Learning Theory Applicable to study Learning has been defined as “relatively change in behavior results from experience” (Olson & Hergenhahn, 2012 p.6). Learning occurs as individuals interact with their environment and incorporates new information into existing knowledge. People learn in different ways. Candela, 2012, stated that learning can be group into three categories: psychomotor learning which is the acquisition of skills, effective learning such as change of feelings and beliefs and cognitive learning of acquiring information. Advance practice nurses must know how to find learning strategies and theories that will works best for his/her client, whether it is students or colleagues and that none one theory will best suits …show more content…
The teacher facilitates learning by responding to the needs of the learner. To be effective, the teacher or presenter needs to tell things the way it is and stress how to do it. Self-directed learners are responsible of their own learning. Knowles et al., 2005, believed that adults need to know why they need to learn and cited the six assumptions of adult learners; need to know, self-concept, experiences, readiness to learn, orientation to learning and motivation. First, as an educator, we need to emphasized to the learners the importance of learning something in application to their current and future practice. Second, the learners move from being independent and self-directed, enhancing their ability to solve problems on their own and be independent. Third, incorporate learner’s experiences into the learning process. As people mature their amount of experiences expand and serve as a rich resource for learning. Fourth, oriented learning develop when facing real-life problems. Readiness to learn can be directed by exposing the individuals to superior models, simulation exercises, and other techniques. Fifth, is problem-oriented and immediate application of knowledge to solve the problem. Finally, learning with motivation from internal and external …show more content…
Social learning will be utilized for them to work in divided groups, and ask them to share their knowledge with the member of their team and share their perceived assessment grades of the stages of the wounds. Comprehensive structured learning program will be discussed to the nurses these includes; assessment of patient condition, patient risk assessment, skin assessment and care, nutritional management, positioning techniques and selection of appropriate
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In order to make connections to the previous lesson, students will recall information that was previously learned, such as the definition of main idea and detail, explain the ways to identify the main idea, and describe details in a story. Making connections to skills they have previously learned adds value to the content the students are learning. I will model examples, guide instruction, and allow students to collaborate with peers in order to support student learning until they are able to identify the main idea and describe supporting details on their own. There will be differentiated instruction and assessments for students on different learning levels. It is important to teach to the students’ learning needs in order to see progress in all students.
This paper compares two of the five learning theories; cognitivism and behaviorism, in three ways. Firstly, the role of the facilitator is evaluated. Secondly, the paper analyses the process through which student learn and make meaning in both theories. Finally, the paper reviews the benefits and challenges of the approaches as they relate to adult development.
Student work in small groups of four for the psychomotor skill component and feedback was provided to students by student nurse educators on the spot while performing the procedure. Finally, a five questions gaming was provided to measure student’s cognitive retention of the material discussed and the skill gain. The students worked in collaboratively in groups of four to complete the post-quiz and were given feedback on their strengths and weaknesses. The students score higher than 90% on the post-quiz and verbalize collaborative academia learning milieu was permeated with rich intellectual opportunities needed to demonstrate clinical skills and competencies successfully and to further advance their wisdom on catheter insertion and removal. Hence, as a student nurse educator, I feel privileged to contribute to this project and to have made an impact in the lives of students.
Nursing is a most trusted and gratifying profession. As a nurse educator, I will express my passion for teaching by incorporating features such as clinical assessments, practical application of theory, evaluation, and role modeling into advanced nursing practice, from previous experiences and current experience and clinical practicum to find success and gratification in students chosen profession as well empowering leaners to develop their own strengths, beliefs, and personal attributes to become a good professional. Personally, I do have a positive attitude towards the personal and professional growth, and value ongoing learning and will stive to instill the same into my students learnig journey .. My objective as a Nurse Educator
The practice of nursing evolves daily from theories and philosophies that are proven by researchers, resulting in growth of the medical profession and advanced evidence based knowledge. Philosophies According to Alligood (2014b), philosophies are specific theories that focus on one or more metaparadigm concepts in a wide spectrum philosophical way (p. 43). For a person to understand philosophies it is required to understand the knowledge type, metaparadigms. Metaparadigm Metaparadigm is the vast perspective of a discipline and a way to describe a concern specifically to a profession or department (Alligood, 2014b, p.42).
I was fortunate to be able to observe academic education of nursing students at DeSales University. This education was held in a classroom setting on Mondays and Wednesdays. My observation time was 16 hours in which I observed Alyssa Robertson prepare for class, prepare exams, give lectures, provide hands on education, assist students in learning, and provide support to students. I also observed many student interactions and learning techniques. The learners were NU 220 Pharmacology and NU 230 Therapeutic Nursing Interventions students.
Learning such skills should start at university [12,13]. This helps them efficiently apply theoretical knowledge acquired at university in real-world situations where they are expected to solve patient ’s problems . Given that the main goal of education in medical sciences including nursing is to develop professional competence, decision-making skills and problem-solving, nursing education is responsible for creating an environment where students can learn and acquire cognitive, affective and psychomotor skills. Therefore, nursing students are provided with practical skills, strategies, and approaches so that they will able to solve patient’s problems in real-world situations in the future
The first of these categories relates to the goals of self-directed learning. Merriam (page 107) lists three goals but of concern to the HRD is the goal that seeks to foster the adult to be self-directed in their own learning. This suggests that adult learners are at different levels of self-directedness and that some may require support. Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107.
The unique aspects which are most salient for me are, first, the Andragogy theory (model); the idea of adult learners learning through enriched opportunities to collaborate in what they are learning and why they are learning it. The authors note, if the adult learner understands the value of what they are learning and it can be relatable to prior life experiences, they tend to be more motivated and retain the information. With that in mind, the importance of “climate setting” to provide mutual respect by actively collaboration with the adult learner in planning and the direction of lessons(Merriam, & Bierena, 2014). Second, the relationship of experiences and learning; how knowledge can be learned in the context of making connections to their life experiences.