The Affective Domain. Introduction. Introduction

Transcription

1 The Affective Domain 1 Introduction The affective domain deals with personal issues: attitudes, beliefs, behaviors and emotions Educators believe it is one of the most difficult areas of thinking to influence Some educators believe that we cannot influence students in this area 2 Introduction Educators must carefully cultivate the ethics and values of our profession while setting aside our personal beliefs and emotions Educators must understand the degree of responsibility we accept when we step into the classroom We have a strong influence on our students They learn from and model our behaviors 3 1

2 Definition of Affective Domain The development of judgment used to determine how one will act The area of education and performance concerned with attitudes, beliefs, behaviors and emotions 4 Key Words That Describe the Affective Domain Defend Appreciate Value Model Tolerate Respect 5 Importance of Affective Domain in Education The affective domain helps develop professional judgment Judgment often determines excellence Ability determines capability and attitude determines performance The affective domain skills often make up the patient s perception of the quality of care received 6 2

3 Importance of Affective Domain in Education Ideal characteristics include: Kindness Honesty Compassion Knowledgeable 7 Examples of Importance Appreciating patient s pain level and requesting a morphine order Respecting patient s modesty and covering him or her with a sheet Defending or respecting patient s right to refuse care Modeling responsible behavior given the autonomous setting of prehospital care 8 Levels of Understanding Within the Affective Domain Receiving Responding Valuing Organization Characterization 9 3

4 Receiving Awareness of the information or value you are presenting What they are learning is important Willingness to receive the information Open mind Attention to the information Willingness to learn and accept 10 Responding A command response involves doing what is asked when required, a recall or regurgitation of the right answer according to what was taught A willingness response involves doing the right thing the right way when asked or when given other choices Satisfaction in response is when the student voluntarily does what is right and feels satisfaction 11 Valuing Acceptance of a value shows that the student is aware that the behavior has worth A preference for a value shows that the student selects this behavior over others when given a choice A commitment to a value means that the student always behaves this way and can defend or encourage this value in others 12 4

5 Organization The integration of different beliefs based on experience Good judgment comes from experience Experience often develops out of bad judgment or poor decisions Students will make mistakes 13 Characterization Behavior patterns are so ingrained that they are part of the student s lifestyle Consistency means that given a number of situations involving the same value, the reaction will be automatic, consistent, and defensible Characterization is when the person is so closely associated with the value that people may use the name of that value to describe the person 14 The Affective Domain in the Classroom Instructors are role models Provide mentors for students Be aware constantly of being observed by students Choose adjunct, skills and clinical instructors carefully to be sure they model good values Good clinicians don t always make good instructors 15 5

6 Desired Model Student Values Fairness Compassion Honesty Punctuality Dependability Preparedness Competence Professionalism Pride 16 Presentation Styles That Enhance the Affective Domain Case studies Audio tapes of 911 call Discussions Debates Role-playing Scenarios 17 Relevance and Value Give examples of when the value was clearly right Give examples of when the value improved patient care Give examples of when the value improved someone s career 18 6

7 Relevance and Value Use both EMS and real-life examples the student can relate to Use case studies that are appropriate to the field and will be encountered in their professional career Insist students meet the affective objectives of the curriculum 19 Affective Domain in the Classroom Establish classroom policies that support the affective objectives Include affective objectives in assessment and grading criteria Correct behaviors that do not model values during simulations and role play Assign students mentors and clinical faculty who also value the affective domain 20 Conclusion Teaching and measuring the affective domain is difficult; but is critical to future development within EMS The key is to develop a culture that we must care for our patients and put the patient s needs first Start early in shaping this culture 21 7