This section acquaints the preceptor or supervisor with principles of adult learning and provides guidance in developing, conducting, and evaluating training experiences. Adult learning is facilitated through an innate ability to acquire additional knowledge or skills and through environmental influences. While the preceptor or supervisor has no control over innate abilities, he can influence learning through the design of learning events, structured activities, and a supportive environment to help the learner gain knowledge and skills and to shape professional values. Learning is effective when it is purposeful and when the experiences involve both cognitive and effective skills of the learner. These laws represent Thorndike s work and its application to the adult learning process in healthcare management.
Adults learn best when they are ready to learn.
If adult learners accept the purpose of the learning activity, the learning objective is clear, and the knowledge or skill being learned is relevant, then they approach learning with eagerness. People will not learn if they see no reason for learning. While motivation is an individual responsibility, the preceptor or supervisor can encourage a readiness to learn. Things most often repeated are best retained. This law is the basis of all practice and drill in learning activities.