knowles adult learning theory for adjunct faculty clinical educators

Principles of Adult Learning: Application in the Clinical Setting:

Principles of Adult Learning: Application in the Clinical Setting Adjunct Faculty Clinical Educator Continuing Education

Andragogy:

Andragogy Term used to describe Knowles Theory of Adult Learning Based on research that adults do not learn in the same fashion as children (pedagogy) Important to apply in the clinical setting

Knowles Theory of Adult Learning:

Knowles Theory of Adult Learning

Pedagogy versus Andragogy:

Pedagogy versus Andragogy Pedagogy Dependent learners Limited life experiences to draw from Learning is part of the growth and development process Subject-focused Andragogy Independent learners Various life experiences to draw from Learning is situational based Problem-focused (O’Connor, 2006)

Assumptions of andragogy:

Assumptions of andragogy Self concept Experience Readiness to learn Orientation to learn Motivation to learn (Smith, 2002)

Self concept:

Self concept Self direction rather than dependence is the focus of self concept as an adult Adult students may speak up to inform you of education needs they feel they have in the clinical setting May request more feedback, not always for self-esteem issues, but they are involved in the educational process

Experiences:

Experiences As one ages, life experiences occur, which are valuable in the adult learning process Many students come from healthcare backgrounds can possibly can be experiences to draw from They often like life experiences of the instructor shared to help emphasis a teaching point or issue

Readiness to learn:

Readiness to learn Readiness to learn become more focused as one matures Students may be very eager in the clinical setting because the students find this setting very relevant to their career goals Make the most of the readiness to learn by providing additional educational opportunities to students that are personalized to their interest and/or focus

Orientation to learn:

Orientation to learn More focused on immediate use of what is learned, rather than a knowledge bank for later use Clinical setting is where the application of theory learned in lecture is applied Adjunct faculty may be at a disadvantage to know the flow of lecture material to take advantage of this factor

Motivation to learn:

Motivation to learn Motivation becomes more internal to learn as an adult This motivation can translate to active learning-wanting to learn more information and learn the information more thoroughly

What does this mean for the clinical educator?:

What does this mean for the clinical educator? The learning environment must have certain elements present for learning to occur: Trust Respect Helpfulness Freedom of expression Acceptance of differences Motivation Respect and acceptance of different types of learning styles and strategies of learning

Resources:

Resources O’Connor, A. B. (2001). Clinical instruction and evaluation: A teaching resource . Sudbury, Massachusetts: Jones and Bartlett Publishers. Smith, M.K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. The encyclopedia of information education . Retrieved December 15, 2010, from www.infed.org/thinkers/et-knowl.htm

Interested in more information:

Interested in more information Please contact Laura Durbin, Nursing Division at 534-3131 or Ldurbin0006@kctcs.edu for any questions you may have regarding this module to include requests for more information or assistance