Ascano-Martin, F. (2008). Shift Report And SBAR. Nurse Educator, 33(5), 190-191.
In this article the reference guides for adult learning to be employed by nurses in the service are outlined. These guidelines are emphasized on as being extremely strict and thus the adherence of nurses to these guidelines is of the utmost importance. In this particular article, the guidelines entail nurses building a personal relationship with the adult in question in order to ensure that optimum service is offered by the nurse to the patient. This personal relationship will also endear the nurse to the patient in question and as such ensure that the patient is receptive of all the information provided and specified by the nurse.
Beckett, C. D., & Kipnis, G. (2009). Collaborative Communication: Integrating SBAR To Improve Quality/Patient Safety Outcomes. Journal for Healthcare Quality, 31(5), 19-28.
In this article the undivided attention of the nurse on the patient is stressed upon as a major guideline for nurses when dealing with cases of adult learning. The undivided attention of the nurse during the process will enhance the efficiency of the nurse to proportions approaching infinity as far as the process of adult learning is concerned. This undivided attention will also help the nurse to keep track of the progress made by the adult learner and in effect help the nurse assess how effectively the methods being employed are effective as far as the learning process of the adult is concerned.
Bierema, L. L. (2008). Adult Learning In The Workplace: Emotion Work Or Emotion Learning?. New Directions for Adult and Continuing Education, 2008(120), 55-64.
In this article unbiased assessment by the nurse of the adult learner is emphasized as a central part of adult learning. This means that the nurse has to be unbiased in the assessment of the progress made by the learner as per the contents of the learning guidelines. With this strict unbiasedness by the nurse and strict evaluation, it becomes clear on whether or not the methods in application are working for this particular learner or whether or not these methods need to be changed for this particular learner. This will also enable the learner to access their own personal progress as far as the process of adult learning is concerned.
Clark, M. C. (2009). Transformational Learning. New Directions for Adult and Continuing Education, 45(57), 47-56.
In this article referring to the guidelines to be employed, during adult learning by nurses a student friendly curriculum is emphasized which will be strictly adhered to by the teacher with reference to the student in order to emphasize that the adult learner grasps all the concepts necessary for the particular learning objective. The curriculum is very useful as it outlines all the activities that the learner and the teacher will have to undertake. As such, it is very important that an effective and learner friendly curriculum be put in place to ensure that the learner optimizes the learning process.
Cook, R. J. (2009). Transparency In The Delivery Of Lawful in-Services for adult learners. Canadian Medical Association Journal, 180(3), 272-273.
In this article on adult learning the attitude of the teacher is emphasized on as a major guideline pertaining to the process of adult learning. This is because the attitude of the teacher with reference to both the adult student and the adult learning process will affect the general effectiveness of the process for both the adult student and the teacher. Thus, attitude of the teacher is one of the major guidelines to be adhered to as far as the process of adult learning is concerned. The teacher must a good attitude towards both the
Denham, C. R. (2008). SBAR For Patients. Journal of Patient Safety, 4(1), 38-48.
In this article, the in service delivery methodology associated with adult learning is discussed in-depth and in a rather exhaustive manner. The in service delivery is primarily defined as service within the premises of the learner. The premises may include but not limited to the residence of the learner or any other location that is provided by the learner to be used as the official avenue for the adult learning process. Thus, it is the teacher who goes to the location provided by the student contrary to the norm where the teacher is located at a neutral position and the student goes to the teacher.
Dunsford, J. (2009). Structured Communication: Improving Patient Safety With SBAR. Nursing for Women's Health, 13(5), 384-390.
In this article, on in service delivery on adult learning respect on the part of the teacher is emphasized with reference to the sovereignty of the location provided by the adult learner. Thus the teacher must respect the location provided by the learner and use the location effectively as far as the process of adult learning is concerned.
Mezirow, J. (2008). Transformative Learning: Theory To Practice. New Directions for Adult and Continuing Education, 5(74), 5-12.
In this article, on in service delivery of adult learning the liberties of the teacher pertaining the location provided by the learner are discussed. These liberties include the right of the teacher to analyze and effectively gauge the relevance and efficiency of the location provided as far as the process of adult learning is concerned. Thus, the teacher can make suggestions affecting any changes that should be made to the location in order to optimize the adult learning process.
Sanford, K. (2005). Gendered Literacy Experiences: The Effects Of Expectation And Opportunity For men And women Learning. Journal of Adolescent & Adult Literacy, 49(4), 302-315.
This article ranks in service delivery as one of the most effective processes as far as adult learning is concerned. This is because in service delivery takes place in the comfort zone of the adult learner. Thus, the learner is in a personal and customized environment, which ensures that all learning activities are coalesced with the receptive faculties of the learner thus improving the process of adult learning.
