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06. Maslow’s Hierarchy of Needs
Maslow’s Hierarchy of Needs (Rathus, 1996) has been included in almost all nursing curricula. This theory of the hierarchy of needs has been useful in teaching the Nursing Process and in teaching of mental health/psychiatric needs of patients. A review of this hierarchy provides again a simple base for assessment of all adult learners. The hierarchy includes five levels of human needs. Self-Actualization/Self-Determining Needs:Achievement of potential, independence, ability tomeet one’s needs; self-fulfillment; creativity; the process of Becoming. Self Esteem Needs:Expression of ourselves and being understoodby others, sharing of hopes, dreams, fearsAccomplishments, the desire to be “Somebody” Affection and Belongingness Needs:Giving and receiving of kindness, consideration,love, feelings of acceptance by others, prestige,membership in a family, opportunity to give andto receive, interaction with others.Safety Needs:Physical and emotional safety and comfort Physiological and Survival Needs:Oxygen, food, water, elimination, sleep Maslow believed that the lower levels of physiological and survival needs must be met in order to seek and meet the higher needs. He believed that if the lower levels of safety and basic survival needs are not met, we cannot focus upon the need to be recognized or upon achieving a higher level of self esteem. Further, Maslow believed that all human beings seek to reach some type of self-achievement or Actualization. The theory becomes complicated, however, when one considers that—under the right conditions – humans will forego satisfaction or survival needs for love, affection and belonging. That is to say that the theory is complicated but humans are even more so!!Your progress
ASSIGNMENTA. Draw Maslow’s Hierarchy of Needs Pyramid1. label all levels 2. Name items in all levels B. Give an illustration/example of how unmet needs at each level may interfere with learning.
C. Write a short situation illustrating a patient with needs in the first, most basic level of Maslow’s Hierarchy of Needs
Identify at least 2 educational assessment factors. The Nursing Process steps (Assessment, Diagnosis, Planning, Intervention, Evaluation) all apply to the teaching-learning process. Just as patients are assessed, so the first step in teaching adults involves assessment of the population to be taught. Some of the aspects to be assessed may include the following: 1. BIOLOGICAL FACTORS:a. Maturational levelThis is difficult to assess without previous observations of the student. Age is certainly not a criteria of the maturity of the student, e.g., there are 30-year-olds who act like 13-year-olds and vice versa. b. Aging factorsAgain, one cannot judge this purely upon the number of years one has spent on this earth. However, if there are older students in the class, the teacher may be observant of aging factors such as failing eyesight or impaired hearing. c. Sensory factors Impaired sensory factors may affect learning even in a young learner – Poor eyesight, diminished hearing, can at any age interfere with learning. An observant teacher might pick up on these problems by watching the students closely. 2. SOCIOLOGICAL FACTORS: a. Cultural factorsTeachers are seen in a variety of ways—depending on the culture. Teachers in some cultures, are placed on a “higher plane” or on a pedestal due to their valued position in that culture. Student behavior may indicate the attitude or value the student places upon the role of the teacher. b. LanguageStudents who have English as a Second Language may have difficulty with the rapidity of speech of the lecturer. In addition, they may require more time to take tests due to the translation problems. Studying may take longer as well. One solution may be to allow students to tape the lecture so that they may listen to the lecture as many times as they need. c. Myths/beliefsDiscovering students’ individual beliefs, myths, and values may be one of the most important exercises a teacher does in terms of assessment. In the healthcare field, one may discover that students hold many beliefs or even myths about what illness is caused by. 3. EDUCATIONAL LEVEL: a. General level of knowledgeThose who are teaching in the nursing field often have a built-in criteria for the general level of professional education. However, prior to each class or course, it would be generally good assessment to give a preassessment test, thereby establishing the general level of education. b. VocabularyWhile nursing and medicine have their own general vocabulary, it is also true that each specialty area has its own vocabulary. Defining terms may be very helpful in establishing a common language for the students. 4. COMMUNICATION DIFFICULTIES: a. Speech difficultiesThose with speech difficulties such as speech impediments or accents may be reluctant or fearful to speak up in class or to present an issue. b. Emotional difficultiesShyness is a problem probably found in every group of students. Those who are shy “die a thousand deaths” when asked to respond to questions or are required to speak before a class. 5. EMOTIONAL STATUS: a. Readiness to learnAdult developmental tasks increasingly move toward social and occupational role competence and away from the more physical developmental tasks of childhood. Adults (usually) have completed all the basics of reading, writing, etc. and their tasks relate more to the social role in which they find themselves—as a wage earner, as a mother, as a teacher. In child education, the teacher decides the sequence of learning. In adult-learning, the learners can define their own objectives and the sequence of learning. Often the adult trainer can act as a facilitator or resource for the learner’s own objectives. Implications for Adult Learning: Adults need opportunities to identify the competency requirements of their occupational and social roles. Adult readiness peak at times when the learning opportunities are coordinated with a recognition of a need-to-know. Adults can best identify their own readiness-to-learn. b. Self-conceptOne of the aspects of self-concepts differences between adults and children is that children see themselves as dependent on others. Adults are aware of their own independence and of their ability to make decisions and to guide their own direction. In fact, one of the characteristics of maturity is the capacity for self-direction. Implications for adult learning: Provision of a climate of openness and respect.
Adults enjoy planning and carrying out their own learning exercises.
Adults need to be involved in evaluating their own progress towards self-chosen goals. c. ExperienceAdults bring a lifetime of experience to the learning experience. Children believe that they have experience. Children believe that they have experience! Adults are themselves “years of experience”. The adult often defines who and what they are by the terms of their own experience. Implications for adult learning: Use less transmittal techniques and more experiential.
Discovery of how to learn from experience is the key to self-actualization!
To reject adult experience is to reject the adult!Assignment: Practice Exercises 07. Educational Assessment FactorsRestricted Not available unless: The activity Assignment: Practice Exercises – 06. Maslow’s Hierarchy of Needs is marked complete07. Identify at least 2 educational assessment factors from the following situation and state at least 2 adaptations of teaching methods which might be important in enhancing the learning experience. Situation: Joe, a 60-year old mechanic, wants to learn something about the computer. He has worked as a mechanic for large trucks most of his life and recently was transferred to the parts sales store belonging to the trucking company. Joe enrolls in a local college. Name at least 3 assessment factors to consider when teaching Joe aspects of basic computer operations.
A. Educational Assessment factors: 1. 2. B. Adaptation of teaching methods: 1. 2.
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