Page 15 - Erica Spielman, Professional Portfolio

Experiential Learning Theory: Diet Education in Cardiac Patients
Erica Spielman
Drexel University: Nursing 591

Overview Nature of the Learner Teaching Approaches
Overview
• Cardiovascular disease (CVD) is the cause of more than 17.3 million • Diet education should be directed towards cardiac patients and their families
deaths per year and that number is expected to rise, dramatically, to 23.6 • Adult patient newly diagnosed with cardiovascular disease and their families. • The teacher is responsible for creating an environment conducive for learning
million by the year 2030 (Mozaffarian et al., 2015). • The patient and family will need education and training (Callison, 2003).
• The patient will also need support and encouragement
• CVD is responsible for one in three deaths in the united states, which is • The patient must possess the desire to maintain good health and motivation to learn and change their behavior • The teacher will distribute resources for the student to reference (Callison,
equal to approximately one person every 40 seconds and 2,200 Americans 2003).
daily (Mozaffarian et al., 2015).
• The teacher should share thoughts and feelings without dominance (Callison,
Application of Theory 2003).
• More than 85.6 million American have some form of CVD and it has taken
more lives than all forms of cancer combined (Mozaffarian et al., 2015). Aspect Experiential Learning Theory Examples
• The teacher will lead though example, guidance, communication and will be
• Active participation an advocate for the student (Callison, 2003).
• CVD has become a global problem, rising to the number one position on View Of the Learning Process Personal act by the patient to fulfill his or her • The patients request for information
the global list of fatal diseases. The Ghisi et al., (2014) study showed a potential (Smith, 2003). • Reading the material without prompting
• Ask the patient how they can incorporate this
positive relationship between patient education on healthy nutrition and change CONCLUSIONS
behavior change. • The teacher should ask how they feel about
making a change
Affective and cognitive needs of the patient • What barriers does the patient foresee? • CVD it is a life altering condition
Lotus Of Learning
• Research has shown the amount and type of food choices impact blood (Smith, 2003). • The teacher can assist the patient with a menu
and provide positive feedback for the healthy
pressure, cholesterol and risk for CVD (de Jesus, Kahan, & Eckel, 2016). choices. • To maintain a healthy life, the patient will need to make long-term changes.
• As the patient understands a heart healthy diet,
he or she will understand how to read food • The patient understands they must make changes or face a worsening
• Dietary approaches to stop hypertension (DASH) has shown strong The patient is to become self-actualize and labels. condition.
evidence in the prevention of CVD (de Jesus, Kahan, & Eckel, 2016). Purpose Of Education autonomous (Smith, 2003). • Understand which foods to avoid.
• The patient may still have questions about food
items when they are eating out and ask for • The patient can control the flow of the information and the amount of
information. information received.
• The patient will have full knowledge of
Experiential Learning Theory Facilitate the development of the whole person nutritious heart healthy food and can make • The patient will reach self-actualization and make a permanent, healthy diet
healthy choices independently.
Educator’s Role (Smith, 2003). • The teacher will want to assess the patient
• Carl Rogers claimed two theories exist: cognitive and experiential • continue to praise the patients efforts and offer change.
learning (EL) (Kearsley, 2016). encouragement
• The patient will be able to judge his or her own • The teacher is there to facilitate the process, offer guidance, support and
success and describe areas that need work. praise.
• Successful learning occurred when the material applies to a personal Manifestations In Adult Education Andragogy self-directed learning (Smith, 2003). • They will be make food choices without
problem (Kearsley, 2016). reference material and will be living their life
with a new acceptance in their dietary patterns.
REFERENCES
• The EL has four basic components: Deaths Caused by Cardiovascular Disease
• The learning will be self-initiated 25 Billings, D.M. & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St.
Louis, MO: Elsevier. ISBN: 9780323290548
23.6
• The material learned will have a significant impact on the person Callison, D. (2003). Experiential learning. School Library Media Activities Monthly, 20(2), 36.
• The student will control the direction and flow of the personal de Jesus, J. M., Kahan, S., & Eckel, R. H. (2016). Nutrition interventions for cardiovascular
disease. Medical Clinics of North America, 100(6), 1251-1264.
20 doi:10.1016/j.mcna.2016.06.007
problem they want to solve Ghisi, Gabriela Lima de Melo, Abdallah, F., Grace, S. L., Thomas, S., & Oh, P. (2014). A
• The student will be open to change and judge their own success 17.3 systematic review of patient education in cardiac patients: Do they increase knowledge
through self-evaluation (Leonard, 2002). 15 and promote health behavior change? Patient Education and Counseling, 95(2), 160.
Doi:10.1016/j.pec.2014.01.012
Kearsley, G. (2016). The Theory Into Practice Database. Retrieved from
• EL is learning a skill through direct experience of importance to the http://InstructionalDesign.org
student (Billings & Halstead, 2016). 10 Leonard, D. C. (2002). Learning theories, A to Z. Westport, Conn: Oryx Press.
Lennie, T. A. (2015). 20 things you didn't know about nutrition and cardiovascular disease. The
Journal of Cardiovascular Nursing, 30(3), 190.
Mozaffarian, D., Benjamin, E.J., Go, A.S., Arnett, D.K., Blaha, M.J., Cushman, M., …Turner,
• Hands on work allows the student to reflect, understand the material, 5 M.B.. (2015). Heart disease and stroke statistics—2016 update: a report from the
and apply information independently (Billings & Halstead, 2016). American Heart Association. The American Heart Association Statistics Committee and
Stroke Statistics Subcommittee. Circulation. doi: 10.1161/CIR.0000000000000350
Smith, M. K. (2003). ‘Learning theory’, the encyclopedia of informal education. Retrieved from
0
2016 2030 http://infed.org/mobi/learning-theory-models-product-and-process/
Break up with Salt, 2016 Dealths Per Year