Learning Theories in Healthcare Practice: Behavioral, Cognitive, Social, Humanistic Approach

1. Principle Of Learning and Education Course NUR 315 Chapter 3 Applying Learning Theories toHealthcare Practice

2. LEARNING • Learning: a relatively permanent change in mental processing, emotional functioning, and behavior as a result of experience • Learning Theory: a coherent framework of integrated constructs and principles that describe, explain, or predict how people learn

3. CONTRIBUTION OF LEARNING THEORIES • Provide information and techniques to guide teaching and learning • Can be employed individually or in combination • Can be applied in a variety of settings as well as for personal growth and interpersonal relations

4. Application Questions to Keep in Mind • How does learning occur? • What kinds of experiences facilitate or hinder the process? • What helps ensure that learning becomes permanent?

5. Learning Theories • Behavioral • Cognitive • Social • Humanistic

6. CS US CR Behaviorist Conditioning

7. BEHAVIORIST THEORY • Behaviorism refers to the school of psychology founded by John B. Watson based on the belief that behaviors can be measured, trained, and changed. Behaviorism was established with the publication of Watson's classic paper "Psychology as the Behaviorist Views It" (1913).

8. BEHAVIORIST THEORY • Behaviorism, also known as behavioral psychology, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. Behaviorists believe that our responses to environmental stimuli shape our actions. • .

9. BEHAVIORIST THEORY • According to this theory ,behavior can be studied in a systematic and observable manner with no consideration of internal mental states. It suggests that only observable behavior should be considered as cognition, emotion and moods are too subjective.

10. Behaviorist Dynamics • To change behavior, change the stimulus conditions in the environment and the reinforcement after a response

11. Changing Behavior Using Operant Conditioning • To increase behavior • Positive reinforcement • Negative reinforcement (escape or avoidance conditioning) • To decrease behavior • Nonreinforcement • Punishment

12. COGNITIVE THEORY

13. COGNITIVE THEORY • According to this theory ,the key to learning and changing behavior is the individual cognition ,metacognition(perception, thoughts, memory and ways of processing and structuring information) • To change behavior, work with the developmental stage and change cognitions, goals, expectations, equilibrium, and ways of processing information.

14. Cognitive Development Perspective • Learning depends on the stage of cognitive functioning, with qualitative, sequential changes in perception, language, and thought occurring as children and adults interact with the environment. • Recognize the developmental stage and provide appropriate experiences to encourage discovery.

15. Social Constructivist Perspective

16. Social Constructivist Perspective • According to this theory , learning is heavily influenced by the culture and occurs as a social process in interaction with others. • A person’s knowledge may not necessarily reflect reality, but through collaboration and negotiation, new understanding is acquired.

17. Social Cognition Perspective • An individual’s perceptions, beliefs, and social judgments are affected strongly by social interaction, communication, groups, and the social situation. • Individuals formulate causal explanations to account for behavior that have significant consequences for their attitudes and actions (attribution theory).

18. SOCIAL LEARNING THEORY • This theory is largely based on the work of Alberta Bandura (1977,2001).who mapped outa perspective of learning that includes consideration of the personal characteristics of learner behavior patterns, and the environment)

19. SOCIAL LEARNING THEORY • Concepts: role modeling, vicarious reinforcement, self-system, self-regulation • To change behavior, utilize effective role models who are perceived to be rewarded, and work with the social situation and the learner’s internal self-regulating mechanisms.

20. SOCIAL LEARNING THEORY • Concepts: stage of personality development, conscious and unconscious motivations, ego-strength, emotional conflicts, defense mechanisms • To change behavior, work to make unconscious motivations conscious, build ego-strength, and resolve emotional conflicts.

21. HUMANISTIC LEARNING THEORY • Learning occurs on the basis of a person’s motivation, derived from needs, the desire to grow in positive ways, self-concept, and subjective feelings. • Learning is facilitated by caring facilitators and a nurturing environment that encourage spontaneity, creativity, emotional expression, and positive choices.

22. Generalizations about Learning • Learning is a function of physiological and neurological developmental changes. • Brain processing is different for each learner. • Learning is active, multifaceted, and complex. • Meaningful practice strengthens learning connections. • Stress can interfere with or stimulate learning.

23. Common Principles of Learning • Promoting change • Relate to what learner knows and is familiar with • Keep experiences simple, organized, and meaningful • Motivate learner (deprivation, goals, disequilibrium, needs, tension) • May need incentives and rewards, but not always

24. Common Principles of Learning (cont’d) • Promoting change • Experiences must be at the appropriate developmental level • Make learning pleasurable, not painful • Demonstrate by guidance and attractive role models

25. Common Principles of Learning (cont’d) • Making learning relatively permanent • Relate experiences to learner • Reinforce behavior • Rehearse and practice in variety of settings • Have learner perform and give constructive feedback • Make sure interference does not occur before, during, or after learning

26. Common Principles of Learning (cont’d) • Making learning relatively permanent • Promote transfer • Have learner mediate and act on experience in some way (visualize, memory devices, discuss, talk, discuss, write, motor movement)

27. Questions to Consider • In what ways do the learning theories differ? • In what ways are they similar? • How can the learning theories be used in combination to change behavior and enhance learning? • Why are some theories more effective with certain individuals than with others?

28. Reference • Bastable, S. (2014): Nurse As Educator: Principles of Teaching and Learning For Nursing Practice. 3rded Jones and Bartlett Publishers, Sudbury.