1. Chapter 17 Learning Theories

2. Learning Theories
Teaching is one of the most important roles of nurses.
Teaching is the intentional act of communicating information; facilitation of learning.
Must be aware and attend to how people learn

3. Learning Theories—(cont.)
Learning—a change in behavior or change in mental or emotional functioning
Learning occurs as individuals interact with their environment, incorporating new information into what they already know.

4. Learning Theories—(cont.)
Learning is the means by which skills, values, knowledge, attitudes, and emotions are acquired.
Learning creates a change within the individual.
Learning can describe a process, a product, or a function.

5. Learning Theories—(cont.)
Three basic types of categories of learning
Affective learning (change in feelings, values, beliefs)
Cognitive leaning (acquiring information)
Psychomotor learning (skills, physical abilities)

6. Learning Theories—(cont.)
Learning theories describe processes used to bring about changes in how we understand information and/or change in how we perform tasks or skills.
Many theories of learning can be useful for nurses.
Main categories
Behavioral learning theories
Cognitive learning theories
Adult learning theory

7. Behavioral Learning Theories
Among the first and most widely used
Focus on what is directly observable in learners
Based on the works of Pavlov and Thorndike
Behavior (response) is the result of a stimulus.
Stimulus–response (S–R) models of learning
Thorndike—original S-R framework
Pavlov—classical conditioning
Skinner—operant conditioning
Watson—behaviorism
Hull—S–R + reinforcement

8. Behavioral Learning Theories—(cont.)
Behavioral theories are concerned with observable and measurable aspects of behavior.
Behaviors can be controlled through rewarding desirable behavior and ignoring or punishing undesirable behavior.
Reinforcing the behavior increases its recurrence in the future.

9. Question
Use of behavioral theory in learning does which of the following?
Reinforces learning
Rewards positive responses
Conditions responses
All of the above

10. Answer D. All of the above
Rationale: Behavioral learning theories, behavior, or response is viewed as the result of stimulus to certain conditions. The response is the learned behavior, which becomes conditioned and can be reinforced in multiple ways.

11. Cognitive Learning Theories
Behavioral learning theories fail to consider thoughts, feelings, and cognitive processes of the learner.
Cognitive theories consider the learner’s own goals, thoughts, expectations, motivations, and abilities.
Became popular in the 1960s; focus on how people learn and how to change behaviors

12. Cognitive Learning Theories—(cont.)
Cognitive-field (Gestalt) theories
Learning is closely related to perception.
Learning is reorganization of the learner’s perceptual or psychological world (i.e., his or her field).
Learning is the process of discovering and understanding relationships among people, things, and ideas in the field.
Self-actualization is a driving force that motivates human behavior.

13. Cognitive Learning Theories—(cont.)
Cognitive-field (Gestalt) theories—(cont.)
Perceptions of reality and experience are unique to each individual.
Thoughts influence actions.
Kurt Lewin was a major gestalt theorist.

14. Cognitive Development/Interaction Theories
Behavior, mental processes, and the environment are interrelated.
Assumes learning is a sequential process and takes place over time
Stresses the importance of experiential interaction with the environment
Focus on conditions that promote learning

15. Cognitive Development/Interaction Theories: Piaget
Cognitive development occurs in stages: sensorimotor, preoperational, concrete operational, and formal operational.
Stages are universal to persons everywhere.
Must be able to assimilate new information into existing cognitive structures to learn
Assimilation and accommodation processes are critical to development and learning.

16. Cognitive Development/Interaction Theories: Gagne
To be successful, learning requires varying conditions.
Learning outcomes are divided into five categories: intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes.
Also believed there are eight types of learning that are sequential and hierarchical (e.g., involuntary responses to problem solving)
Teaching involves arranging conditions external to the learner to enhance learning.

