Advanced Role Development
"What is readiness to learn? Define the different types of readiness and give an example of each."
According to Joel (2009), readiness is the point in time when the learner shows an interest in learning and is capable of participating in the teaching process. If the learner is not ready to engage, then learning will not happen regardless of how important it is. The learner has to be ready in several areas: physically, psychologically, and cognitively.
Physical readiness is when the learner has the physical ability to learn the skill (Joel, 2009). Example: a patient must have enough strength to learn to transfer from a bed to a wheelchair.
Psychological readiness includes the degree of anxiety and stress, motivation to learn, and developmental stage of the learner (Joel, 2009). For example, if the learner is experiencing stress associated with a diagnosis, they may be too concerned to learn anything. Also, a pediatric patient at a lower developmental stage will affect psychological readiness to learn.
Cognitive readiness refers to the knowledge base of the learner (Joel, 2009). Example: a learner has to have some prior knowledge and skills before beginning to learn skills in a new area, similar to our prerequisites in school.
According to Szczepanik (2006), to determine a patient's readiness to learn, nurses should get answers to three questions. First, determine if the patient has had recent education and experience about what needs to be taught. If so, the patient will know what equipment and environment they need to complete the task. The second question is if the patient has set clear goals. The final question determines if the patient is able and willing to take responsibility.
To answer the questions about a patient's readiness to learn, the nurse would have a conversation with the patient, read the chart, and talk with the nurse that cared for the patient on the last shift.
Joel, L.A. (2009). Advanced practice nursing: Essentials for
According to Joel (2009), readiness is the point in time when the learner shows an interest in learning and is capable of participating in the teaching process. If the learner is not ready to engage, then learning will not happen regardless of how important it is. The learner has to be ready in several areas: physically, psychologically, and cognitively.
Physical readiness is when the learner has the physical ability to learn the skill (Joel, 2009). Example: a patient must have enough strength to learn to transfer from a bed to a wheelchair.
Psychological readiness includes the degree of anxiety and stress, motivation to learn, and developmental stage of the learner (Joel, 2009). For example, if the learner is experiencing stress associated with a diagnosis, they may be too concerned to learn anything. Also, a pediatric patient at a lower developmental stage will affect psychological readiness to learn.
Cognitive readiness refers to the knowledge base of the learner (Joel, 2009). Example: a learner has to have some prior knowledge and skills before beginning to learn skills in a new area, similar to our prerequisites in school.
According to Szczepanik (2006), to determine a patient's readiness to learn, nurses should get answers to three questions. First, determine if the patient has had recent education and experience about what needs to be taught. If so, the patient will know what equipment and environment they need to complete the task. The second question is if the patient has set clear goals. The final question determines if the patient is able and willing to take responsibility.
To answer the questions about a patient's readiness to learn, the nurse would have a conversation with the patient, read the chart, and talk with the nurse that cared for the patient on the last shift.
Joel, L.A. (2009). Advanced practice nursing: Essentials for