2012 Save the Dates


July 12, 2012
ANCC's Annual Symposium on Continuing Nursing Education 
Westin Boston Waterfront — Boston Massachusetts

October 25, 2012
ANCC Accreditation Workshop
2012 Professional Nurse Educators Group Conference (PNEG)
Courtyard Downtown Philadelphia Marriott — Philadelphia, Pennsylvania



ANCC is the world's largest and most prestigious nurse credentialing organization, and a subsidiary of the American Nurses Association (ANA).

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ANCC is the only nurse credentialing organization to successfully achieve ISO 9001:2008 certification in the design, development, and delivery of global credentialing services and support products for nurses and healthcare organizations.

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  • Adult Learning Theory

    • Principles of Adult Learning Theory

    1. Adults need to know why they need to learn something before undertaking to learn it.
    2. Adults have a self-concept of being responsible for their own decisions. Thus self-directed learning is much more effective than 'dependent' learning.
    3. Adults have a large amount of diverse experiences. To an adult, experience is not something that happens to him, it is him. To ignore or devalue the adult's experiences is perceived by the adult as ignoring or devalue the person of the adult. The experiences of the adult provide great learning resources for that adult. These resources can best be utilized by individualizing the teaching and learning strategies used. Experiential learning is especially effective with adults.
    4. Adults become ready to learn when the subject includes those things they need to know and be able to do to cope effectively with their real-life situations. Some ways to develop this readiness to learn are exposure to models of superior performance, career counseling, simulation exercises, etc.
    5. Somewhat related to the above: adults learn new knowledge, understandings, skills, values, and attitudes most effectively when they are presented in the context of application to real-life situations.
    6. The normal adult motivation to keep growing and developing is frequently blocked by such barriers as negative self-concept as a student, inaccessibility of opportunities or resources, time constraints, and programs that violate principles of adult learning. The most potent motivators for adults are internal pressures. Some examples are desire for increased job satisfaction, self-esteem, quality of like, etc. Some examples of external motivators are promotions, higher salaries, better jobs, etc.
    Bibliography
    1. Houle, Cyril O. Continuing Your Education. New York: McGraw-Hill, 1964.
    2. Houle, Cyril O. The Design of Education. San Francisco: Jossey-Bass, 1980.
    3. Houle, Cyril O. The Inquiring Mind. Madison: University of Wisconsin Press, 1961.
    4. Houle, Cyril O. Continuing Learning in the Professions. San Francisco: Jossey-Bass, 1980.
    5. Houle, Cyril O. Patterns of Learning: New Perspectives on Life-Span Education. Sand Francisco: Jossey-Bass, 1984.
    6. Knowles, Malcolm A. The Adult Learner: A Neglected Species. Houston: Gulf Publishing Company, 1973, 1978, 1984, 1990.
    7. Taba, H. Curriculum Development Theory and Practice. New York: Harcourt, Brace and World, 1962.
    8. Tough, A. The Adult Learning Projects. Toronto: Ontario Institute for Studies in Education, 1971, 1979.
    9. Tyler, R. W. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago press, 1950.
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