Adult learning theory recognizes that adults are often more self-guided than a younger student might be. In the classroom setting, the teacher should function as a facilitator, helping the students to arrive at their own knowledge and conclusions, rather than simply leading them to the facts. This approach also reflects the fact that adults often consider themselves responsible for their own decisions, which makes a "dependent" learning process less than ideal.
Adult learners have a wealth of life experiences and previous knowledge that is the foundation for any future learning that might occur. An effective nursing instructor will connect to that knowledge base and might tailor learning to include experiential learning, which is highly relevant especially to the adult student.
Adult learners need to understand why they should learn something. The relationship between theory and application in a clinical setting must always be clear. Nursing students can learn new skills, knowledge, attitudes and values when they are presented in the context of real-life situations.
A successful nursing education program will respect the adult learner and principles of adult learning. Failure to do so will decrease motivation to learn. Other external motivators include promotions and higher salaries. However, it is the internal pressures, such as desire for increased job satisfaction or quality of life, that often act as the most powerful motivator in adult learning.
Adult learning theory is especially relevant to nursing education. It creates a respectful, supportive environment in which instructors model the values necessary to nurses becoming caring, able practitioners.