Chapter 3 Applying Learning Theories to Healthcare Practice

1. Chapter 3Applying 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 • Provides 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 held ensure that learning becomes permanent?

5. BEHAVIORIST THEORY • Concepts: stimulus conditions, reinforcement, response, drive • To change behavior, change the stimulus conditions in the environment and the reinforcement after a response

6. Behaviorist Dynamics • Motivation: drives to be reduced, incentives • Educator: active role; manipulates environmental stimuli and reinforcements to direct change • Transfer: practice and provide similarity in stimulus conditions and responses with a new situation

7. Respondent Conditioning • Learning occurs as the organism responds to stimulus conditions and forms associations • A neutral stimulus is paired with an unconditioned stimulus–unconditioned response connection until the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response

8. Operant Conditioning • Learning occurs as the organism responds to stimuli in the environment and is reinforced for making a particular response. • A reinforcer is applied after a response strengthens the probability that the response will be performed again under similar conditions.

9. Changing Behavior Using Operant Conditioning • To increase behavior • positive reinforcement • negative reinforcement (escape or avoidance conditioning) • To decrease behavior • nonreinforcement • punishment

10. Advantages of Behaviorism • Highly structured situations • Skills training in which steps and sequences can be clearly delineated

11. Disadvantages of Behaviorism • Instruction is mechanistic • Minimizes student involvement in learning • Inappropriate for complex mental processes, problem-solving, and critical thinking

12. COGNITIVE THEORY • Concepts: cognition, gestalt, perception, developmental stage, information-processing, memory, social constructivism, social cognition, attributions • To change behavior, work with the developmental stage and change cognitions, goals, expectations, equilibrium, and ways of processing information

13. Cognitive Dynamics • Motivation: goals, expectations, disequilibrium, cultural and group values • Educator: organize experiences and make them meaningful; encourage insight and reorganization within learner • Transfer: focus on internal processes and provide common patterns with a new situation

14. Gestalt Perspective • Perception and the patterning of stimuli (gestalt) are the keys to learning, with each learner perceiving, interpreting, and reorganizing experiences in her/his own way • Learning occurs through the reorganization of elements to form new insights and understanding

15. Information-Processing Perspective • The way individuals perceive, process, store, and retrieve information from experiences determines how learning occurs and what is learned. • Organizing information and making it meaningful aids the attention and storage process; learning occurs through guidance, feedback, and assessing and correcting errors. • Focus on describing the way information is tracked, the sequence of mental operations, and the results of operations.

16. 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.

17. Social Constructivist Perspective • A person’s knowledge may not necessarily reflect reality, but through collaboration and negotiation, new understanding is acquired. • Learning is development • Assimilation, accommodation, & construction are part of learning

18. Social Constructivist Perspective ( cont) • Learning is heavily influenced by the culture and occurs as a social process in interaction with others. • A learner constructs new knowledge by building on internal representations of existing knowledge thru personal interpretation of experience.

19. 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).

20. 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

21. Social Learning Dynamics • Motivation: compelling role models perceived to be rewarded, self-system regulating behavior, self-efficacy • Educator: model behavior and demonstrate benefits; encourage active learner to regulate and reproduce behavior • Transfer: similarity of setting, feedback, self-efficacy, social influences

22. COGNITIVE THEORY-Advantages • Use of intellectual development gives teacher ↑ professional & personal satisfaction • ↑ satisfaction in relationship with learner • ↑ Increased use of a variety of instructional strategies → teacher creativity • ↑ learner satisfaction as move into improved cognitive ability & look forward to more challenging/ stimulating life • ↑ Critical thinking in learner

23. COGNITIVE THEORY-Disadvantages ↑ time & energy by teacher to become knowledgeable about different viewpoints Students stressed if looking for certainty or absolute answers

24. PSYCHODYNAMIC 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

25. Psychodynamic Dynamics • Motivation: libido, life force, death wish, pleasure principle, reality principle, conscious and unconscious conflicts, developmental stage, defenses • Educator: reflective interpreter; listen and pose questions to stimulate insights • Transfer: remove barriers such as resistance, transference reactions, and emotional conflicts

26. HUMANISTIC 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.

27. Humanist Dynamics • Education motivates student to develop their potential & progress to self-actualization • Motivation: needs, desire to grow, self-concept • Educator: act as facilitator who respects learner’s uniqueness and provides freedom to feel, express, and grow creatively • Transfer: positive or negative feelings and choices as well as freedom to learn, promote, or inhibit transfer

28. HUMANISTIC THEORY- Advantages • Focuses on honesty, Integrity, manners, respect for others, & accepting responsibility for self-development • Students engage in all aspects of learning experiences—teachable moments • Appropriate for learning critical thinking, problem solving, & different points of view.

29. HUMANISTIC THEORY- Disadvantages • Direction by faculty is necessary to ensure all domains of learning are adequately addressed.

30. Neuropsychology and Learning • Brain and nervous system information processing • Neurological conditions, mental health issues, and learning disabilities • Relationship between stress and learning • Integration of learning theories

31. Generalizations about Learning • Learning is a function of developmental changes • Brain processing is different for each learner • Learning is active, multifaceted and complex • Stress can interfere with or stimulate learning

32. ENVIRONMENTAL INFLUENCES (external) • stimulus conditions and configuration of elements • social and cultural influences • role models, experts, and guides • reinforcements • feedback

33. LEARNER INFLUENCES (internal) • developmental stage • habits • perception • thoughts and reasoning • schema • ways of processing information • memory storage

34. LEARNER INFLUENCES (internal) • conscious and unconscious motivation • self-regulation • subjective feelings • self-concept • expectations • goals • needs

35. How to promote 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

36. How to promote change • Experiences must be at the appropriate developmental level • Make learning pleasurable, not painful • Demonstrate by guidance and attractive role models

37. How to make 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

38. How to make learning relatively permanent (cont’d) • Promote transfer • Have learner mediate and act on experience in some way (visualize, memory devices, discuss, talk, discuss, write, motor movement)

39. State of the Research Evidence • Tests and modifies theories, methods, and assumptions • Challenges conventional wisdom and myths • Interdisciplinary focus is beneficial • Lack of resources is hindrance

40. 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?