17. Question
Gagne categorizes learning outcomes as intellectual skills, verbal information, cognitive strategies, attitudes, and:
Accommodation
Behavioral intention
Learning needs
Motor skills

18. Answer
D. Motor skills Rationale: Motor skills are one of the learning outcomes needed in many circumstances.

19. Cognitive Development/Interaction Theories: Bandura
Bandura—social learning theory
Concerned with social influences that affect learning (culture, ethnicity)
Environment, cognitive factors, and behavior interact reciprocally.
Emphasis on self-efficacy

20. Cognitive Development/Interaction Theories: Bandura—(cont.)
Focus is on how people learn from one another.
Concepts of observational learning, imitation, and modeling (vicarious learning)
Cognition plays a role in learning.

21. Cognitive Development/Interaction Theories: Bandura—(cont.)
Self-efficacy is the competence to perform a specific task or range of tasks.
People are more likely to engage in behaviors they can perform successfully—those with high self- efficacy.
Teaching efforts should focus on developing self- efficacy.

22. Cognitive Development/Interaction Theories: Bandura—(cont.)
Bandura social learning theory—Implications
Learners learn by observing others.
Modeling can help teach new behavior/s.
Teachers must model appropriate behaviors.
Students must believe they are capable of learning— self-efficacy.

23. Cognitive Development/Interaction Theories: Bandura—(cont.)
Bandura’s work is widely used in nursing.
Many citations relate to research.
Self-efficacy of abused women
Education program for patients who receive an implantable cardioverter defibrillator
Nurses’ perceived cultural self-efficacy
Self-efficacy and physical activity in elders
Self-efficacy training for people with ESRD

24. Adult Learning Theory (Andragogy)
Malcolm Knowles initially presented his work on adult learning principles in the 1970s.
Coined the term “andragogy” as a process model to describe how adults learn
Knowles

25. Adult Learning Theory (Andragogy)—(cont.)
Knowles believed that adult learning did not follow the principles of traditional pedagogy in which teachers are responsible for deciding what, where, when, and how information will be learned.
Believed because adults are more self-directed, they should control their own learning.

26. Adult Learning Theory—Assumptions
Need to know: Adults need to know why they need to learn something.
Self-concept: Maturity moves self-concept from dependence to being self-directed.
Experience: Maturity increases experience that can be helpful in learning.

27. Adult Learning Theory—Assumptions—(cont.)
Readiness to learn: Life problems or situations create a readiness to learn.
Orientation to learning: need to recognize application of information (need to relate what they are learning to personal/professional experiences)

28. Adult Learning Theory—Assumptions—(cont.)
Motivation: Adults are primarily motivated by a desire to solve immediate and practical problems.
Motivation is often internal rather than external.

29. Adult Learning Theory—Implications—(cont.)
Learners should be motivated and ready to learn.
Learners should be involved in planning and evaluation of instruction.
Instruction should be problem centered rather than content oriented.

30. Adult Learning Theory—Implications
Learners should be explained why they are studying something.
Instruction should be task oriented and should consider range of background of learners.
Learners should be able to relate subject to personal/professional experiences.

31. Adult Learning Theory—Application
Knowles work has been used by nurses in
Practice (patient education)
Model of andragogy for osteoporosis education
Approach to cardiac in-patient education
Facilitating self-management in diabetes education
Education
Graduate education curriculum design
Use of journaling in an RN-BSN program
Continuing education—computer learning needs

32. Learning Styles
Most individuals have a preferred style of learning—how they interact with instructional circumstances to enhance learning.
Visual
Auditory
Tactile/kinesthetic
May prefer “global” or analytic view

33. Question Tell whether the following statement is true or false:
All information should be presented in the same method to patients.

34. Answer
False
Rationale: Every learner is different; this includes patients. The APN or RN providing education should assess the individual for best learning style and use the method of learning to suit the learner.

35. Basic Principles of Learning
Learning may be emotional as well as intellectual.
Learning is highly unique—People learn in different ways.
Learning can be painful.

36. Basic Principles of Learning—(cont.)
Learning is facilitated when
Moving from simple to complex, concrete to abstract, and known to unknown
Information is personal and individualized.
Relevant to learners’ needs and problems
The individual is attentive.
Feedback is provided promptly.