Psychological – Learning Ability – KidneyPal

Learning Ability

Psychological Domain

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Psychological

In the Psychological Domain, the sociodemographics that were moderately correlated were educational attainment and occupational status. These two factors had a stronger relationship to psychological quality of life (QoL) compared to the other variables, which showed only weak correlations.

Individuals with higher education or stable, fulfilling work are better equipped to handle the emotional challenges of long-term treatment. Education can improve health literacy and self-confidence, while meaningful work provides structure, social connection, and a sense of purpose. Together, these factors play a powerful role in helping patients maintain a positive mindset and emotional resilience throughout their treatment journey.

Learning Ability

The capacity to acquire and apply knowledge and skills. (WHO, 2020)

General Interventions

(For age, sex, marital status, household income, comorbidities)

1. You should break information into smaller, manageable parts.

This helps you absorb and retain information more effectively (Lopez, 2024).

2. You should use visual aids and hands-on demonstrations.

Visuals and physical engagement can improve learning and make concepts easier to grasp (Mulligan & Watson, 2020).

3. You should practice active recall and repetition.

Repeating information regularly will enhance retention and comprehension (Zhu et al., 2023).

Educational Attainment-Based: Lower Formal Education

1. You should take time to review important information slowly and at your own pace.

Repetition helps reinforce what you've learned and improves retention (Lopez, 2024).

2. You should use visual aids such as pictures or diagrams to help remember concepts more easily.

Visuals can make learning feel more tangible and understandable (Haq & Madany, 2025).

3. You should practice asking questions if you're unsure of something.

Don't hesitate to ask for clarification to ensure better understanding (Ares‑Ferreirós et al., 2025).

Educational Attainment-Based: Higher Formal Education

1. You should use structured study methods like note-taking, summarizing, or creating flashcards

These methods help organize information and make it easier to remember (Durosier, 2025)

2. You should engage in collaborative learning through group discussions or study sessions.

Collaborating with others can reinforce your understanding and highlight different perspectives (Wu et al., 2024).

3. You should prioritize regular breaks while studying to avoid fatigue and maintain focus.

Taking breaks enhances concentration and helps prevent burnout (Ellis, 2024)

Occupational Status-Based: Unemployed

1. You should set a daily schedule that includes time for learning new skills or revisiting concepts you’ve previously studied.

A consistent routine will help improve your learning capacity (Hew et al., 2023)

2. You should engage in online learning resources or community education programs to stimulate cognitive engagement.

Online courses or educational activities will keep your mind active and expand your knowledge. (Smolders & Prinsen, 2024)

3. You should find a learning partner or mentor to help guide your educational progress.

Having support will make learning easier and more rewarding. (Huang et al., 2023)

Occupational Status-Based: Employed

1. You should dedicate time outside of work hours for continuous learning.

Consistent learning helps improve your knowledge base and keeps your mind sharp (Wisetail, 2024).

2. You should use work-related tasks as learning opportunities.

Take note of new skills, concepts, or strategies at work. Learning on the job can help reinforce practical knowledge (Rozkwitalska-Welenc, 2024).

3. You should seek educational opportunities through your employer, such as workshops or training sessions.

Many employers offer programs that can enhance your skills and knowledge (Shiri et al., 2023)

References

● NANDA International. (2021). NANDA Nursing Diagnoses: Definitions and Classification, 16th Edition.
● Lopez, S. (2024). The impact of Cognitive Load Theory on the effectiveness of microlearning modules. European Journal of Education and Pedagogy, 5(2), Article 799. https://doi.org/10.24018/ejedu.2024.5.2.799
● Mulligan, E. A., & Watson, R. (2020). Differences in learning retention when teaching a manual motor skill with a visual vs written instructional aide. Journal of Chiropractic Education, 32(2), 107–114. https://doi.org/10.7899/JCE-17-19
● Zhu, Y., Pan, M., & Li, H. (2023). The influence of repeated study and repeated testing on the testing effect and the transfer effect over time. Psychonomic Bulletin & Review. Advance online publication. https://pubmed.ncbi.nlm.nih.gov/37874486/
● Lopez, S. (2024). The impact of Cognitive Load Theory on the effectiveness of microlearning modules. European Journal of Education and Pedagogy, 5(2), Article 799. https://doi.org/10.24018/ejedu.2024.5.2.799
● Haq, T. F., & Madany, N. Z. (2025). Visual media on language learning: How different visual aids affect comprehension and retention. QOSIM: Jurnal Pendidikan, Sosial & Humaniora, 3(2), 671–685. https://www.researchgate.net/publication/391720565_Visual_Media_On_Language_Learning_How_Different_Visual_Aids_Affect_Comprehension_And_Retention
● Ares‑Ferreirós, M., Alfonso Gil, S., Álvarez Martínez‑Iglesias, J. M., & Bernárdez‑Gómez, A. (2025). Metacognitive instruction on asking questions to improve reading comprehension. EduPij. https://doi.org/10.22521/edupij.2025.16.215
● Durosier, A. (2025, April 23). How to Take Effective Notes in College. Student Wellness and Success. Retrieved July 9, 2025, from https://admissions.usf.edu/blog/how-to-take-effective-notes-in-college?utm_
● Wu, T., Tang, X., Wong, S., Chen, X., Shaffer, C. A., & Chen, Y. (2024, August 26). The impact of group discussion and formation on student Performance: an experience report in a large CS1 course. arXiv.org. https://arxiv.org/abs/2408.14610?utm
● Ellis, B. (2024, September 21). 20 study tips for college students: Strategies for success - OnCampusNation.OnCampusNation.https://oncampusnation.com/20-study-tips-for-college-students-strategies-for-success/?utm
● Hew, K. F., & Cheung, W. S. (2023). Promoting engagement in online learning beyond COVID‑19: Possible strategies and directions for future research. Future of Education Research. https://doi.org/10.1002/fer3.9
● M. De Bruijn-Smolders & F.R. Prinsen (2024) Effective student engagement with blended learning: A systematic review. Volume 10, Issue 23.https://www.cell.com/heliyon/fulltext/S2405-8440%2824%2915470-9?utm
● Huang, C., Tu, Y., He, T., Han, Z., & Wu, X. (2023). Longitudinal exploration of online learning burnout: the role of social support and cognitive engagement. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-023-00693-6
● Wisetail Learning & Operations. (2024). Encouraging lifelong learning: Continuous learning in the workplace. Wisetail. Retrieved from https://wisetail.com/learn-connect/encouraging-lifelong-learning-continuous-learning-workplace/
● Bonin, H., Cazes, S., & Warhurst, C. (2022). The importance of informal learning at work. In IZA World of Labour: The importance of informal learning at work. IZA Institute of Labor Economics. Retrieved from https://wol.iza.org/articles/importance-of-informal-learning-at-work/long
● Rozkwitalska‑Welenc, M. (2024). Informal learning in new ways of working. WSB Journal of Business and Finance, 58(1), 73–79. https://doi.org/10.2478/wsbjbf-2024-0008
● Shiri, R., El‑Metwally, A., Sallinen, M., Pöyry, M., Härmä, M., & Toppinen‑Tanner, S. (2023). The role of continuing professional training or development in maintaining current employment: A systematic review. Healthcare, 11(21), 2900. https://doi.org/10.3390/healthcare11212900