Title: Nurse as Educator Principles of Teaching and Learning for Nursing Practice
1Nurse as EducatorPrinciples of Teaching and
Learning for Nursing Practice
- Susan B. Bastable
- Chapter 3
- Applying Learning Theories to Healthcare Practice
2Chapter Highlights
- Learning Theories
- Comparison of Learning Theories
- Common Principles of Learning
3Objectives
- Differentiate among the basic approaches to
learning for each of the five learning theories. - Define the principle constructs of each learning
theory. - Give an example applying each theory to changing
the attitudes and behaviors of learners in a
specific situation.
4Objectives Cont.
- Outline alternative strategies for learning in a
given situation using at least two different
learning theories. - Identify the differences and similarities in the
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.
5Learning
- A relatively permanent change in mental
processing, emotional functioning, and/or
behavior as a result of experiences - Lifelong process
- A learning theory is a coherent framework and set
of integrated constructs and principles that
describe, explain, or predict how people learn.
6Behaviorist Learning Theory
- Behavior that is directly observable
- Learning is the product of the stimulus
conditions (S) and the responses (R) that follow
7Behaviorist Learning TheoryRespondent
Conditioning
- Emphasizes the importance of stimulus conditions
and the associations formed in the learning
process - A neutral stimulus (NS) is pared with a naturally
occurring unconditioned stimulus (UCS) and
unconditional response (UCR
8Behaviorist Learning TheoryStimulus
Generalization and Discrimination Learning
- Stimulus Generalization is the tendency of
initial learning experiences to be easily applies
to similar stimuli. - With more varied experiences, individuals learn
to differentiate among similar stimuli, and
discrimination learning occurs.
9Behaviorist Learning TheorySpontaneous Recovery
- A response may appear to be extinguished, it may
recover and appear at any time, especially when
the stimulus conditions are similar to those in
the initial learning experience
10Behaviorist Learning TheoryOperant Conditioning
- Developed by B. F. Skinner
- Focuses on the behavior of the organism and the
reinforcement that occurs after the response - A reinforcer is a stimulus or event applied after
the response that strengthens the probability
that the response will happen again.
11Behaviorist Learning TheoryOperant Conditioning
- Using positive reinforcement greatly enhances the
likelihood that a response will be repeated in a
similar circumstances. - Negative reinforcement involves the removal of an
unpleasant stimulus through either escape
conditioning or avoidance conditioning. - Negative reinforcement relates to timing
12Behaviorist Learning TheoryEscape Conditioning
and Avoidance Conditioning
- Escape conditioning is an unpleasant stimulus is
being applied, the individual responds in some
way that causes the uncomfortable stimulation to
cease. - In avoidance conditioning, the unpleasant
stimulus is anticipated rather than being applied
directly.
13Behaviorist Learning TheoryOperant Conditioning
- Behaviors may be decreased through either
non-reinforcement or punishment. - Punishment may also be employed as a way to
decrease response. - If punishment is employed, it should be
administered immediately after the response - Punishment should not be prolonged
- The goal is to decrease a specific behavior and
to instill self-discipline
14Cognitive Learning Theory
- Stresses the importance of what goes on inside
the learner. - The key to learning and changing is the
individuals cognition (perception, thought,
memory, and ways of processing and structuring
information. - To learn individuals must change their cognition.
- Reward is not necessary for learning.
15Cognitive Learning Theory
- Gestalt Perspective emphasizes the importance of
perception in learning. The whole is greater
than the sum of the parts. - Information Processing emphasizes thinking
processes thought, reasoning, the way
information is encountered and stored, and memory
functioning. - 1st paying attention to environmental stimuli
- 2nd Information is processed by the senses.
- 3rd Information is transformed and incorporated.
- 4th action or response that the individual makes
16Cognitive Learning Theory
- 9 events that activate effective learning
- Gain the learners attention (reception)
- Inform the learner of the objectives and
expectations (expectancy) - Stimulate the learners recall of prior learning
(retrieval) - Present information (selective perception)
- Provide guidance to facilitate the learners
understanding (semantic encoding)
17Cognitive Learning Theory
- 9 events that activate effective learning
- Have the learner demonstrate the information or
skill (responding) - Give feedback to the learner (reinforcement)
- Assess the learners performance (retrieval)
- Work to enhance retention and transfer through
application and varied practice (generalization)
18Social Learning Theory
- Social Learning Theory much of learning occurs
by observation-watching other people and
discerning what happens to them. - Role modeling is a central concept of the theory.
19Attentional Phase Observation of Role Model
Retention Phase Processing and representation
in memory
Reproduction Phase Memory guides performance of
models actions
Motivational Phase Influenced by vicarious
reinforcement and punishment
Performance
Role Model demonstrates behavior, which is
perceived by the learner to be reinforced.
20Psychodynamic Learning Theory
- PLT a theory of motivation stressing emotions
rather that cognition and responses, also
emphasizes the importance of conscious and
unconscious forces in guiding behavior,
personality conflicts, and the enduring effects
of childhood experiences - Individuals may or may not be aware of their
motivations and why they feel, think, and act as
they do.
21Psychodynamic Learning Theory
- This approach reminds health professionals to pay
attention to emotions, unconscious motivations,
and the psychological growth and development of
all those involved in health care and learning.
22Humanistic Learning Theory
- HLT is the assumption that each individual is
unique and that all individuals have a desire to
grow in a positive way. - Motivational Theory
- Maslows hierarchy of needs.
- Physiological
- Safety
- Belonging and Love
- Esteem
- Self-Actualization
23Self-Actualization need to fulfill ones
potential
Esteem need to be perceived as competent, have
confidence
Safety need for security, stability, structure,
and protection as well as freedom from fear
Physiological and to have basic survival needs
met (food, water, warmth, sleep)
24Common Principles of Learning
- How does learning occur?
- Learning takes place as individuals interact with
their environment and incorporate new information
or experiences with prior knowledge. - Learners often have a preferred mode for taking
in information (visual, motor, auditory,
symbolic)
25Common Principles of Learning
- What kinds of experiences facilitate or hinder
the learning process? - Educators must have knowledge and they must be
competent. - Relate old information with new information
- Individuals are unlikely to want to learn who
have had detrimental socialization experiences,
are deprived of stimulating environments, and are
without goals and realistic expectations for
themselves.
26Common Principles of Learning
- What helps ensure that learning becomes
relatively permanent? - The likelihood is enhanced by organizing the
learning experience, making it meaningful and
pleasurable, and by pacing the presentation in
keeping with the learners ability to process
information. - Practicing new knowledge under varied conditions
strengthens learning. - Reinforcing learning serves as a good signal
- Research skills, knowledge of evaluation
procedures, and the willingness and resources to
engage in educational assessment.