This article provides a solution essay to Theoretical Foundations of Teaching and Learning.
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Critical Thinking Exercises:
How can the learning theories be used in combination to change behavior and enhance learning?
You are a staff nurse preceptor, and you find that the nurse orientee you are working with has difficulty understanding the idea of titrating drug dosages on the basis of physiologic data. A weakness in which type(s) of learning might be underlying this problem? In addressing this orientee\’s difficulty, what other information would you collect?
You are preparing to counsel a nursing students who is failing a nursing course: How would your approach differ if you base your counseling on Self-Efficacy Theory versus Attribution Theory?
If you are a clinical preceptor in a health care agency, how could Social Cognitive Theory assist you in teaching your preceptee? …
Solution
Theoretical Foundations of Teaching and Learning
Introduction
In nursing, theories about learning inform the nursing education systems planning in both classrooms as well as clinical training. Nurse educators armed with the learning principles utilize the teaching knowledge in a more effective way depending on the specific learning contexts (Kay & Kibble, 2016). As educational research continues to shift, their findings indicate that how higher education scholarship is defined stands to benefit from the enhanced understanding of the theory of learning and its application to both classroom and clinical practice. In general terms, theory refers to a set of interrelated propositions that adequately describe, explain, predict, or controls a given phenomenon. They represent the way an aspect of cognition or field is constructed and interpreted. Likewise, learning theories have endeavored to offer explanations regarding learning and teaching besides their application. Consequently, it is essential to examine how learning theories can be used in an integrated way to modify behavior and enhance learning. The article uses critical thinking exercises to determine how a staff nurse preceptor can address nurse orientee difficulties. Furthermore, in the professional development realm, this staff nurse preceptor outlines and briefly explains the main learning theories.
Critical Thinking Exercises: Learning Theories and Behavior Modification
The use of more than one learning theory is more beneficial since, by nature, more than one issue impacts the learner’s success, necessitating using a multi-pronged approach as opposed to a singular approach. While some teaching scholars may contend that a unique method can address all the relevant issues or conditions, the multi-pronged approach is advantageous. It keeps things fresh and less predictable, thus ensuring that the learner is always engaged and ever alert in the learning process. According to Rua, Leal & Costa (2019), a multi-pronged approach prevents the individual learners from faking their way as they go through the motions of learning. Studies also indicate that using a combination of learning styles like VARK is critical in the realization of the practical teaching of nursing students (Zhu et al., 2018).
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A Staff Nurse Preceptor, And the Nurse Orientee Scenario
The case of nurse orientee experiencing difficulties in understanding drug dosage titration based on the patient’s physiologic data could represent a typical Health belief model. The nurse preceptor should remind the nurse orientee that no more than the required drug dose is to is be titrated. The titration rationale rests with a patient’s clinical symptoms and their profile. To illustrate the point, if two distinct patients have Lexapro prescription, this does not imply that both are on the same dosage level. Depending on the severity of their symptoms, the milder one requires a lower dose. In contrast, the more severe one may need either a higher dose or a stronger but different medication altogether. To address the nurse orientee’s challenge of failing to understand, as the nurse preceptor, I would gather information regarding the drug dosage education since it is more likely that the nurse orientee lacks adequate training or was not attentive enough during the nursing classes. Using the social cognitive theory, the challenge could imply that the nurse orientee encountered environmental factors which diluted the skill of titration. The orientee took the idea of receiving only the required dose to fix a disease bei it pain or cough medicine amongst other health issues. The nurse orientee should get a refresher lesson on maximum dosage, where maximum means the optimum never beyond the set capping( Schuck et al., 2019). As the nurse preceptor, I would remind the nurse orientee that only the required dose to cure a disease should be administered depending on its type together with the patient’s symptoms severity.
