the third stage focus on the obligation of emotions
checking list. It involves the manner of dealing things in an emotional way such as values,
feelings, enthusiasms, appreciation, attitudes and motivations (Adams, 2015).
3. Psychomotor domain: It is focused around the single person’s aptitudes. The three
educational levels are exercise, propensity and exercise. The first stage of this domain focuses
on the area deliverance under discussion. The second stage is the educator perception and the
last stage brings by the learners. It also includes the coordination, physical movement and
practice of the motor skill areas (Adams, 2015).
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1.2 EXPLAIN DIFFERENT WAYS IN WHICH LEARNING CAN OCCUR IN HEALTH AND
SOCIAL CARE WORKPLACES
Kolbe’s learning cycle is a fruitful model which represented learning in the form of the four
stages learning cycle
Concrete experience: This step includes the doing own work in the form of the teams or as an
individual. This experience does not involve any analysis but the full attention in the completion
of the work (Barker, et al. 2016).
Reflective observation: This includes reconsideration and reexamination of the prior or already
work done. It focuses on the understanding of the differences, application of the ability and
definitions to communicate them effectively.
Abstract Conceptualization: This includes finding the results and conclusions from that
processes and work that have been occurred previously and making a correlation between
them.
Active Experimentation: For handling the work in an effective manner, this step will include the
planning the activities as per the new understanding (Barker, et al. 2016).
According to the given case, the Elma's started her learning from the very first stage of the
Kolb's learning cycle as she started focusing on the conversation with Mr Smith and making
assumptions or any conclusion that he is old and deaf.
Elma’s activities in each stage of the cycle include:
Concrete experience: Elma was talking with Mr Smith without any analysis and making any
assumptions. This is the activities that Elma was doing in the first stage of the learning cycle
Reflective observation: Mr Smith was not responding to the questions of Mr Smith and she
realizes this and decided to discontinue the conversation with him. This is the reflective
observation.
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From the above situation, health and social care centre can learn and apply it to the
organization that there should be face to face communication while talking with the deaf and
old people. And proper analysis of the situation should be done before starting any action.
Abstract conceptualization: Elma contacted with other staff members and asked why Mr. Smith
did not respond to her questions then they replied he can read the lips. Then she realizes that
she was not facing him while having the conversations with him and she makes all connections.
Active experimentation: After understanding the situation, Elma does interaction with Mr Smith
facing towards him so that he can read the Elma’s lips.
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TASK 2- CASE STUDY
1.3 ANALYZE HOW THEORIES OF LEARNING RELATE TO THE DEVELOPMENT OF
UNDERSTANDING AND SKILLS IN HEALTH AND SOCIAL CARE
The relation of the learning theories in respect of the development of skills and understanding
in health and social care are explained in context with the learning theories:
Figure 2: Theories of learning
Source: http://thepeakperformancecenter.com/educational-learning/learning/theories/
Behaviourist learning theory: This theory considers as the useful theory in the health care and
nursing. In the clinical psychology, behaviourist theories are actively used with the combination
of other theories. This theory mainly focuses on the factors which are noticeable and
observable. The changes in behaviour or new behaviours are attained through the relationship
between the responses and stimuli. For the modification of the responses and attitudes of the
people, behaviourists either changes the happening after an occurrence of the response or
alters the conditions of stimulus situations in the environment (Sallis, et al. 2015).
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Cognitive: This theory gives the stress on the importance of the factors which is inside the
learner. The key factors to the changing and learning are the cognition of the individual like
thought, perception, and ways of processing, memory and structuring information. It is the
highly active process used in the health and social care which involves the information
perception, interpreting and information recognition. For example, a cognitive theory is used
for the learning the perception and understanding of the older people which is utilised by the
health professionals with the help of the incorporation and retrieved of the information
(Educational learning, 2018).
Constructivist: This theory is based on the concept that everyone constructs their own
perception based on the internal knowledge and experiences. This theory is used by the health
professionals for the problem based learning or applying brainstorming, or collaborative group
work/learning (Educational learning, 2018).
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TASK 3-ESSAY WRITING
2.1 EXPLAIN FACTORS THAT INFLUENCE EFFECTIVE LEARNING DEVELOPMENT
The factors and aspects that can impact the learning development effectiveness are:
Inspiration: This factor assists and helps the learner to step and move further. Inspiration is the
main factor that can influence the learning development. Through my VAK assessment, It can
say that In the time of anxious, I use to do visualization of the worst-case scenarios (Taylor,
2017).
Time accessible: The administration and management of the time are very crucial in the
development of the learning in the case of the health and social care. For example, the learner
or lecturer should manage the time in a way so that the requirements can be finished as early
as possible according to my VAK assessment it has been observed that my most of idle time is
spent in doing the physical activity (Taylor, 2017).
