ANCC NPD Certification
Which group of learners will most likely appreciate immediate feedback and responses from
their nurse leaders and educators? - ANSMillennial nurses
What are core concepts of the Adult Learning Principles? - ANS1) Why they need to learn
(present rationale for attending educational activities)
2) Applicable to daily life (design information to be directly applicable to work or personal
situations)
3) Internal and External motivators (internal = self esteem, job satisfaction,; external = pay,
promotion, recognition)
4) Integrate their life experiences into learning (encouraging sharing)
5) Self-directed learning (encourage participation and opportunities for adults to control what
and how they learn)
Learning Theory: Behaviorism - ANSStimulus --> Response
Respondent conditioning: responses are reflexes
Operant conditioning: desired responses are reinforced to encourage frequency
Educator designs learning to produce desired behavior and eliminate undesired behavior
(repetition)
Learning Theory: Cognitive Learning - ANSLearners use thinking skills to understand, process,
and incorporate new learning
Motivation for learning stems from the learner's perception of the gap between current
knowledge/goals and expected knowledge and goals
educator considers each learner's past, perceptions, processing ability, and social influences
and designs education accordingly
Learning Theory: Humanism - ANSEach person's learning depends on self-direction,
self-evaluation, self-concept, self-discovery, and internal motiviations
educator facilitates learning but does not serve as the source of all information
Learning Theory: Multiple Intelligence Theory - ANSeach person has 8 "intelligences" that form
the basis of learning
Intelligences: kinesthetic, spatial, linguistic, logical, musical, interpersonal, intrapersonal,
naturalist
,Educator can use intelligences to design educational experiences
Characteristics of the Adult Learner - ANS-Unique backgrounds and knowledge bases
-Voluntary and problem-centered learners
-Bear multiple aspects of life responsibilities
-Desire to be respected as a peer during learning events
-Bring skills and past experiences to learning environments
-Less flexibility in adopting new beliefs/concepts
-Negative learning experiences in their past
-Require special adjustments based on capabilities
Kolb's Experiential Learning Model - ANSEmphasizes that adult learners attach meaning to
experience, not just the collection of experiences; includes 2 dimensions: processing and
perception
Kolb's Experiential Learning Model:4 Modes of Learning - ANS1) Concrete experience (feeling)
2) Reflective observation (watching)
3) Abstract Conceptualization (thinking)
4) Active Experimentation (doing)
Kolb's Experiential Learning Model: Learning Styles - ANS1) Diverger (feeling and watching):
sensitive, people-oriented
2) Assimilator (watching and thinking): idea and concept oriented
3) Converger (thinking and doing): deductive reasoning, solution oriented
4) Accommodator (feeling and doing): trial and error, fact oriented
VARK learning styles - ANSVisual, Aural, Read/Write, Kinesthetic
VARK learning styles: Visual - ANSPassive; prefer images, color, mental pictures, handouts
VARK Learning styles: Auditory - ANSpassive; prefer listening to recordings, lectures, or
dialogue or reading aloud to themselves
VARK Learning styles: Aural - ANSpassive; prefer music or sound-enhanced presentations, may
like to study with music playing in the background
VARK learning styles: verbal - ANSactive; prefer written and spoken words, such as in debates,
verbal simulations, discussions, and concept papers
VARK learning styles: kinsethetic - ANSactive; prefer experiential activities such as hands-on
simulation and demonstrations; may study by creating personal study cards or by frequenting
the practice laboratory
, Benner's Novice to Expert Model of Skill Acquisition - ANS1) Novice (new student): no
experience or nursing background
2) advanced beginner (nursing school graduate); basic knowledge and experience; can extract
meaningful components and recurrent themes
3) Competent (~2-3 years); some mastery. daily performance is adequate
4) proficient L can identify variations and modify plans accordingly; better grasp of "big picture"
aspects of problems
5) Expert: intuitive grasp on core problem in each situation and uses creativity to effectively
problem-solve
Generations: Veterans - ANSBorn 1925-1945
-value rules, traditions, hard work, and experience
-prefer formal learning environments
Generations: Baby Boomers - ANSBorn 1946-1964
-value teamwork, personal gratification, and success
-prefer team activities that recognize life experiences and equality
Generations: Gen X - ANSBorn 1964-1980
-value flexibility, work-life balance, self-loyalty, and self-direction
-prefer stimulating fun environments at convenient times for them
Generations: Gen Y/Millenials - ANSBorn 1981-2001
-Value technology, world vision, diversity, knowledge, and skills
-prefer learning environments that are creative and interactive with immediate feedback
Generations: Gen Z - ANSBorn: 1998-2016
-Value technology, social media, diversity, inclusivity, tolerance, and societal norms
-Have less optimism about the future than other generations
-may prefer learning environments that incorporate gaming, video clips, and online activities
Bloom's Learning Domains (Taxonomy): Cognitive - ANSknowledge and thinking processes;
facts
- behavior levels: knowledge, comprehension, application, analysis, synthesis, evaluation
-learning methods: lecture, individual instruction, independent study
Bloom's Learning Domains (Taxonomy): Affective - ANSEmotional aspects of learning; feeling