Counseling a Nursing Student Who Is Failing a Nursing Course
In case the nursing student has issues with their self- confidence, I would utilize the self-efficacy theory. Individuals with self- efficacy issues generally struggle to accomplish the set tasks and achieve the desired goals, necessitating the nurse preceptor to help them regain themselves. Having self-efficacy would improve their academic grades as well and therefore arrest the downward trend (Hassankhane et al., 2014). Attribution theory may also be applicable despite its being different. Once a client is asked to reflect on their actions, conduct and events, these individuals tend to offer explanations that are more neutral and realistic instead of adopting an incomplete or wrong perspective. The nurse preceptor should be explored and draw the attention of the failing student in case the nurse student is failing because of not studying enough but instead blames it on the nurse educator, for example, by considering them as incompetent or harsh in grading. The counselor draws the nurse student to the fact that they need to differentiate between correlation and causality. The student has got to be aware that since classes are likely to get a lot harder, this does not translate to the material being wrong or the nurse educator is incompetent. (Wu et al, 2015). Instead, they should smartly go the extra mile study.
A Clinical Preceptor use of Social Cognitive Theory (SCT) in teaching a Clinical Preceptee
Social learning theory propagates the notion that individuals learn by observing, examining their surroundings, and observing others’ behavior and then determine how best they will modify their behavior. At the same time, others learn through alternative avenues like formal centers, with nursing colleges being a typical example. A clinical preceptor who uses SCT discourages inaccurate or incomplete learning encounters from the preceptee previous experiences. The clinical preceptor in a healthcare agency collects the most commonly held misconceptions the preceptee may have and replace it with a more wholesome or corrected perspective that can assist the preceptee in becoming the healthcare professional they desire to be in the nursing profession.
Professional Development: Increasing Behavior through Five Major Learning Theories
Shifts in educational research continue to increase every day, necessitating that members of the nursing faculty be competent in understanding and applying learning theories as well as conceptual frameworks within the context of research and practice. Regardless of the learning theory, each can either reinforce the desired behavior or extinguish an undesired one.
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Behaviorism, as a learning theory, contends that learning is a result of the interaction between stimulus conditions within the environment and the individual responses which result from these stimuli (Kay & Kibble, 2016). The behaviorist concentrates on measurable changes in the way an individual behaves as they interact with their environment. The nurse educator who adopts BLT focuses on what the nurse students do. As a result, cues from the learning environment and environmental effects. To increase the desired behavior, through BLT, respondent conditioning happens. Through positive reinforcement or rewarding every time the nurse student does the desired action. The reinforcement could take the form of praise and encouragement. Secondly, cognitive theories that focus on how the mind works in the process of learning can also be used to increase the desired behavior. Cognitive learning theory (CLT) incorporates perspectives like gestalt, information processing, and social cognition theory. To increase the student’s capacity to cope with academic and other life stresses, a CLT approach would advocate for increased emotional intelligence. The third herein listed as social learning theory (SLT) holds that much of the learning occurs through observation. Increasing a desired nursing student behavior entails role modeling so that the learner strives to be like their successful role model. Psychodynamic learning theory (PLT) focuses on motivation and the role of emotions and not environmental responses or perceptions and thoughts. Propagated by Sigmund Freud and his adherent’s defense mechanisms play a central role in increasing the desired behavior.
To increase the desired behavior through PLT, the individual works on the principle of pleasure and avoiding pain. As such, the student gets happy (pleasure for working as desired and avoids a pain that would result from failure. The fifth and last theory to be used in increasing the desired behavior is the humanistic learning theory (HLT). HLT presupposes that every individual is distinct with a unique desire to grow positively. Like PLT, HLT is primarily motivational. Therefore, to increase desired behavior, the individual is taught how to meet their needs in a wholesome way through Abraham Maslow’s hierarchy of needs (Aliakbari et al., 2015). The educator who uses HLT plays the role of a facilitator instead of being an authority. The educator’s listening skills tailor their educator-learn relationship in a way that meets the learners’ needs, self-esteem, and positive growth.
