Learning Levels:	Clinical Model-Hiragami Rehabilitation Practice Process	Japanese Cognitive (C)	Simpson Psychomotor (P)	Bloom Affective (A)
Dreyfus and Dreyfus	Clinical Model-Hiragami Rehabilitation Practice Process	Japanese Cognitive (C)	Simpson Psychomotor (P)	Bloom Affective (A)
1. Student	1. Clinical Features	1. Data	1. Perception	1. Receiving Phenomena
	Understanding of patient illness and medical conditions and information about the processes of medical treatment.	Unorganized facts	The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.	Awareness, willingness to hear, selected attention
	Knowing changes to current conditions and acute phase treatment information.	Unorganized facts		Awareness, willingness to hear, selected attention
2. Novice	2. Psychological Aspects	2. Information	2. Set	2. Responding to Phenomena
	Knowing the specificity of mental, psychological, intellectual, motivation, etc. Knowing deviations between pre-illness life and lifestyle habits and current conditions, etc. and current prognosis, ongoing prognosis	Organized and meaningful	Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person’s response to different situations	Active participation on the part of the learners. Attends and reacts to a particular phenomenon
3. Advanced Beginner	3. Environmental Aspects	3. Knowledge	3. Guided Response	3. Valuing
	The student will work 1 - 3 until getting used to the new knowledge and skills. Then work 4 and 5 together. The last one is 6.	Valuable information	The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.	The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment
	Know to living environment-related human, material, and institutional information.	(Chi-shiki)
	Knowing family wishes and requests, such as transfer or discharge destination, nursing circumstances, etc.
4. Competence	4.Functional Impairment Features	4. Wisdom	4. Mechanism	4. Organizing
	Awareness of the disability characteristics of the physically active and motor functions, characteristics are strengths.	Action Wisdom	This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency.	Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values
	Realizing the possibility of improvement in patient activity ability and functional recovery, etc.	(Chi-e)
5. Proficient	5. Issue Identification	5. Mind	5. Complex Overt Response	5. Characterization
	The possibility of recovery and improvement is found, and what should be done in the current situation and the action directions (intervention points) to solve the problem as soon as possible and as a priority are understandable. The best approach, which is the key to success, is found after practical trial and error.	Conscious Knowledge	The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance.	Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner.
		(Chi-shin)
6. Expert	6. Goal Setting	---	6. Adaptation	-------
	Able to set weekly milestones and practice tasks that can be achieved immediately, after one month and at the time of discharge from the hospital. To be able to reason about the realization of goal setting with rationale based on the progress of the process.	---	Skills are well developed and the individual can modify movement patterns to fit special requirements.	----------------
7. Master	7. Communication	---	7. Origination	-----------------
	Propose and communicate to the patient’s family the path and process for the patient’s life after discharge from the hospital. Share the purpose of rehabilitation (what for), goals (what to achieve by when), and strategies (how to achieve the goals) with multiple staff members “functional impairment features” and “issue extraction”	---	Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.	----------------