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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Intellectual Disability01:29

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
Health Literacy01:21

Health Literacy

Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative programs,...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

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Learning disability education in the common foundation programme.

T Gibson1

  • 1Cardiff University, Cardiff. gibsonts@cf.ac.uk

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|August 19, 2009
PubMed
Summary
This summary is machine-generated.

This article details a university nursing program's learning disability education, aiming to improve care for patients with learning disabilities by addressing health needs and healthcare access barriers.

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Area of Science:

  • Nursing Education
  • Healthcare for People with Disabilities

Background:

  • Learning disability education is crucial for effective patient care.
  • Nurses require specific knowledge and skills to support individuals with learning disabilities.
  • Barriers in primary and secondary care hinder access for this patient group.

Purpose of the Study:

  • To outline the learning disability component within a university's common foundation nursing program.
  • To enhance knowledge, skills, and attitudes for effective care delivery to patients with learning disabilities.
  • To identify contemporary barriers to healthcare access for individuals with learning disabilities.

Main Methods:

  • Curriculum review of the learning disability component.
  • Analysis of health needs of people with learning disabilities.
  • Consideration of barriers in primary and secondary healthcare settings.

Main Results:

  • The current curriculum aims to equip nursing students with essential learning disability knowledge and skills.
  • Identified barriers include systemic issues within primary and secondary healthcare.
  • The program's content and delivery methods are detailed.

Conclusions:

  • The learning disability component is vital for preparing nurses to care for vulnerable patients.
  • Recommendations for future curriculum development are proposed.
  • Further discussion is needed on optimal pre-registration education for learning disabilities.