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Nurse as Educator Principles of Teaching and Learning for Nursing Practice

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Differentiate among the basic approaches to ... The goal is to decrease a specific behavior and to instill self-discipline ... Humanistic Learning Theory ... – PowerPoint PPT presentation

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Title: Nurse as Educator Principles of Teaching and Learning for Nursing Practice


1
Nurse as EducatorPrinciples of Teaching and
Learning for Nursing Practice
  • Susan B. Bastable
  • Chapter 3
  • Applying Learning Theories to Healthcare Practice

2
Chapter Highlights
  • Learning Theories
  • Comparison of Learning Theories
  • Common Principles of Learning

3
Objectives
  • 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.

4
Objectives 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.

5
Learning
  • 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.

6
Behaviorist Learning Theory
  • Behavior that is directly observable
  • Learning is the product of the stimulus
    conditions (S) and the responses (R) that follow

7
Behaviorist 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

8
Behaviorist 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.

9
Behaviorist 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

10
Behaviorist 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.

11
Behaviorist 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

12
Behaviorist 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.

13
Behaviorist 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

14
Cognitive 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.

15
Cognitive 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

16
Cognitive 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)

17
Cognitive 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)

18
Social 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.

19
Attentional 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.

20
Psychodynamic 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.

21
Psychodynamic 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.

22
Humanistic 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

23
Self-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)
24
Common 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)

25
Common 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.

26
Common 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.
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