Theories Revised

8/2/2019 Theories Revised

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APPLYING THEORIESOF LEARNING

TO HEALTH CARE PRACTICE


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BASIC PRINCIPLES

DEVELOPMENT

MATURATION


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HUMAN DEVELOPMENT

Physical

Psychological

Social ( womb to tomb) Spiritual

Emotional constitution

Scientific study of changes that occur in people asthey age or grow older in years.


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CHANGES

1. Growth quantitative Increase in thesize

2. Development qualitative Gradualchanges incharacter


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TWOMAJORPROCESS

1. Learning

2. Maturation


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1. LEARNING

Permanent change in behaviour.

Influenced by the environment.

Complex process

Changes in mental processing birth Development of emotional functioning to

Social transactional skills death


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2. MATURATION

Bodily changes

Result of hereditary or the traits that aperson inherits from his parents

Preprogrammed inherited biologicalpatterns are reflected in maturation


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OVERVIEWOFLEARNINGTHEORIES

Theorist Description

JOHN

WATSON

Learning is a result of conditioning

and experiences; it is encourage bychanging the environment.

IVANPAVLOV

The learner is passive, controlled bythe environment.

B. F. Skinner Teaching is the deliberatemanipulation of theenvironment


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EDWARD L.THORNDIKE

Learning can be transferred fromone situation to another.

Assessment of learners

behaviour is necessary.

JOHN DEWEY The learner must have anunderstanding of the goals.

Education should promote learnersindependence.Learning by doing

JEROME

BRUNER

Learning is affected by the culture

and value system. The learner is anactive participant in the learningprocess.discovery learning


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ROBERT

GAGNE

Learning occurs in an orderly

fashion ,from the simple to thecomplex, from the concrete to theabstract.conditions of learning

ALBERTBANDURA

Behaviour is regulated by internalmechanisms such as SELFEFFICACY


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1. BEHAVIORISTLEARNINGTHEORY

S-R model (stimulus response)

John Watson & GuthrieContiguity theorists

Thorndike & SkinnerReinforcement theorists


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2. COGNITIVE

LEARNING

THEORY

Cognitive science is the

study of how our brains work inthe process of perceiving,thinking, remembering and

learning (informationprocessing)


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Learning from a cognitive

perspective is an active

process in which the learnerconstructs meaning based onprior knowledge and view of

the world.


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Ausubel(1963)

Subsumption Theory of Meaningful Verbal

Learning

Meaningful learning is thought to occuronly if existing cognitive structures are

organized and differentiated.


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3. SOCIALLEARNINGTHEORY

Albert Bandura (1977)

social cognitive theory

People learn through:

Modeling

Attentional processes

Retention processes


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LEARNINGTHROUGHOUTTHELIFESPAN

Childrens readiness for learning (Evidence of

willingness to learn) varies during childhoodaccording to maturational level.

YOUNG CHILDREN learn primarily throughplay

Puppets

Toys

Coloring books


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OLDER CHILDREN can also benefit

from the use of art materials and

medical supplies

Medicine cups

Putting bandages on dolls


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GUIDELINES FOR TEACHINGCHILDREN

Make sure that the client is comfortable.

Encourage caregiver participation.

Assess the developmental level.

Assess the clients chronological status

readiness and motivation.

Assess the clients psychological status

Determine self care abilities of client andcare giver.


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Use play, imitation and role playing to make

learning fun and meaningful.

Use different visual stimuli such as books,chalkboards and videos to convey information andcheck understanding.

Use terms that are easily understood by the clientand caregiver.

Provide frequent repetition and reinforcement.

Develop realistic goals that are consistent withdevelopmental abilities.

Verify clients understanding of informationpresented


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ADOLESCENTS

Reading skills and comprehension abilityhave advanced and can understand morecomplex information.

Peer support -strongest influences.Nurse must act as a role model and relate to

adolescent on their level.

Teaching, focus on the present and beaware of their need to maintain control.

Encourage independence as possible.


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GUIDELINES FOR TEACHINGADOLESCENTS

Show respect by recognizing that they stillhave to gain the knowledge and experienceof adulthood while struggling to break awayfrom the grasp of childhood.

Boost confidence by asking their input andopinions on health care matters.

