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Theories and Principles of Learning Enhance the Teaching and Learning Process in the Nurse–Client Relationship

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Theories and Principles of Learning Enhance the Teaching and Learning Process in the Nurse–Client Relationship © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © MirageC /Getty Images © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC 3NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR TSALEheories OR DISTRIBUTION and Principles NOT FOR SALE OR DISTRIBUTION of Learning © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION OBJECTIVES Upon completion of this chapter, you will be able to do the following: ■■ Apply the following learning theories to selected teaching–learning situations: behavior- ©ism Jones (stimulus–response & Bartlett and Learning, operant conditioning), LLC cognitivism (gestalt© Jonesand information & Bartlett Learning, LLC NOTprocessing), FOR andSALE social OR cognitive DISTRIBUTION theory. NOT FOR SALE OR DISTRIBUTION ■■ Apply principles of learning in selected client education situations. ■■ Describe how theories and principles of learning enhance the teaching and learning process in the nurse–client relationship. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION CHAPTER OUTLINE Introduction Principles of Learning Value of Theory • Focusing Intensifies Learning Theories of Learning • Repetition Enhances Learning © Jones & Bartlett Learning,Behavioral Views LLC of Learning © Jones• &Learner Bartlett Control Learning, Increases LLC Learning NOT FOR SALE OR DISTRIBUTION• Stimulus-Response NOT FOR• ActiveSALE Participation OR DISTRIBUTION Is Necessary for • Operant Conditioning Learning • Propositions of Behavioral Theory • Learning Styles Vary • Implications for Health Education • Organization Promotes Learning Cognitive© ViewsJones of Learning& Bartlett Learning, LLC• Association Is Necessary© Jones to Learning & Bartlett Learning, LLC • Gestalt or Cognitive Field View of • Imitation Is a Method of Learning LearningNOT FOR SALE OR DISTRIBUTION• Motivation StrengthensNOT Learning FOR SALE OR DISTRIBUTION • Implications for Health Education • Spacing New Material Facilitates • Information Processing View of Learning Learning • Implications for Health Education • Recency Influences Retention © JonesSocial & Bartlett Cognitive Learning, View of Learning LLC • Primacy© Jones Affects &Retention Bartlett Learning, LLC • Implications for Health Education • Arousal Influences Attention NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 53 © Jones & Bartlett Learning, LLC© Jones & Bartlett Learning, LLC.© NOTJones FOR SALE& Bartlett OR DISTRIBUTION Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284161304_CH03.indd 53 13/09/17 7:19 PM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 54 ■ Chapter 3: Theories and Principles of Learning • Accurate ©and Jones Prompt & Feedback Bartlett Enhances Learning, LLCthe Learner’s Perception of© the Jones Learning & Bartlett Learning, LLC Learning Experience • ApplicationNOT of New FOR Learning SALE in OR a Variety DISTRIBUTION Summary NOT FOR SALE OR DISTRIBUTION of Contexts Broadens the Generalization Exercises of That Learning References • The Learner’s Biologic, Psychologic, © JonesSociologic, & Bartlett and Cultural Learning, Realities LLC Shape © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION INTRODUCTION The teaching and learning process as a component of the nurse–client relationship in the Miller– © Jones & BartlettStoeckel Learning, Client Education LLC Model involves understanding© Jones theories & Bartlett and principles Learning, of learning LLC and NOT FOR SALEhow OR they DISTRIBUTION enhance client education (Figure 3-1).NOT This FORchapter SALE begins ORby introducing DISTRIBUTION the value of theory and how theories help us understand observations and experiences. We examine the learning theories of behaviorism, cognitivism, and social cognitive theory and how each conceptualizes how people learn. For each theory you will learn how to apply theory to working with clients as learners in a health education© Jones context. &We Bartlett also consider Learning, learning principlesLLC that are applicable to© clientJones educa & -Bartlett Learning, LLC tion. This knowledgeNOT FOR is applied SALE to situations OR DISTRIBUTION in which nurses are the primary educatorsNOT and FOR clients SALE OR DISTRIBUTION are the primary learners. © JonesVAL UE& BartlettOF THEORY Learning, LLC © Jones & Bartlett Learning, LLC NOTTheory FOR is SALEa way to ORexplain DISTRIBUTION some observed phenomenon. ExpressedNOT