Decreasing Unwanted Behavior through the Five Listed Main Learning Theories
Healthcare experts, whether in clinical, education or research practice, agree that each of the learning mentioned above theories can effectively be used to either increase, decrease or maintain a behavior depending on the context and the goal in healthcare. However, this section addresses how each of these learning theories can be used to decrease or extinguish an undesired behavior. Through BLT, systematic desensitization ensures that respondent conditioning concerning negative attributes like a student’s fear or patient anxiety is reduced. The nurse educator teaches the student relaxation techniques to extinguish the fear or anxiety. Non-reinforcement and use of punishment can also contain the individual’s undesired behavior, for example, labeling some comments as offensive. CLT can also be used to decrease undesirable learning behavior by discouraging and where possible denying access to adverse information so that the information processing model from attention, processing, memory storage, and the resultant action is appropriate. Similarly, the nurse educator can point out undesirable role models to decrease behavior through SLT. The learners discouraged from role model figures whose behavior is unwanted (Mukhalalati & Taylor, 2019). The learning individual is guided through the internal processes of self-regulation and control. The procedures include the attention phase, retention phase, reproduction phase, and motivational phase so that the learner decreases and shuns unbecoming performances as stipulated in the nursing code of ethics. At the same time, unhealthy defense mechanisms are pointed out so that learners know how to se PLT in discouraging unwanted behaviors. Finally, HLT can be used to decrease unwanted behavior among learning individuals by inhibiting elf-centeredness
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Conclusion
It is essential to acknowledge that despite learning is a complex process; the nurse educator has to know that there is no single best way to approach learning. Instead, the educator should remember each of the five theories highlights a significant aspect of the overall learning process and should, therefore, be utilized in behavior modification within the healthcare setting.
References
Hassankhani, H., Aghdam, A. M., Rahmani, A., & Mohammadpoorfard, Z. (2014). The relationship between learning motivation and self efficacy among nursing students. Research and Development in Medical Education, 4(1), 97-101.
Kay, D., & Kibble, J. (2016). Learning theories 101: application to everyday teaching and scholarship. Advances in physiology education, 40(1), 17-25
Mukhalalati, B. A., & Taylor, A. (2019). Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators. Journal of medical education and curricular development, 6, 2382120519840332.
Rua, M., Leal, R. M., & Costa, N. (2019). Multimodal Narratives in Nursing Education: Exploring Their Potentialities. In Multimodal Narratives in Research and Teaching Practices (pp. 356-375). IGI Global.
Schuck, R. N., Pacanowski, M., Kim, S., Madabushi, R., & Zineh, I. (2019). Use of Titration as a Therapeutic Individualization Strategy: An Analysis of Food and Drug Administration–Approved Drugs. Clinical and translational science, 12(3), 236-239.
Wu, M. C., Wu, Y. P., Wan, Y. P., Zeng, Y., Tang, X. R., & Wang, L. R. (2015). Effects of attribution retraining on the perceived career barriers of undergraduate nursing students. International Journal of Nursing Sciences, 2(1), 99-104.
Zhu, H. R., Zeng, H., Zhang, H., Zhang, H. Y., Wan, F. J., Guo, H. H., & Zhang, C. H. (2018). The preferred learning styles utilizing VARK among nursing students with bachelor degrees and associate degrees in China. Acta Paulista de Enfermagem, 31(2), 162-169.
Question – Theoretical Foundations of Teaching and Learning
Critical Thinking Exercises:
- How can the learning theories be used in combination to change behavior and enhance learning?
- You are a staff nurse preceptor, and you find that the nurse orientee you are working with has difficulty understanding the idea of titrating drug dosages on the basis of physiologic data. A weakness in which type(s) of learning might be underlying this problem? In addressing this orientee\’s difficulty, what other information would you collect?
- You are preparing to counsel a nursing students who is failing a nursing course: How would your approach differ if you base your counseling on Self-Efficacy Theory versus Attribution Theory?
- If you are a clinical preceptor in a health care agency, how could Social Cognitive Theory assist you in teaching your preceptee?
Professional Development:
- List and briefly describe the ways that each of the major learning theories—behaviorist, cognitive, social learning, psychodynamic, and humanist—can be used to increase a behavior. Then, list and briefly describe the ways that each of these major theories can be used to decrease or extinguish a behavior.
- Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th ed.). Boston: Jones & Bartlett. (Chapter 3)
- Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions (6th ed.). Boston: Jones & Bartlett. (Chapter 1)
- DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Upper Saddle River, NJ: Prentice Hall. ISBN: 978-0-13-179026-1 (Chapters 1, 2 and 3)
