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Teaching Culturally Sensitive Care through Reflective Writing
Published in Michael J. Madson, Teaching Writing in the Health Professions, 2021
Cognitive learning relates to students transitioning from basic remembering to more complex levels of creating.34 Psychomotor learning—or learning that involves “doing”—is addressed through practice and application through simulation and real-world scenarios such as students practicing motivational interviewing and counseling skills with patients with substance use disorders.35 The affective domain provides a framework for values-based learning and has been utilized to introduce students to complex dimensions of professional roles related to beliefs and attitudes, facilitating critical thinking, adopting professional values, developing caring attitudes toward those served, and organizing values into their own personal philosophies.36 The integration of cognitive, psychomotor, and affective domains of learning can lead to the best outcomes for positive interactions and quality care in future practice.37
The ‘dreaded’ lecture
Published in Jan Woodhouse, Dorothy Marriss, Strategies for Healthcare Education, 2019
Health and social care education must incorporate practical skills and psychomotor learning in addition to cognitive and affective learning domains. This has certainly been acknowledged in the nurse education curriculum, Making a Difference.29 Yet the lecture does not allow the development and feedback of an individual student’s clinical practice skills. One could envisage that students’ assessment and questioning skills could be enhanced by the use of alternative teaching styles, such as role play.
Varieties of learning and developmental theories of memory
Published in Romain Meeusen, Sabine Schaefer, Phillip Tomporowski, Richard Bailey, Physical Activity and Educational Achievement, 2017
Phillip Tomporowski, Daniel M. Pendleton, Bryan A. McCullick
Of particular interest in many of these studies is the effect of contextual interference on psychomotor learning. The contextual interference effect is observed when learning is more robust when training occurs under conditions that vary from trial to trial than when conditions are fixed and predictable. First observed in verbal-learning studies (Battig, 1956), several contemporary researchers who focus on psychomotor skills found that individuals who practise skills under varied training conditions (i.e. actions are varied across practice trials) learned more than those who practised skills under constant training conditions (i.e. actions remain constant across practice trials). Explanations for the facilitating effects of varied practice on learning have focused on the amount of mental involvement required of the individual during practice (Guadagnoli & Lee, 2004; Tomporowski, McCullick, & Horvat, 2010). Of particular interest are studies conducted by Curlik and his colleagues (Curlik & Shors, 2012; Shors, Anderson, Curlik, & Nokia, 2012), which explicitly hypothesize that mentally challenging physical activities promote greater learning than just physical activity alone and explain the improvements in terms of hippocampal plasticity. Their data suggest that the survival of newly formed hippocampal cells in rodents depends on the motor training experiences that occur along with physical activity. Hippocampal neurons fail to survive without challenging training.
The Impact of a School-based, Nurse-delivered Asthma Health Education Program on Quality of Life, Knowledge, and Attitudes of Saudi Children with Asthma
Published in Comprehensive Child and Adolescent Nursing, 2022
Nashi Masnad Alreshidi, Joan Livesley, Mahmoud Al-Kalaldeh, Tony Long
The aim of the asthma education program was to increase the ability of children with asthma to self-assess and self-manage their asthmatic symptoms appropriately and independently. A program was designed consisting of 2-h daily sessions over three consecutive days. The five schools in the intervention group received the program during a period of 6 weeks. The sessions were based on evidence-based recommendations from the British Thoracic Society in 2012 (now replaced by a 2019 version) and the Saudi Initiative for Asthma (SINA 2012), but it also took account of Social Cognitive Theory (Bandura, 2001) and three domains of learning (Gilbert et al., 2011). Cognitive, affective, and psychomotor learning objectives were developed to determine specific outcomes. These are detailed in Figure 1. The sessions were designed to maximize the children’s learning not only in relation to knowledge but also in relation to observations of their symptoms and responses to medication, personal judgments, and reacting to change.
Speed and quality goals in procedural skills learning: A randomized experiment
Published in Medical Teacher, 2020
David A. Cook, Becca L. Gas, V. Shane Pankratz, David R. Farley, Martin V. Pusic
For a given level of difficulty, and assuming maximal effort, psychomotor performance inevitably involves a tradeoff between speed and quality. (Heitz 2014) Why, then, should we worry about invoking either speed or quality goals? We suggest that the benefit lies in encouraging learners to strive. The quality group strove to avoid errors, whereas the time group strove to go faster and gain automaticity. It may be that learning is optimized in these ‘extreme’ conditions more than when training balances quality and speed. Since it is impossible for learners to know what they do not know (Eva et al. 2004), novices are likely ill-placed to self-determine the optimal conditions for psychomotor learning (including relative emphases on speed or quality). Goals serve directional, energizing, and motivational functions (Locke and Latham 2002), and instructor-provided goals can help learners effectively self-regulate their learning (Sitzmann and Ely 2011; Brydges et al. 2015; Cook et al. 2018). Goals – and in particular specific goals (e.g. to go 20% faster, or perform four ligatures without a leak) – may be particularly helpful for those who have become complacent in their learning.
Utilizing Bloom's taxonomy to design a substance use disorders course for health professions students
Published in Substance Abuse, 2018
Andrew J. Muzyk, Chris Tew, Allie Thomas-Fannin, Sanjai Dayal, Reina Maeda, Nicole Schramm-Sapyta, Kathryn Andolsek, Shelley Holmer
We sought to develop a SUDs course for health professions students that combines classroom learning with practical application to patient care in the clinic setting. We used Bloom's Cognitive, Affective, and Psychomotor learning domains as an educational framework to create numerous intentional opportunities for students to deepen their knowledge, assess their attitudes, and develop their patient counseling skills through motivational interviews.