Encourage to explore their own feelings

about self concept and independence.Be sensitive to the peer pressure they are

facing.


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Help identify their positive qualities

and build on those

Use language that is clear yetappropriate to the health care setting

Gear teaching developmental level.

Engage them in problem solvingactivities to encourage independent

and informed decision making.


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OLDER ADULTS

Some have perceptual impairmentssuch as impaired vision and hearing.

Provide large print written materials

Make sure that the client can hear allyour instructions and directions


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GUIDELINES FOR TEACHING OLDERADULTS

Offer positive reinforcement for everyattempt to participate.

Use silence as a reflective tool to allow

learners additional time to processinformation.

Encourage reflection, particularly whensensitive issues are being discussed.

Stimulates both visual and auditory sensesin the presentation of the material toincrease the probability that content matterwill be retained.


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Use a variety of teaching methods, such as

role-playing, games examples, opendiscussion, charts and reading materials.

Use true/false, multiple-choice, or open-ended questions to evaluate progress.

Ask specific questions designed to elicit aresponse such as, Do you have any

questions?

Utilize the older learners experience andexpertise.


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THEORIES OF HUMAN DEVELOPMENT

1. THEORY OF PSYCHOSEXUAL DEVELOPMENT

Sigmund Freud (Father of Modern Psychology)

Human beings pass through series of stages

Must be able to resolve conflicts that each stageposes before can move on the next higher stage.

Failure to resolve the conflict results to frustrationand develops fixation and frails to move on to the nextstage of development.


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2. ERICKSONS PSYCHOSOCIAL STAGE

OF DEVELOPMENT

Each stage has a unique developmental task ordilemma that must be resolved:

CRISIS a turning point, crucial period ofincreased vulnerability and heightened potential.

- developsHEALTHY PERSONALITY

by mastering lifes outer and inner

dangers. EPIGENETIC PRINCIPLE personality

continues to develop through out the entirelife span.


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8 MAJOR STAGES OF PSYCHOSOCIALDEVELOPMENT

1. INFANT: Trust vs. Mistrust (birth to 1year)

Needs must be met

RESOLUTION - results todevelopment of trust

NON-RESOLUTION -development of mistrust and fearof the future and suspicious mind


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II. TODDLER : AUTONOMYVS. SHAMEANDDOUBT (2-3 YEARS)

The conflict is whether to assert their wills ornot

RESOLUTION

acquire sense ofindependence and competence whenparents are patient and encouraging.

NON-RESOLUTIONdevelop excessiveshame and doubt when parents areoverprotective and always curtail theirchilds freedom of movement.


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III. PRESCHOOL: INITIATIVEVS. GUILT(4-5 YEARSOLD)

Development of mental and motor abilities

RESOLUTION: Children develop initiative ifparents allow them freedom to run, slide play with

other children, go biking.

NON-RESOLUTION: Children develop a sense ofemptiness or inadequacy and feel that they are

mere intruders or isturbo and pasaway theybecome passive recipients of whatever theenvironment brings.


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IV. SCHOOL AGE: INDUSTRYVS.INFERIORITY (6-11 YEARSOLD)

Childs concern is how things work andhow they are made

RESOLUTION: Children gain a sense ofaccomplishment if their efforts arerecognized or rewarded.

NON-RESOLUTION: Acquire a sense ofinferiority if parents/teachers rebuff, ridicule,constantly scold or ignore the childs effortto improve.


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V. ADOLESCENCE: IDENTITYVS. ROLECONFUSION (12 18 YEARSOLD)

Experience psychological revolution.

RESOLUTION: Establishment of integrated

and coherent image of oneself as a uniqueperson resulting to a sense of centeredidentity

NON-RESOLUTION: Role confusion ornegative identity like a hoodlum ordelinquent.


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VI. YOUNG ADULTHOOD: INTIMACYVS.ISOLATION

Intimacy: The capacity to reach outand make contract with other people.

Rejection: Results to withdrawal,isolation and formation of shallowrelationships


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VII. MIDDLE ADULTHOOD:GENERATIVITYVS. STAGNATION

Generativity : Entails selflessness

Stagnation:People arepreoccupied with their material

possessions or physical well being.


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VIII. OLD AGE: INTEGRITYVS. DESPAIR

Towards twilight years, people tend to takestock of their lives or do a self-accounting.

