Cognitive theory is assumed to comprise a number of subtheories and is widely used in education and counseling. learning and identifying processes. Is the learner viewed as relatively passive or more active? Jean Piaget is the best known of the cognitive developmental theorists. It can be argued that emotions and feelings also need explicit focus in relation to learning in general (Goleman, 1995) and to health care in particular (Halpern, 2001). Differentiate among the basic approaches to learning for each of the five psychological learning theories. Punishment must also be consistent and at the highest reasonable level (e.g., nurses who apologize and smile as they admonish the behavior of a staff member or client are sending mixed messages and are not likely to be taken seriously or to decrease the behavior they intend). The behaviorist theory is simple and easy to use, and it encourages clear, objective analysis of observable environmental stimulus conditions, learner responses, and the effects of reinforcements on people’s actions. Write. Cognitive development. Thus, if a client is not attending to what a nurse educator is saying, perhaps because the client is weary or distracted, it would be prudent for the educator to try the explanation at another time when the client is more receptive and attentive. Nurses can apply learning theories at the individual, group, and community levels to understand and teach new material and tasks, solve problems, change unhealthy habits, build con- structive relationships, manage emotions, and develop effective behavior. Additionally, this theory takes only the environment into account, not the learner’s mind. Learning enables individuals to adapt to demands and changing circumstances and is crucial in health care—whether for patients and families grappling with ways to improve their health and adjust to their medical conditions, for students acquiring the information and skills necessary to become a nurse, or for staff nurses devising more effective approaches to educating and treating patients and one another in partnership. One of the oldest psychological theories is the. Despite the significance of learning to each individual’s development, functioning, health, and well-being, debate continues about how learning occurs, which kinds of experiences facilitate or, Until the late 19th century, most of the discussions and debates about learning were grounded in philosophy, school administration, and conventional wisdom (. This form of reinforcement involves the removal of an unpleasant stimulus through either escape conditioning or avoidance conditioning. One of Bandura’s early observations was that individuals need not have direct experiences to learn; considerable learning occurs by taking note of other people’s behavior and what happens to them. Through experimentation with animals and humans, researchers have demonstrated that the success of operant conditioning procedures partially depends on the schedule of reinforcement. To counteract this omission, the effects of social factors on perception, thought, and motivation are receiving increased attention. Nurs Forum. (2) Which kinds of experiences facilitate or hinder the learning process? Parent education practice should draw upon evidence-based 'learning theories' to help parents learn and understand the 'what, why, how and when' of required care [3,4]. Click to share on Twitter (Opens in new window), Click to share on Facebook (Opens in new window), Click to share on Google+ (Opens in new window), on Applying Learning Theories to Healthcare Practice, Stockhurst, Steingrueber, Enck, & Kloster-halfen, 2006, Beck, Cataldo, Slifer, Pulbrook, & Guhman, 2005, Crandell, Crandell, & Vander Zanden, 2012, Greene, Sommerville, Nystrom, Darley, & Cohen, 2001, Brackett, Lopes, Ivcevic, Mayer, & Salovey, 2004, Papadakis, Prince, Jones, & Strauman, 2006, Ethical, Legal, and Economic Foundations of the Educational Process, Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Next, motor learning theories and variables, including their application for teaching skills to patients and students, are addressed. Carefully planned programs using behavior modification procedures can readily be applied to health care. Outline alternative strategies for learning in a given situation using at least two different psychological learning theories. A basic gestalt principle is that psychological organization is directed toward simplicity, equilibrium, and regularity. During the course, you will develop the competence … When identifying a theory or model to guide health promotion or disease prevention programs, it is important to consider a range of factors, such as the specific health problem being addressed, the population(s) being served, and the contexts within which the program is being implemented. Dr. Belal M. Hijji, RN. Learn. U�|G��Hj�b����pĎ) &^���!`JF8�C8e��埰��p37 :�k[�)�q4o�QR��.�6���h�0����Q1`�J� y�'-��*���,`S���k��#�xx��~H4�v�4Nc4�K�U�6齆���Y��u����I;������,�D��3� #��X��h�2I�(��b�O���T W��SՎW�1��FS!%�Z5J�������{���w�M��e%�AtJz{�[���l[�J��� R��:���|��Q�FW�FS���J�����ɗi�Ti��[L�PY͇h�2Ӑ�K�=OF Terms in this set (18) Information processing . What are the contributions and criticisms of each learning theory? First, the basic psychological principles of learning advocated by behaviorist, cognitive, social learning, psychodynamic, and humanistic theories are summarized and illustrated with examples from psychology and healthcare research. For example, computerized instruction and tutorials for patients and staff rely heavily on operant conditioning principles in structuring learning programs. Learning is. Chapter 3 - Applying Learning Theories to Healthcare Practice. How can the program balance expectations between ideal and practical considerations? PLAY. 1. Long-term memory involves the organization of information by using a preferred, The last stage in the memory-processing model involves the action or response that the individual undertakes on the basis of how information was processed and stored. I discussed the application of adult learning theory (andragogy), self-directed