]02 Now 111r11 over lilt! hook anti tlraw dia~ran,s /\ and ll. /\l'lcr you lwvc «Jr. me. : I his rend nn. /\I 1110. sl l·crl a inly yo,1 c:t,11 lc J d rn w di. iv. ram 13. The pal 11,rn ofth rec. S~f11:t res pi r 1c<l 10141. :1 h,,,. mn kc. s st;ll Sf!. Dia gr;, 1 n /\ w;1s proln, bly Ju,nk:r lo rcmcmbcr hr:c;i mw Lh<:r·c is nn shnpc _ no 111c,11,ing 111 ii. Bui lhc 1tumbc1 of line.-. fo,· each diagram w;,s cxucl ly the. s111ne. J. ikc Dia14n1111 H which is c11. sy 10 remember hcc:,usc it is. similar lo a pallcn1 you h11vc scc11 hcfr,n·. tcachin14 111ust have mcanin14 so thnl fomilics lc:arn and rcmcrnbcr more easily. Sped lie,:x Hmplcs or lww to do this arc 1. uggcstcd: 1 Analyze and process with familymemher s all leacbin~-lcarning ln1sctl on LJ~cir grw;p of ·the lived experi ence of the situation in tcrn1s of i Lc; mean in,:; for· the. sc Jf. This hm; been previously c. liscui-st!d as the r>hcnomc11olo~ic. il n,:ilily I he fomily experiences. Such II reality is (l,c 1n1lltr11 lh,11 h;is mc:. 111i1114 IJccausc lhc mcrnbe1·s a,·e f:1mili;,1· with it.. Thuy Jive it. Within the fomily's 1·e:ility, the nurse can s1~1rl with the problem which h;). s lh,e, J11(). ';I,;aliencc to the f:1111ily. 'fhc c:nuple cnn be help1·cl t/J rct:r Jgni;r. c and an. ilyzc the situ,1tion in,·clat ion In f:orn Hy g,wls ;ind ;ispirminns. The critical issuc for the family is, not knowing what to <lo given 1he 1h1·c1. 1ts/fcun; rclatr~c J with :,rvai J:.,hl!! altcrn;it,ive.-.. Thc iss LJe c:..in be used by the nurse..,-.. in cnlry point in esi..iblishirt~ u working r<. :la Liun ship wilh the. : fumily lhat c:onlinucs on lo include the other hcrc-iinc. 1-now problems such a;:; high risk pregnancy and m. ilnut·rition. 2. Tnvolve the family activ-cly in determinjn. g areas for teaching­ learnin g hased on the health tasks that member s need to perform. The family must know in advance what competencies or objec:Livl!S arc to be learned_ These must Ix: related to the health t...-isks that thr· family pcn;civc.,, must be done and 1·he f:imily's situated possjbilitics or best options based on existing and potential resources, meanings and concerns. 3. Use examples or illustration s that the family is familiar with. Analogies that are similar or congrn enl w'ith the fomily's way of organi,:ing its experiences and perceiving the world (e. g., the family's world view) are effeclive examples. To i!lustr. :ite, in explaining to rural families the concept bthincl family plannjng methoclo;, 1bc nurse can use t J1c analogy of ~1n :. gri L"llltur&I pr:;<. :tice of farmers whe11 they prune or cut-off alternating lrnd. s r,r flr;"·er\ (that n. re tor) c:l()se to cnch other in a vine) lo e!lsu re heal thy fnii1.. s. /\n1lher example is LJ1c use <Jf lhe linear drawing of the fertility cycle (rather t/rnn the circular one) in explaining NFP concepts to most couples in th1, rurnl itn:;,s. The linear drawing is similar to the families' day to day or,;. ;i lendar way of experiencing the world. Learning is an Individual Matter: Ensure Mastery of Competencie5 for Sustained Actions J\llr,w for individual diffel'enccs by letting families learn at t J1eir own speed, providing en1>ug. h time 1,, pn,c:ticc the behavior and using a variety r,f teaching methods. These an, c:ril'ical in en~uring that the families arc confident and foci competent in performing the nec:. t __ :ssary cngni Uve and psyc:homotor ski JJ. s. Some tcclmiqucs to develop mastery are I he: following: 