Learning objectives: The lecturer or learner should able to arrange the question of the learner.
It can be taught by preparing the methodology in the division of health and social care. For
example, if I have to prepare for my examinations then either I prepare the brief revision notes
or talk with other people or alone with the help of the notes (Taylor, 2017).
Culture: The learning styles are different according to the nations and which can be varied in
each division of the health and social care divisions. Thus the learning styles vary according to
the different culture of the society. As I when first notice a people though speak and sound.
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2.2 THE CONCEPTS OF LEARNING STYLES
Learning styles are the ways of the people they organize and interpret the information. It is the
combination of the emotional, trademark cognitive and physiological components that gives a
way to the learner for their reaction, connection and seeing towards the setting of the learners.
The different concepts of the learning styles are:
Visual learners: This learns by observing the things and able to recall easily the visual things.
They use to prefer the writing things and reading. They also use flashcards, diagrams and maps
etc. According to my own VAK assessment, I am kind of visual learner (Kolb, 2014).
Auditory learners: They learn things by listening and are able to recall what they have heard.
They use to prefer the dialogues, oral reading, listening to audios and discussion.
Kinaesthetic learners: They learn the thing by doing the physical activity and take the
advantage of the demonstration. Methods which are preferred are role plays, games dramas
etc (Kolb, 2014).
Tactile learners: They learnt the things by touching and manipulation and take advantage of
designs, models etc.
Active learners: This learner believes in taking risks and is impulsive in nature. They love role
plays, games and dramas etc.
Reflective: They use to think about the topics before taking any action and learn by thinking.
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2.3 USE THE VARK SYSTEM OR HONEY AND MUMFORD TEST TO ASSESS YOUR OWN
LEARNING STYLE
VARK system will help me in assessing my learning style. It will help me in furnishing my
information.
The assessments of my learning style using VARK system are:
Visual- 12,
Audio- 09,
Kinesthetic- 09
According to my assessment using VARK system, the learning preference is Visual learning. That
means I can learn with doing observations or reality shows for examples, outlines, graphs, gifts,
features etc. I used to observe data which is displayed in a visual format in respect of the
composed format. I can remember the information by gazing and paying attention to the body
language. They have the predisposition towards the arts, beauty and looks of products. I use to
pay the attention to the writing also (Kolb, 2014).
According to the Honey and Mumford’s style model, I fall into the category of the activist
learner as I use to learn while doing the actions and work.
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2.4 ANALYSE THE VARIOUS INFLUENCES THAT AFFECT YOUR OWN LEARNING IN
RELATION TO THE LEARNING THEORY
The learning of any individual gets affected by the adoption of the various learning theories.
The behaviour theory focuses on the learning by the observations but it does not fully consider
the entire process of the thought which occurs in the mind while it makes my learning process
very easy. When we talk about the cognitive learning, the learning process is dependent on the
memory, perception, reasoning and judgment. It aims at the previous experiences that can
affect his or her interaction with the environment (Blais, et al. 2015). But sometimes it does not
lead to the effective learning like the past experience may occur due to the different
circumstances but it may also lead to effective learning in some cases. The constructive theory
also has the impacts on my learning like my perception may be wrong or right which I am
making with the help of my internal knowledge.
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TASK 4- ESSAY WRITING
3.1 DESCRIBE THE FACTORS THAT YOU NEED TO CONSIDER IN WORKPLACE LEARNING
PLAN.
The time point of view: Within a health and social care workplace, gatherings, people,
capacities or offices may squeeze altogether at the different viewpoint of time. For this, the top
association focuses on the introduction of time for the workplace so that learning and choice
making occurs in a good way (Wolf, et al. 2014).
Influence of time: The learning can be moderated by the power of time so the time factor
should be considered in a primary form. In the health and social care workplace, the time
learning and development classes should be conducted on time.
Synchronization: The different activities related to the learning should be scheduled according
to the specific times. Learners should be able to conduct the seminars and teaching classes
according to the time.
Knowledge of the teaching-learning style: In a learning plan one should have the
understanding of the learning style suited for the different individual in a health and social care
organization.
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3.2 PRESENT RELEVANT TEACHING STRATEGIES TO SUPPORT THE LEARNING OF
OTHERS IN WORKPLACE
Following are the strategies of teaching that can be used by the assistant manager of a
residential care home in the training of staff that can enhance the learning among the staffs:
Making learning social: This strategy can also be applied by the learners to enhance the
learning in the workplace like allowing the staff for the discussion with their colleagues at the
time of learning and making the two-way communication (Stronge, 2018).