learning, self-efficacy, constructivism and reflective practice to the work of medical educators (Kaufman 2003). Second, adult developmental psychologists and gerontologists have proposed advanced stages of reasoning in adulthood that go beyond formal operations. Research indicates that the development of these attributes in self and patients is associated with a greater likelihood of healthy behavior, psychological well-being, optimism, and meaningful social interactions (, A significant benefit of the cognitive theory to health care is its encouragement of recognizing and appreciating individuality and diversity in how people learn and process experiences. Drawing heavily from gestalt psychology and developmental psychology, social constructivists take issue with some of the highly rational assumptions of the information-processing view and build on the work of John Dewey, Jean Piaget, and Lev Vygotsky (, According to this view, the players in any healthcare setting may have differing perspectives on external reality, including distorted perceptions and interpretations. What Helps Ensure That Learning Becomes Relatively Permanent? Health care management is a growing field. The purpose of punishment is not to do harm or to serve as a release for anger; rather, the goal is to decrease a specific behavior and to instill self-discipline. The chapter is organized as follows. However, the application of behavioral theory in clinical training is especially important to nursing.Due to the Thorndike opinion, the main principles of educational providing include the clarity of objectives in education, organizing the contents from simple to complex, emphasis on the evaluation …Thorndike opinion, the main principles of Whether used singly or in combination, learning theories have much to offer the practice of health care. Not every client, for example, finds health practitioners’ terms of endearment rewarding. Transfer is aided by a similarity in the stimuli and responses in the learning situation and those encountered in future situations where the response is to be performed. ries, and most importantly, how best to apply theory to practice. Learning Theories (Bigge & Shermis, 1992; higard and bower, 1996; Hill, 1990) is a coherent framework and set of integrated. When applied to health care, cognitive theory has proved useful in formulating exercise programs. Cognitive learning theory includes several wellknown perspectives, such as gestalt, information processing, human development, social constructivism, and social cognition theory. 6 For example, within the instrumental learning theories, frameworks that measure clinical performance and competence are originally derived from the behavioral theories, 24 while concept maps are derived from the cognitivism. Gravity. Research indicates that role models with high status and competence are more likely to be observed, although the learner’s own characteristics (e.g., needs, self-esteem, competence) may be the more significant determiner of attention. The information-processing perspective is particularly helpful for assessing problems in acquiring, remembering, and recalling information. Cognitive learning—a highly, Cognitive theorists, unlike behaviorists, maintain that reward is not necessary for learning to take place. Certain respondent conditioning concepts are especially useful in the healthcare setting. Applying learning theories and instructional design models for effective instruction Mohammed K. Khalil and Ihsan A. Elkhider University of South Carolina School of Medicine, Greenville, South Carolina Submitted 8 September 2015; accepted in final form 25 January 2016 Khalil MK, Elkhider IA. Thus, if the visitor who became dizzy in one hospital subsequently goes to other hospitals to see relatives or friends without smelling offensive odors, then her discomfort and anxiety about hospitals may lessen after several such experiences. Comments such as “Very nice job, dear,” may be presumptuous or offensive to some clients. Consider an example from health care. A second issue involves the timing of reinforcement. This paper will focus on the social learning theory and its application to the teaching-learning process in nursing. Spell. Applying Learning Theories to Healthcare. More important are learners’ goals and expectations, which create disequilibrium, imbalance, and tension that motivate learners to act. The next learning theory combines principles from both the behaviorist and cognitive theories. tmjenner. Identify the differences and similarities in the psychological learning theories specific to (a) the basic procedures of learning, (b) the assumptions made about the learning, (c) the task of the educator, (d) the sources of motivation, and (e) the way in which the transfer of learning is facilitated. We have a paucity of theoretically de- rived, empirically tested practice guidelines. The construction and testing of learning theories over the past century contributed much to the understanding of how individuals acquire knowledge and change their ways of thinking, feeling, and behaving. Focusing mainly on what is directly observable, behaviorists view learning as the product of the stimulus conditions (S) and the responses (R) that follow—sometimes termed the S-R model of learning. This is because learning is the result of connections that are made between the stimulus conditions in the environment as well as the individual response, which follows. Focusing on responses and behavior to considering the role of mental processes in learning condition for any to. Paucity of theoretically de- rived, empirically tested practice guidelines that can inform.... Variables, including their application for teaching skills to patients and staff rely heavily on operant conditioning procedures that is! Assumed to comprise a number of subtheories and is widely used in education and clinical.! As “ Very nice job, dear, ” may be presumptuous or offensive to clients... Have a paucity of theoretically de- rived, empirically tested practice guidelines learning … that [. 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