Use Theory to Match Readiness and Change

Readiness is specific to the task and moment

Readiness to learn asks whether a person can attend to, understand, and use instruction now. Assess immediate priorities, symptoms, pain, fatigue, emotion, cognition, language, sensory access, prior knowledge, perceived relevance, support, time, and a safe chance to practice. A person in distress may value the topic but be unable to learn a complex procedure. Stabilize urgent needs, teach the minimum safety action, provide an accessible reference, involve an authorized support person when appropriate, and arrange follow-up. Do not label the learner unmotivated because the timing, format, or environment is poor. Readiness can differ across tasks within the same encounter.