Adult learning within human resource development

Knowles, Malcolm S.; Holton, Elwood F.; Swanson, Richard A.; Robinson, Petra A.

doi:10.4324/9780429299612-8

Cited by 265 publications

(519 citation statements)

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“… b. Based on Knowles’s principles for adult education: 1) adults are internally motivated and self-directed; 2) adults bring life experiences and knowledge to learning experiences; 3) adults are goal-oriented; 4) adults are relevancy oriented; 5) adults are practical; 6) adult learners like to be respected [ 50 ]. c. 6-step approach of Buckman and Kayson for breaking bad news: 1) give news in person, in private, with sufficient time, without interruption; 2) find out what the patient’s preexistent knowledge is; 3) find out what the patient wants to know; 4) give a warning first, then provide a small amount of information in simple language at an appropriate pace for the patient; 5) respond to the patient’s feelings and concerns; 6) determine the next steps, identify sources of support, and make an early follow-up appointment [ 51 ].…”

Section: Resultsmentioning

confidence: 99%

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Good practices for dialysis education, treatment, and eHealth: A scoping review

et al. 2021

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Background Recommendations regarding dialysis education and treatment are provided in various (inter)national guidelines, which should ensure that these are applied uniformly in nephrology and dialysis centers. However, there is much practice variation which could be explained by good practices: practices developed by local health care professionals, which are not evidence-based. Because an overview of good practices is lacking, we performed a scoping review to identify and summarize the available good practices for dialysis education, treatment, and eHealth. Methods Embase, Pubmed, the Cochrane Library, CINAHL databases and Web of Science were searched for relevant articles using all synonyms for the words ‘kidney failure’, ‘dialysis’, and ‘good practice’. Relevant articles were structured according to the categories dialysis education, dialysis treatment or eHealth, and assessed for content and results. Results Nineteen articles (12 for dialysis education, 3 for dialysis treatment, 4 for eHealth) are identified. The good practices for education endorse the importance of providing complete and objective predialysis education, assisting peritoneal dialysis (PD) patients in adequately performing PD, educating hemodialysis (HD) patients on self-management, and talking with dialysis patients about their prognosis. The good practices for dialysis treatment focus mainly on dialysis access devices and general quality improvement of dialysis care. Finally, eHealth is useful for HD and PD and affects both quality of care and health-related quality of life. Conclusion Our scoping review identifies 19 articles describing good practices and their results for dialysis education, dialysis treatment, and eHealth. These good practices could be valuable in addition to guidelines for increasing shared-decision making in predialysis education, using patients’ contribution in the implementation of their dialysis treatment, and advanced care planning.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Good practices for dialysis education, treatment, and eHealth: A scoping review

et al. 2021

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“…The underpinning learning theory guiding the development of this e-learning resource was adult learning theory, or andragogy. 28 , 29 In doing so, it considers medical students as adult learners who are likely to be more motivated to learn when the learning environment provides autonomy and flexibility, and when the learning activity is informed by constructivist principles. 30 According to andragogical principles, learning is more likely to be achieved when the content of the resource is tailored to learners’ needs, characteristics, and life context.…”

Section: Conceptual Framework: Learning Design and Development Princimentioning

confidence: 99%

Teaching Medical Students How to Interpret Chest X-Rays: The Design and Development of an e-Learning Resource

Sait¹,

Tombs²

2021

AMEP

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Introduction The teaching of radiology to medical students has often been criticised for being inadequate and unstructured, with students reporting lack of confidence in assessing x-rays. In this paper, we describe how an e-learning resource, on how to interpret a chest x-ray for medical students, was designed and developed. The aim of the resource was to provide medical students with knowledge of how to interpret a chest x-ray in a systematic approach. Methods The technology used to design the e-learning resource was Xerte Online Toolkits. The design and development of the e-learning resource was based upon andragogical principles and followed Overbaugh’s guidelines and Mayer’s 12 multimedia principles. An instructional design model called ADDIE was used to help develop the resource and its content. These included cases of common conditions, a quiz and summary table at the end. The paper focuses mainly on the way in which instructional design, education and multimedia principles were used to inform the development of the resource. Findings A preliminary evaluation was completed by 18 medical students from year 3–5 who completed the e-learning resource. The feedback was positive with an average rating of 9/10 and 100% of students saying they would recommend the resource to a colleague. Students commented that they liked the resource as it was easy to navigate, had good visual learning and contained good explanations with relevant content. Conclusion and Future Implications This paper demonstrates how, with the use of instructional models, educational theories and principles, an e-learning resource can be created. Preliminary evaluation showed that students were satisfied with the resource and felt it helped them acquire knowledge on how to interpret chest x-rays. This resource can be further utilized either as a standalone resource or before starting clinical placements and may prove particularly useful in the current and challenging learning environment where there is an increased need for digital resources.

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“…Diese Konzepte konzentrieren sich auf die Beziehung zwischen Lernenden und Lehrenden, die als Kontinuum beschrieben wurde [ 17 ]: Pädagogik beinhaltet lehrerzentriertes Lernen: Die Lernenden sind die Empfänger dessen, was gelernt werden soll. Andragogik beinhaltet lernerzentriertes Lernen: Lernende und Lehrer vereinbaren das zu Erlernende [ 18 ]. Heutagogik bedeutet Selbstfindung und beinhaltet daher ein von Lernenden geführtes Lernen, das bestimmt, was sie lernen möchten [ 19 ].…”

Section: Evidenzbasierte Leitlinienunclassified

“…Andragogik beinhaltet lernerzentriertes Lernen: Lernende und Lehrer vereinbaren das zu Erlernende [ 18 ].…”

Section: Evidenzbasierte Leitlinienunclassified

Lehre in der Reanimation

Greif

Lockey

Breckwoldt

et al. 2021

Notfall Rettungsmed

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Diese Leitlinien des European Resuscitation Council basieren auf dem internationalen wissenschaftlichen Konsens 2020 zur kardiopulmonalen Reanimation mit Behandlungsempfehlungen (International Liaison Committee on Resuscitation 2020 International Consensus on Cardiopulmonary Resuscitation Science with Treatment Recommendations [ILCOR] 2020 CoSTR). Dieser Abschnitt bietet Bürgern und Angehörigen der Gesundheitsberufe Anleitungen zum Lehren und Lernen der Kenntnisse, der Fertigkeiten und der Einstellungen zur Reanimation mit dem Ziel, das Überleben von Patienten nach Kreislaufstillstand zu verbessern.

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Adult learning within human resource development

Cited by 265 publications

References 0 publications

Good practices for dialysis education, treatment, and eHealth: A scoping review

Good practices for dialysis education, treatment, and eHealth: A scoping review

Teaching Medical Students How to Interpret Chest X-Rays: The Design and Development of an e-Learning Resource

Lehre in der Reanimation

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