(2005). Service Delivery for adult learning. Reproductive Health Matters, 13(26), 190-195.
In this article, the ability of the teacher to adapt and cope with the provided learning environment is discussed. Tolerance on the part of the teacher is emphasized as a necessity especially with reference to the learning space provided.
Strommen, L. T., & Mates, B. F. (2004). Learning To Love Reading: Interviews With Older men And women. Journal of Adolescent & Adult Literacy, 48(3), 188-200.
In the above article, SBAR is defined as the situation background, assessment recommendation formula. It is a term of speech employed by nurses and other medical practitioners while on the job. It is explained that this formula is good as far as team building and fostering unity are concerned.
Tisdell, E. J. (2008). Spirituality And Adult Learning. New Directions for Adult and Continuing Education, 2008(119), 27-36.
In this article, SBAR is discussed as a method, which emphasizes precise and accurate communication. This precise and accurate communication reduces the need for repetition. It also increases the efficiency of every conversation in terms of accuracy of information passed.
Whittaker, C. (2001). in-Service Delivery for adult learning. Australian Journal of Public Administration, 58(3), 128-128.
In this article the relevance of SBAR as a communication tool is discussed. SBAR helps colleagues to anticipate information. This increases their level of receptiveness as far as information in the conversation is concerned.
Woodhall, L., Vertacnik, L., & Mclaughlin, M. (2008). Implementation Of The SBAR Communication Technique In An adult learning Center. Journal of Emergency Nursing, 34(4), 314-317.
In this article, the situation aspect of SBAR is discussed. This situation is highlighted in terms of the context of the conversation. The situation also entails the medical practitioner being fully aware of all the factors in play as far as the situation or rather context of the conversation is concerned. Thus, under situation the nurse should grasp all relevant aspects of the patient such as the name and the physical appearance of the patient.
Zywica, J., & Gomez, K. (2008). Annotating To Support Learning In The Content Areas: Teaching And Learning for adults. Journal of Adolescent & Adult Literacy, 52(2), 155-165.
In this article, the background aspect of the SBAR communication paradigm is discussed. Under background the nurse should have general knowledge about the patient and the terms under which the patient is interacting with the nurse. This article is important in the context of adult learning because it helps the teacher to know exactly what is necessary in terms of background information during the adult learning process.
References
Ascano-Martin, F. (2008). Shift Report And SBAR. Nurse Educator, 33(5), 190-191.
Beckett, C. D., & Kipnis, G. (2009). Collaborative Communication: Integrating SBAR To Improve Quality/Patient Safety Outcomes. Journal for Healthcare Quality, 31(5), 19-28.
Bierema, L. L. (2008). Adult Learning In The Workplace: Emotion Work Or Emotion Learning?. New Directions for Adult and Continuing Education, 2008(120), 55-64.
Clark, M. C. (2009). Transformational Learning. New Directions for Adult and Continuing Education, 45(57), 47-56.
Cook, R. J. (2009). Transparency In The Delivery Of Lawful in-Services for adult learners. Canadian Medical Association Journal, 180(3), 272-273.
Denham, C. R. (2008). SBAR For Patients. Journal of Patient Safety, 4(1), 38-48.
Dunsford, J. (2009). Structured Communication: Improving Patient Safety With SBAR. Nursing for Women's Health, 13(5), 384-390.
Mezirow, J. (2008). Transformative Learning: Theory To Practice. New Directions for Adult and Continuing Education, 5(74), 5-12.
Sanford, K. (2005). Gendered Literacy Experiences: The Effects Of Expectation And Opportunity For men And women Learning. Journal of Adolescent & Adult Literacy, 49(4), 302-315.
(2005). Service Delivery for adult learning. Reproductive Health Matters, 13(26), 190-195.
Strommen, L. T., & Mates, B. F. (2004). Learning To Love Reading: Interviews With Older men And women. Journal of Adolescent & Adult Literacy, 48(3), 188-200.
Tisdell, E. J. (2008). Spirituality And Adult Learning. New Directions for Adult and Continuing Education, 2008(119), 27-36.
Whittaker, C. (2001). in-Service Delivery for adult learning. Australian Journal of Public Administration, 58(3), 128-128.
Woodhall, L., Vertacnik, L., & Mclaughlin, M. (2008). Implementation Of The SBAR Communication Technique In An adult learning Center. Journal of Emergency Nursing, 34(4), 314-317.
Zywica, J., & Gomez, K. (2008). Annotating To Support Learning In The Content Areas: Teaching And Learning for adults. Journal of Adolescent & Adult Literacy, 52(2), 155-165.