as abstract FOR thoughts SALE ORor general DISTRIBUTION subject principles, theories help make sense of the world and research findings (The Merriam-Webster Dictionary, 2016). Theories provide the theoretical framework to view the process of learning, © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE FIORGURE DISTRIBUTION 3-1 NOT FOR SALE OR DISTRIBUTION Nurse–Client Relationship in the Miller–Stoeckel Client Education Model © Jones & Bartlett Learning,• Nursing process LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION• Teaching/learning NOT FOR SALE OR DISTRIBUTION process Nurse as Educator • Clinical judgment Client as Learner Healthcare Institutions • Evidence-based Individuals © Jones & BartlettPublic Health Learning, LLC nursing practice ©Families Jones & Bartlett Learning, LLC Health Education Programs Groups/Communities NOT FOR SALE OR DISTRIBUTION NOTHealth TeamFOR Members SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC© Jones & Bartlett Learning, LLC.© NOTJones FOR SALE& Bartlett OR DISTRIBUTION Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION 9781284161304_CH03.indd 54 13/09/17 7:19 PM © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Theories of Learning ■ 55 the progress© Jones of learners, & Bartlett and nurses’ Learning, role as educators. LLC Although theories help© to Jonesunderstand & Bartlettlearn- Learning, LLC ing, no single theory explains everything about a subject. NursesNOT are FOR pragmatic SALE and OR eclectic DISTRIBUTION thinkers. Nurses freely select ideas fromNOT diverse FOR sourcesSALE OR DISTRIBUTION and conclude that something is good if it works. For example, when you observe something, you try to make sense of it by fitting it into your mental and experiential framework. This is most ef- fective when you know something about what is observed and have had experience with it. When © Jonesyou & observe Bartlett things Learning, that are outside LLC your framework—that ©is, Jonesthings for & whichBartlett you haveLearning, neither LLC an explanation nor experience—you become curious and begin to seek answers. Current emphasis NOT FORon using SALE evidence-based OR DISTRIBUTION research leads us to look to the currentNOT literature FOR SALE for studies OR that DISTRIBUTION answer questions. This search for answers is the foundation of theory development. Theory helps make sense of what you observe; it is a way to view relationships among observed phenomena. Box 3-1 identifies how theory is useful. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION THEORIES OF LEARNING Learning theories provide the theoretical framework to understand how people learn. We want to know how people acquire new knowledge, develop skills, modify attitudes and values, and learn new behaviors.© WeJones know & that Bartlett learning Learning, is a dynamic, LLC lifelong process that is unique© to Jones each individual. & Bartlett Learning, LLC In theNOT context FOR of healthSALE education, OR DISTRIBUTION knowing about learning theories is a wayNOT to understand FOR SALE how OR DISTRIBUTION people learn. Theory-based teaching is an effective way to organize your thinking and conceptual- ize what you want to convey to clients and team members. Clients experiencing health problems may need to learn new ways to maintain their health or deal with illness or disability. This is the time when clients are motivated to learn about their changing health status. Team members may © Jonesalso & need Bartlett to learn Learning, about new LLCillnesses and new procedures.© This Jones need & for Bartlett continuing Learning, education LLC NOT FORfalls SALEunder the OR nurse’s DISTRIBUTION purview as an educator. NOT FOR SALE OR DISTRIBUTION There are various definitions of learning. Common to most definitions is the notion that a change occurs in the learner’s behavior, attitudes, or skills (Merriam, Caffarella, & Baumgartner, 2007). The behavioral change is both observable and relatively permanent (Olson & Hergenhahn, 2013). Broadly speaking, learning theories fall into two camps: behaviorism and cognitivism © Jones & Bartlett Learning,(Ormrod, 2016). LLC Behaviorism focuses on ©tangible, Jones observable & Bartlett behaviors, Learning, such as LLClearning to give NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION BOX 3-1 Reasons for Theories You ©need Jones a theory & when Bartlett you: Learning, LLC © Jones & Bartlett Learning, LLC ■■ NOTConfront FOR a new SALE situation OR and whatDISTRIBUTION you already know does not apply to that situationNOT FOR SALE OR DISTRIBUTION ■■ Want to increase your understanding
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