The healthcare systems of the contemporary world calls for more than the involvement of the nurse and the healthcare personnel and extends beyond managing illnesses and transits to the point of enabling patients to play an active role in their health. It seeks to ensure that patients are not only free form illnesses but they also recognize the need to continue being productive and active in the society (Principi & Lamura, 2009). This in essence implies a need to foster and nature self-efficacy to achieve a desirable life and one that is productive enough to support the needs of the person and those others who may be dependent on the person. Lifelong learning has become a core component of the society today and it shifts way from the precepts of formal education where a curriculum and certification are the goals to a situation where one has to show development at a personal level and thereby impact the society around them (Okumoto, 2008). Lifelong learning can be gauged along three aspects;
Personal development: it is a concept in which one dedicated their time to learning their role in the society developing networks and ideals that enable them to be in continuous search for information and evidence that can benefit their growth. Older adults for instance are aware that the retirement phase of life is characterized by a shift of responsibilities and so much free time. This time, if invested well can actually help them become self-dependent even in their old age. It is an appropriate method that helps inculcate the idea that their retirement is not a period where they are rendered consumer by the society but where they can use their knowledge and experience to better the immediate needs such as their health and wellness (Okumoto, 2008).
Professional development: Lifelong learning is based on the idea that the world does not revolve around the work environment. It captures the globe as it as and by associating with a network that has a better grasp of this globe, there is an assurance that one can improve their delivery and productivity. Life ling learning opens up an individual to the opportunities of the ever veiling world. For instance, older adults who experienced their education at a time when technology evolved to the levels it is today, can work closely with the more informed and technology-savvy groups to help adapt to the demands of the work environment. This ultimately assures them of competitiveness in the job market and therefore eliminating doubts to their ability to sustain a quality life (Principi & Lamura, 2009).
Self-efficacy: When one is in continuous search for knowledge, creativity and innovation are significantly enhanced. This therefore exposes them to new methods of sustaining and maintaining a valuable life especially when they associate with people and groups with similar needs (Okumoto, 2008).
There are many areas that could benefit from lifelong learning. The focus in this case is in three areas that would benefit from such initiatives;
Community health: As people become more adept with the channels for lifelong learning, they tend to develop networks who share similar sentiments. When the old generation and the less deserving groups learn new measures of managing their health and utilizing whatever resources that are at their disposal, then there is a high likelihood that individual health will improve and ultimately the health of the community in which they exist. There is tendency that when a group within a society is informed, behavioral change will be visible across the other groups due to the cultural and societal influence (Okumoto, 2008).
Social services sector: As the methods of self-care and self-management gradually become a norm within the society as a result of the lifelong learning skills and knowledge, people tend to place less strain on the social services such as hospitals as they maximize the use of resources within their reach. This helps the authorities in directing the resources to other areas of need and therefore improving the wellness of the larger society (Okumoto, 2008).
Research and education sector: As lifelong learning gains a foothold in the community, it means the education and research sectors are assured of more members who are willing to assist in the dissemination of information and the search for better methods to improve the wellness of the society. The older adults in lifelong learning for instance can be a vital element for peer education to their colleagues and this ensures that health education and health promotion programs can be accomplished by people with first hand experiences on particular issues (Principi & Lamura, 2009).
References
Okumoto, K. (2008). Lifelong learning in England and Japan: three translations. Compare, 38(2), 173-188.
Principi, A., & Lamura, G. (2009). Education for older people in Italy.Educational Gerontology, 35(3), 246-259.
