Cardiopulmonary Resuscitation (CPR) Class Given

¶ … cardiopulmonary resuscitation (CPR) class given by the American Heart Association (AHA). The class seemed to incorporate adult learning theory in some respects. For example, the instructor mentioned that some people learn better from reading whereas others tend to learn better from watching demonstrations or from practicing procedures themselves. She explained that a certain amount of all three types of learning would be necessary but that she would allow individuals to determine for themselves where to focus the majority of their efforts to learn the course material. While this was not an online learning environment, it seemed to parallel the fundamental principle of self-directed and experiential learning theories outlined by Cercone (2008).

Generally, adult learning differs substantially from early learning in that adults are more capable of benefiting from specific learning strategies that match their optimal learning styles (Brookfield, 1995). To some degree, this is simply because learning motivation (or its absence) in children makes it impractical to distinguish obstinacy from learning style preference. Unlike children, adults in learning environments are usually voluntary rather than reluctant participants. More specifically, there are four major aspects of learning that are applicable to most adult learning scenarios: self-directed learning, critical reflection, experiential learning, and learning to learn. In that regard, chronological age is only one relevant factor, along with culture, ethnicity, personality, political ethos, and gender (Brookfield, 1995).

According to the literature, adult learning principles are useful in various clinical settings, such as in relation to new employee orientation and training (Hohler, 2003), and also in relation to patient education, such as in connection with teaching program for peritoneal dialysis using adult learning principles (Hall, Duffy, Lizak, et al., 2004). In my clinical practice I have observed the usefulness of considering learning approaches based on the specific preferences and abilities of individual patients. Some patients benefit the most from detailed verbal and quasi-academic explanations of clinical issues; others have limited attention span and interest in the academic approach and require practical demonstrations to help them conceptualize the principles involved. Still others must actually undergo the experience of trying to perform procedures themselves under guidance to learn effectively.