Using the variety of learning media: For supporting the learning in the health and social care
organization, this strategy can be implemented through narration, pictures and text that can
help staff to learn quickly (Stronge, 2018).
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Apprentice learning: This strategy can be applied by the learners for the effective learning
among the staff in the health and social care which can be implemented by making the learning
from the demonstration or by expert observation (Stronge, 2018).
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3.3 SUGGEST A STRATEGY FOR DELIVERING AND ASSESSING LEARNING IN HEALTH
AND SOCIAL CARE WORKPLACE
There are various strategies that can be implemented by the assistant manager in the
workplace of the health and social care like a residential care home. Various classes and
seminars can be conducted for delivering the learning and it can be assessed with the help of
the conducting the assessment test after each and every class. Learning can be delivered
through various programs and it can be directly evaluated and assessed through the appraisals
and can be assessed by the practical working of the learned concepts. In the social care, the
assessments of the learning can be done through the combination of the communication and
observation. Along with this, the strategies of delivering learning should be focused on two-way
communication and visual presentations. The learning strategies will include the procedures for
recording and undertake the assessments of the workers involving the determination of the
qualifications and training of the assessors (Cohen, 2014).
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4.1 EXPLAIN THE BARRIERS TO LEARNING BY YOUR STAFF AND THE SERVICE USERS IN
THE CARE HOME THAT MAYBE EXPERIENCED AT WORK
There are five barriers that should be considered by the learner to change their operations of
learning for conveying more quality. Following are those five barriers (Wolf, et al. 2014):
1. Inactivity: Instead of various learning programs and methodologies, most of service users
and staff do not initiate to take part in them and remain inactive at the workplace.
2. Management style: The leadership style like authoritarian and autocratic leadership style
lead to the environment of the anxiety, fear and mistrust that can create the barriers to the
learning in the workplace.
3. Insufficient support from the company: The failure the company in supporting the learning
can be a barrier to learning in the care home.
4. Unqualified or inexperienced instructors: When the company like the care home don’t have
the sufficient financial resources to hire the qualified and experienced trainers that it can be a
barrier to learning (Blais, et al. 2015).
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4.2 DESCRIBE THE DIFFERENT METHODS YOU MAY USE TO IDENTIFY THE LEARNING
NEEDS OF YOUR STAFF OR SERVICE USERS
The learning needs can be identified through a causal or official learning needs analysis (LNA). It
includes the systematic and organized assembling of the information and data related to the
capacities and recent aptitudes in the health and social care industry. Following approach can
be used (Willingham, et al. 2015):
Measurement and assessment methods: In this method, assistant manager can identify the
current methodology of the training adopted in the workplace and knowing the skills,
knowledge of the service users and staff.
Career development: The manager identifies the pattern of growth for the staff and service
users and in what filed they want to grow so that training can be designed for the long-term
career.
Required training and recurring: Certain needs of the training that should be given on the
regular basis and which is essential for the all levels of job in a care home.
Existing training: The manager can assess the existing training delivered in a social care home
and assess the need for training (Willingham, et al. 2015).
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4.3 SUPPORT THE INDIVIDUAL LEARNING NEEDS AND EVALUATE THE APPROACHES
YOU USED TO SUPPORT.
The individual learning needs should be supported and evaluated by the manager by regular
assessment and fulfil the needs of the staff. The approaches will be evaluated by following
steps:
1. Ensuring the improvement and learning which is due to the implementation of the technique
of business.
2. Maintaining the process of learning need analysis as adaptable and basic
3. To distinguish the learning improvements needs in the workplace for the staff.
4. Encouraging the learning and development methods and techniques.
5. Putting the ability and capacity of the associations to distinguish the improvement needs of
the learning (Marsick, et al. 2015).
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CONCLUSION
In the health and social care, it is very important to understand the need for the learning within
the workplace so that the proper theories and style of learning can be practised within the
organization. And also the manager and staff should be able to enjoy the offerings of the social
care home. The health and social care organisation should implement the effective training
programs that can train the workers and staff so that they can perform well in the adverse
situations. This all will support the staff of the workplace in delivering maximum output and
attainment of the objectives of the care home.
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REFERENCES
1. Adams, N.E., 2015. Bloom’s taxonomy of cognitive learning objectives. Journal of the
Medical Library Association: JMLA, 103(3), p.152.
2. Barker, D.J., Lencucha, J. and Anderson, R., 2016. Kolb’s learning cycle as a framework
for early fieldwork learning. World Federation of Occupational Therapists Bulletin,
72(1), pp.28-34.