Accomplishments: Sense ofsatisfaction

Despair: So much to do, so littletime


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3. PIAGETS THEORY OF COGNITIVE

DEVELOPMENT

Universal constructivist Perspective

The child constructs reality byinteracting with the environment andthat children have predictablequalitative differences in how they

think about things at different ages.


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4. THEORYOF MORAL DEVELOPMENT

BY : KOHLBERGS (1958)

The theory holds that moralreasoning, the basis for ethical

behavior.
http://en.wikipedia.org/wiki/Moral_reasoninghttp://en.wikipedia.org/wiki/Moral_reasoninghttp://en.wikipedia.org/wiki/Ethicalhttp://en.wikipedia.org/wiki/Ethicalhttp://en.wikipedia.org/wiki/Moral_reasoninghttp://en.wikipedia.org/wiki/Moral_reasoning


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1. Level 1 (Pre-Conventional)

Stage 1:Obedience and punishment orientation (How

can I avoid punishment?)

Stage 2:Self-interest orientation (What's in it for me?)(Paying for a benefit)

2. Level 2 (Conventional)

Stage 3: Interpersonal accord and conformity (Socialnorms) (The good boy/good girl attitude)

Stage 4: Authority and social-order maintainingorientation (Law and order morality)


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3. Level 3 (Post-Conventional)

Stage 5: Social contract orientation

Stage 6: Universal ethical principles (Principledconscience)


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DETERMINANTSOF LEARNING

1. Learning needswhat the learner needs andwants to learn

2. Readiness to learnwhen the learner isreceptive to learning

3. Learning stylehow the learner best learns


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1. LEARNING NEEDS

Gaps in knowledge that exist

between a desired level ofperformance and the actuallevel of performance.

( Healthcare Educ. Association,1985)


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STEPSINTHE ASSESSMENT OFTHELEARNINGNEEDS:

1. Identify the learner

2. Choose the right setting

3. Collect data about the learner

4. Collect data from the learner5. Involve members of healthcare team

6. Prioritize needs

7. Determine the availability of educational

resources8. Assess demands of the organization

9. Take time-management issues into account


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METHODSTO ASSESS LEARNINGNEEDS:

1. Informal conversations

2. Structured interviews

3. Focus group

4. Self-administered questionnaires5. Tests

6. Observations

7. Patient Charts


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2. READINESSTOLEARN

The time when the learner

demonstrates an interest inlearning the informationnecessaryto maintain optimal health or tobecome more skillful in a job.


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Indicators of readiness to learn:

receptiveness

willingness

Ability to learn


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4 TYPESOF READINESSTOLEARN:

Physicalreadiness

Experientialreadiness

Knowledgereadiness

Emotionalreadiness


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3. LEARNINGSTYLE

The ways in which, andconditions under which, learnersmost efficiently and most

effectivelyperceive, process, storeand recallwhat they areattempting to learn and how they

prefer to approach differentlearning tasks.


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PURPOSE:

To be able to determine when

to intervene if difficulty occurs

among learners and toenhance effectiveness oflearning and to make it even

better.


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LEARNING STYLE MODELS:

1. Holistic (global) thinkers

- want to see broad categories before they look

at details.

- learners retain an overall or global view ofinformation.


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2. Analytic thinkers

-perceive information in anobjective manner and do not need

to connect it to their personalvalues or experiences.


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3. Verbal Approach

- learners represent in their brainsinformation they read, see or hear

in terms of words or verbalassociations.


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4. Visual approach

- learners can greatly graspinformation they read, see or hear in

terms of mental picture or images.


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IFACHILDLIVESWITHLOVE.

If a child live with criticism, He learns tocondemn;

If a child lives with hostility, He learns tofight;

If a child lives with ridicule, He learns to

be shy;

If a child lives with tolerance, He learnsto be patient;


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If a child live with encouragement, He

learns confidence;

If a child lives with praise, He learns to

appreciate;

If a child live with fairness, He learns

justice;

If a child lives with security, He learns to

have faith;


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If a child live with approval, He learns to

like himself;

If a child lives with acceptance and

friendship, He learns to find love in theworld.

If a child lives with love, He grows up to

be a good and loving person.

(From a popular poster)

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