Which group of learners will most likely appreciate immediate feedback and responses from
their nurse leaders and educators? - ANSMillennial nurses
What are core concepts of the Adult Learning Principles? - ANS1) Why they need to learn
(present rationale for attending educational activities)
2) Applicable to daily life (design information to be directly applicable to work or personal
situations)
3) Internal and External motivators (internal = self esteem, job satisfaction,; external = pay,
promotion, recognition)
4) Integrate their life experiences into learning (encouraging sharing)
5) Self-directed learning (encourage participation and opportunities for adults to control what
and how they learn)
Learning Theory: Behaviorism - ANSStimulus --> Response
Respondent conditioning: responses are reflexes
Operant conditioning: desired responses are reinforced to encourage frequency
Educator designs learning to produce desired behavior and eliminate undesired behavior
(repetition)
Learning Theory: Cognitive Learning - ANSLearners use thinking skills to understand, process,
and incorporate new learning
Motivation for learning stems from the learner's perception of the gap between current
knowledge/goals and expected knowledge and goals
educator considers each learner's past, perceptions, processing ability, and social influences
and designs education accordingly
Learning Theory: Humanism - ANSEach person's learning depends on self-direction,
self-evaluation, self-concept, self-discovery, and internal motiviations
educator facilitates learning but does not serve as the source of all information
Learning Theory: Multiple Intelligence Theory - ANSeach person has 8 "intelligences" that form
the basis of learning
Intelligences: kinesthetic, spatial, linguistic, logical, musical, interpersonal, intrapersonal,
naturalist
,Educator can use intelligences to design educational experiences
Characteristics of the Adult Learner - ANS-Unique backgrounds and knowledge bases
-Voluntary and problem-centered learners
-Bear multiple aspects of life responsibilities
-Desire to be respected as a peer during learning events
-Bring skills and past experiences to learning environments
-Less flexibility in adopting new beliefs/concepts
-Negative learning experiences in their past
-Require special adjustments based on capabilities
Kolb's Experiential Learning Model - ANSEmphasizes that adult learners attach meaning to
experience, not just the collection of experiences; includes 2 dimensions: processing and
perception
Kolb's Experiential Learning Model:4 Modes of Learning - ANS1) Concrete experience (feeling)
2) Reflective observation (watching)
3) Abstract Conceptualization (thinking)
4) Active Experimentation (doing)
Kolb's Experiential Learning Model: Learning Styles - ANS1) Diverger (feeling and watching):
sensitive, people-oriented
2) Assimilator (watching and thinking): idea and concept oriented
3) Converger (thinking and doing): deductive reasoning, solution oriented
4) Accommodator (feeling and doing): trial and error, fact oriented
VARK learning styles - ANSVisual, Aural, Read/Write, Kinesthetic
VARK learning styles: Visual - ANSPassive; prefer images, color, mental pictures, handouts
VARK Learning styles: Auditory - ANSpassive; prefer listening to recordings, lectures, or
dialogue or reading aloud to themselves
VARK Learning styles: Aural - ANSpassive; prefer music or sound-enhanced presentations, may
like to study with music playing in the background
VARK learning styles: verbal - ANSactive; prefer written and spoken words, such as in debates,
verbal simulations, discussions, and concept papers
VARK learning styles: kinsethetic - ANSactive; prefer experiential activities such as hands-on
simulation and demonstrations; may study by creating personal study cards or by frequenting
the practice laboratory
, Benner's Novice to Expert Model of Skill Acquisition - ANS1) Novice (new student): no
experience or nursing background
2) advanced beginner (nursing school graduate); basic knowledge and experience; can extract
meaningful components and recurrent themes
3) Competent (~2-3 years); some mastery. daily performance is adequate
4) proficient L can identify variations and modify plans accordingly; better grasp of "big picture"
aspects of problems
5) Expert: intuitive grasp on core problem in each situation and uses creativity to effectively
problem-solve
Generations: Veterans - ANSBorn 1925-1945
-value rules, traditions, hard work, and experience
-prefer formal learning environments
Generations: Baby Boomers - ANSBorn 1946-1964
-value teamwork, personal gratification, and success
-prefer team activities that recognize life experiences and equality
Generations: Gen X - ANSBorn 1964-1980
-value flexibility, work-life balance, self-loyalty, and self-direction
-prefer stimulating fun environments at convenient times for them
Generations: Gen Y/Millenials - ANSBorn 1981-2001
-Value technology, world vision, diversity, knowledge, and skills
-prefer learning environments that are creative and interactive with immediate feedback
Generations: Gen Z - ANSBorn: 1998-2016
-Value technology, social media, diversity, inclusivity, tolerance, and societal norms
-Have less optimism about the future than other generations
-may prefer learning environments that incorporate gaming, video clips, and online activities
Bloom's Learning Domains (Taxonomy): Cognitive - ANSknowledge and thinking processes;
facts
- behavior levels: knowledge, comprehension, application, analysis, synthesis, evaluation
-learning methods: lecture, individual instruction, independent study
Bloom's Learning Domains (Taxonomy): Affective - ANSEmotional aspects of learning; feeling