3. Blais, K., Hayes, J.S., Kozier, B. and Erb, G.L., 2015. Professional nursing practice:
Concepts and perspectives (p. 530). NJ: Prentice Hall.
4. Blais, K., Hayes, J.S., Kozier, B. and Erb, G.L., 2015. Professional nursing practice:
Concepts and perspectives (p. 530). NJ: Prentice Hall.
5. Boles, W.W., Goncher, A. and Jayalath, D., 2015. Categorising conceptual assessments
under the framework of bloom’s taxonomy.
6. Cohen, A.D., 2014. Strategies in learning and using a second language. Routledge.
7. Diab, S. and Sartawi, B., 2017. Classification of Questions and Learning Outcome
Statements (LOS) Into Blooms Taxonomy (BT) By Similarity Measurements Towards
Extracting Of Learning Outcome from Learning Material. arXiv preprint
arXiv:1706.03191.
8. Educational learning, 2018. Online available at:
http://thepeakperformancecenter.com/educational-learning/ last accessed: 28 April
2018.
9. Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and
development. FT press.
10. Manuti, A., Pastore, S., Scardigno, A.F., Giancaspro, M.L. and Morciano, D., 2015.
Formal and informal learning in the workplace: a research review. International journal
of training and development, 19(1), pp.1-17.
11. Marsick, V. and Watkins, K., 2015. Informal and incidental learning in the workplace
(Routledge revivals). Routledge.
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12. Marsick, V. and Watkins, K., 2015. Informal and incidental learning in the workplace
(Routledge revivals). Routledge.
13. Sallis, J.F., Owen, N. and Fisher, E., 2015. Ecological models of health behavior. Health
behavior: Theory, research, and practice, 5, pp.43-64.
14. Stronge, J.H., 2018. Qualities of effective teachers. ASCD.
15. Taylor, E.W., 2017. Transformative learning theory. In Transformative Learning Meets
Bildung (pp. 17-29). SensePublishers, Rotterdam.
16. Willingham, D.T., Hughes, E.M. and Dobolyi, D.G., 2015. The scientific status of learning
styles theories. Teaching of Psychology, 42(3), pp.266-271.
17. Wolf, M.A., Jones, R., Hall, S. and Wise, B., 2014. Capacity Enablers and Barriers for
Learning Analytics: Implications for Policy and Practice. Alliance for Excellent Education.
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APPENDIX
1. When I operate new equipment I generally:
a) read the instructions first
2. When I need directions for travelling I usually:
a) look at a map
3. When I cook a new dish, I like to:
a) follow a written recipe
4. If I am teaching someone something new, I tend to:
c) demonstrate first and then let them have a go
5. I tend to say:
a) watch how I do it
6. During my free time I most enjoy:
b) listening to music and talking to my friends
7. When I go shopping for clothes, I tend to:
a) imagine what they would look like on
8. When I am choosing a holiday I usually:
b) listen to recommendations from friends
9. If I was buying a new car, I would:
c) test-drive lots of different types
10. When I am learning a new skill, I am most comfortable:
a) watching what the teacher is doing
11. If I am choosing food off a menu, I tend to:
b) talk through the options in my head or with my partner
12. When I listen to a band, I can’t help:
b) listening to the lyrics and the beats
13. When I concentrate, I most often:
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b) discuss the problem and the possible solutions in my head
14. I choose household furnishings because I like:
c) their textures and what it feels like to touch them
15. My first memory is of:
a) looking at something
16. When I am anxious, I:
a) visualise the worst-case scenarios
17. I feel especially connected to other people because of:
c) how they make me feel
18. When I have to revise for an exam, I generally:
b) talk over my notes, alone or with other people
19. If I am explaining to someone I tend to:
b) explain to them in different ways until they understand
20. I really love:
c) taking part in sporting activities, eating fine foods and wines or dancing
21. Most of my free time is spent:
c) doing physical activity or making things
22. When I first contact a new person, I usually:
c) try to get together whilst doing something else, such as an activity or a meal
23. I first notice how people:
b) sound and speak
24. If I am angry, I tend to:
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a) keep replaying in my mind what it is that has upset me
25. I find it easiest to remember:
c) things I have done
26. I think that you can tell if someone is lying if:
b) their voices changes
27. When I meet an old friend:
c) I give them a hug or a handshake
28. I remember things best by:
a) writing notes or keeping printed details
29. If I have to complain about faulty goods, I am most comfortable:
a) writing a letter
30. I tend to say:
a) I see what you mean
Now add up how many A’s, B’s and C’s you selected.
A’s = 12 B’s = 9 C’s = 9
A’s have a VISUAL learning style.
B’s have an AUDITORY learning style.
C’s have a KINAESTHETIC learning style
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