Adult Learning Plan that Overcomes Learning Barriers - Essay Example

Adult Learning Plan That Overcomes Learning Barriers Adult learning is faced with several barriers. This paper will focus on how adult learning can be used to minimize or manage work stress through workshops. The paper will also articulate on the best practices of how adult learning can be enhanced in order to counteract barriers of adult learning. The audience, topic, and relevant circumstances about how to minimize or manage work stress through workshops Adult learning involves teaching adults. In this regard, it is apparent that adults in the education context can be argued to possess different features from those of children. The same applies to adult learning educators; they must possess distinct features different from those of child educators (Billings & Halstead, 2012). In order to clearly understand what adult learning entails, it is necessary to have an overview of its principles. In general, adult learning involves the learner’s need to know, prior experience of the learner, orientation of learning, self-concept of the learner, readiness to learn, and motivation to learn. In my current practice setting, there have been efforts to enhance adult learning in order to improve performance by all workers. Specifically, the concern has been on how to minimize or manage work stress through workshops. However, this has not come without significant challenges both to educators and learners. Nevertheless, through application of adult learning principles, I can argue that the program is on the right course. How this learning experience is currently being conducted In the past few decades, adult learning through workshops has been on the increase due to different organizations and individual adults seeking to advance their capabilities in different lines of performance (Denig, 2004). For example, in healthcare provision, clinics, hospitals, and private institutions offering care services are more efficient in seeking adult learning. However, these efforts are faced with several challenges. For example, accessibility is one of the major challenges as far as adult learning is concerned. Accessibility in tradition higher education acts as a greater disadvantage for working class (Merriam, 1993). This may be as a result of barriers like flexibilities, time, and institutional methods. In fact, most adult learners have families to attend to, and these complicate things as they have to find time for their jobs and their families too. In this regard, application of adult learning theory is considered ideal in enhancing adult learning. It does not only shade some lights on what is expected of the adult educator, but also on the adult learner (Svinicki & McKeachie, 2011). Adult learning theory was developed by Malcolm Knowles and Jane Vella. Their main focus was on how adults learn best from the perspective of their experiences as they connect these experiences to the learning process (Denig, 2004). In light with this, it can be argue that, for example, the learning program in our hospital where nurses attend workshops in relation to stress management is highly connected to adult learning theory. Therefore, if Knowles and Vella’s argument is something to go by, then, nurses’ attendance to stress management workshop can be effective since they would be in apposition to relate what they learn with their life experiences (Billings & Halstead, 2012). In this case, several instances of stress and ways through which stress have had made it difficult for nurses to manage would help a great deal. According to adult learning theory, adult learners need to be respected (Billings & Halstead, 2012). This can be argued to be the primary concern for many adult learners. Adult learners are different from children learners. Any teaching method that would insinuate that that adults do not understand what they are taught can create a notion to the adult learner that the educator does not respect the. Therefore, educators in the stress management program designed for nurses from our organization have to be attentive when instructing adult learners. In the contemporary world, many institutions and adult educators are using adult learning theory to enrich their teachings. It is also apparent that when adult learners feel respected, they see the immediate usefulness of the learning. Unlike in children learning where most of learning is teacher-centered learning, in adult learning, student learning is highly endorsed because it helps in engaging the learner in the learning process (Kristen, 2009). In this regard, it can be argued that when adults are engaged in the learning, they understand the context of the learning better (Svinicki & McKeachie, 2011). In addition to this, when adults, for example, take a course in stress management, this makes them feel the topic is relevant to their lives since everyone experiences stress at different contexts. In this regard, adult learners need to point out clearly about the importance and benefits of learning. In order to cultivate motivation, adult educators are making sure that learning materials are not too hard or too simple for the adult learners. Critiques of the existing plan of adult learning theory and student-centeredness There are several similarities of modalities of adult learning theory and student-centered learning. In essence, it can be argued that the two have a commonality of emphasizing on the needs of students (Merriam, 1993). Although these are argued to play a greater positive role in enhancing learning, it can also be argued that they in some ways act as a barrier to effective learning. For example, when students have to contribute to what they would like to learn in a given week or lesson as it is advocated by adult learning theory, the focus of learning may shift from standard requirements of learning in order to suit the needs of the student. In fact, just as much as learners expect to be respected, it is equally imperative that educators be respected too. A learning environment in which educators feel disrespected may end up affecting the learning process. Another important issue of concern is the idea proposed by adult learning theory that the adult educator should make sure that learning materials are not too hard or too simple for the learners (Kristen, 2009). What this means is that the educator has to adjust course materials so that they can fit the needs of the learners. In other words, the set standard for learning materials will be compromised in the process of adjusting the. The implication of this is that, when learners get to apply what they learnt, in class in their work places, there may be difficulties in handling different situations. For example, if the educator used to reduce complexity of learning material, it is most likely that learners would face difficulties when handling related complex situations in their work place. How plan could be improved As a long as the seven principles of adult learning are adhered to, it is possible to have the plan for improvement of stress management skills to be achieved. For example, it is apparent that nurses have a lot of issues both in their workplaces and in their private lives that puts them in danger of being stressed up. In this regard, if they decide to seek assistance from acquiring the necessary knowledge on how to manage stress from home and their work based problems, they most likely would succeed in managing stress (Schwartzberg, 2002). Additionally, organization or employer can motivate employees or the adult learner by advocating for the use of available means of learning in the organization. For example, the employer may motivate the employee by sponsoring adult learning programs as a way of rewarding employees that perform well in their duties. However, there should be a balance to those workers who execute their duties well and those who fail to perform. The reason for this could be that underperforming employees could in some ways be influenced by some of the issues that adult learning could have eliminated. Therefore, the organization can decide to subsidize the program to its employees. Besides, in the long-run, the organization would also benefit if employees are knowledgeable n how they can manage stress. On the other hand, the learner must have a positive attitude to the program and know that the program is there to help them (Billings & Halstead, 2012). This can be achieved through them being ready to learn. This includes accepting the fact that the program will consume their time, and perhaps, the program would cost them some money. In this regard, the learner would be ready to learn even with challenges associated with the learning program. In addition to this, organizations should understand that it is their mandates to encourage employees undertake such programs for their own good and that of the organization. Expected outcomes and ways of evaluating the effectiveness of the new plan It is evident that nurses undergo stressful moments in the course of their duties. Developing a stress management plan through workshops can be of help to them. This would not only help them manage their stress related issues, but also help them solve workplace-based problems (Schwartzberg, 2002). Since the adult learning principles will be applied in the learning plan, nurses will be motivated to learn (Tomlin & Blakely, 2008). This is true because principles like respect, engagement, and relevancy of the learning will motivate them (Kristen, 2009). The effectiveness of this plan could be evaluated in several ways. Firstly, a simple test would be used to evaluate the level of knowledge nurses obtained from the plan (Denig, 2004). This could be in the form of setting multiple choice questions and setting up scenario questions that require them to respond using application of what they learnt in the workshop. For those learners who will have gained knowledge from the workshop, they would be in a position to effectively respond to the questions without difficulties. Setting up real life scenarios in the work place that requires nurses to apply what they learned to manage stress could also be used to evaluate how effective the plan is. References: Billings, D. & Halstead, J. (2012). Teaching in nursing: a guide for faculty. St. Louis, Mo.: Elsevier/Saunders. Denig, S. J. (2004). Multiple intelligences and learning styles: Two complementary dimensions. Teachers College Record, 106, 1: 96-111. Kristen, M. (2009). Implementing adult learning principles to overcome barriers of learning in continuing higher education programs. Online Journal of Workforce Education and Development, 3, 4: 1-10. Merriam, S. (1993). An update on adult learning theory. San Francisco: Jossey-Bass. Tomlin, A. & Blakely, P. (2008). Adult education: issues and developments. New York: Nova Science Publishers. Schwartzberg, J. G. (2002). Low health literacy: What do your patients really understand? Nursing Economics, 20(3), 145–147. Svinicki, M., & McKeachie, W. J. (2011). McKeachies teaching tips: Strategies, research, and theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth. Read More