Learning Theories Are The Core Of Educational Systems

In nursing, there is a strong relationship between theory, practice, and research. The nursing curriculum first teaches students the basic concept in caring for patients. Theory of nursing is like the foundation. It allows a student to piece information together to see the main idea. A student must first know what the profession stands for. The concepts

Over the years, I feel I have been guided by God to pursue Elementary Education, which narrows my focus to the kindergarten classroom. I will clearly define the most helpful theories that may be implemented throughout the kindergarten learning environment. Effective teacher characteristics will be identified and why they are imperative for this particular age group. Young children have different learning characteristics and it is important for teachers to recognize and accommodate to the needs of their students. Throughout this course, I have discovered certain characteristics about myself and I will elaborate on my unique learning styles.

Several learning theories have been put forward to explain how learning takes place in individuals. These theories have found application in formal learning situations including nursing education and training. In addition, a number of nursing theories also aim to prescribe the best approach to the practice of nursing in a professional environment. Of the learning theories, social learning theory takes into account the role of the environment in shaping responses through interaction with the cognitive skills of the learner. The deliberate nursing process theory also emphasizes the importance of responding to the real environment instead of blindly implementing prescribed solutions. This essay discusses the responses of a nursing professional in a real-life learning environment in the light of social learning theory and deliberative nursing process theory.

Learning, as defined by Slavin (2012), is “a change in an individual caused by experience” (p. 116). Learning can occur intentionally or unintentionally. All learning, however, is stimulated by something that is the learner (student) has encountered. As an instructor, your goal every day is to use the right stimuli to capture the student’s attention so they can absorb the knowledge you are trying to share.

As the demand for nursing education grows and with the rapidly advancing roles of nursing, educators need to stay up-to-date. “Theory-based practice provides nurses with a perspective” (Parker, 2006, p.28). With the comprehension and use of educational theories, nursing educators can support student knowledge and development into practice. These theories are outlines of cohesive concepts and principals that describe, explain, or predict how people learn. Every one learns differently and as an educator you need to be familiarized with and open to the use of one or more combinations of theories to successfully teach adult learners in this ever changing health care system. This paper will highlight the use of Constructivist Learning Theory and its application to nursing practice.

Nursing students today are diverse with different learning styles. Nursing educators must shape students to become critical thinkers and there are a host of approaches for instructors to develop needed teaching skills (Kostovich et al., 2007). There are many models of education styles; one to fashion teaching after is from Kolb’s model in 1985 which suggests matching learning methods to teaching approaches. However, educators need to become proficient in identifying individual student learning styles. Nursing educators should also recognize their own teaching style and the effect it has on learner development and socialization (National League for Nursing, 2007). The National League for Nursing (NLN) has developed eight core

Teachers have an important task of translating learning theories into practice. Knowledge about learning theories allows teachers to consider different approaches and apply various techniques and valuable strategies in specific contexts and with specific learners to promote learning. This essay will provide an insight into three well-known theories of how children learn. It will examine Behaviourism, Social Constructivism and Humanism and how these learning theories underpin a range of pedagogical approaches to teaching and learning and promote inclusive practice.

According to the cognitive theory, learning and changing depends on the individual’s cognition (perception, thought, memory, and ways of processing and structuring information). Cognitive learning theorists stresses on the importance of what goes on inside the learner. Cognitive theorists, maintain that reward is not necessary for learning. More important are learners’ goals and expectations, which create disequilibrium, imbalance, and tension that motivate them to act. In applying this theory in my place of practice, it is very important for the advanced practice nurse to establish a baseline of the patient’s cognitive status. This can only be done by performing a thorough mental health assessment while investigating on the patients previous

My first semester of nursing school was a time of “awakening”. During this semester, I learned that a lot of the subject matter is self-taught. A lot of the information is learned through research. It was during this semester I learned that

As nurses and nursing students, it is practical to have an understanding of the distinctive learning styles to tailor our success in school as well as heath promotion to meet the various learning tactics of our patients. That is to say, health promotion is a fundamental phase of our nursing interventions. The Registered Nurses Association of Ontario (2012) reports“ nurses promote health by advocating for healthy public policy and use their knowledge and expertise to promote health literacy with individual clients, families, groups and communities” (pg.14). Nonetheless, awareness of our learning styles enables us to improve and develop our learning skills. Furthermore, the usefulness of knowing our learning style as student nurses will open

Nursing theories form the supportive framework on which our patient care relies on (Alejandro, 2017). It is not only the foundation of the nursing discipline but, it defines of we practice. If nurses lack that foundation, new knowledge development within nursing will decline. They are very important for Masters and advanced practice nursing students who are preparing to

There are many different nursing theories that are significant to nursing practice, because they help nurses to examine what is already known, and what additional knowledge and skills are required in variety of nursing situations. They provide basis for nursing practice, as well as some additional tools, that help with delivery of better care to patients and caregivers. Finally, nursing theories improve professional status for nurses and provide guidance and direction for research and education (Colley, 2003).

I am not new to the role of nurse or educator, but to the role of nursing educator. My motivation to teach future generations of nurses prompted my transition from a clinical nurse to an academic nurse educator. My interest in teaching comes from my own positive experiences as an undergraduate student and from a love of learning. My educational philosophy is a work in progress as I continue to grow as a nurse, educator, and scholar of nursing education. As a novice nursing educator today, I plan on progressing to the path of an expert. The purpose of this paper is to express my educational philosophy in terms of teaching and learning, teaching and learning strategies, student learning goals, and the learning environment.

This essay will compare and contrast three key theories of learning; Behaviourism, Cognitive Learning Theory and Constructivism.

The study focused on students taking a module entitled Psychological Perspectives in Nursing. This module is a compulsory part of a preregistration diploma in the nursing course and covers three semesters. A variety of features made the module suitable for the present purpose. The module has a very large enrolment, it is mainly delivered by lectures although students can seek one-to-one academic support, and it is assessed summatively by essay format. Empirical evidence suggests that such an educational context affects the quality of student learning and subsequent performance. For example, large class size negatively affects student performance (Raimondo et al. 1990, Fearnley 1995, Gibbs et al. 1997), student–teacher interactions and class discussions (Mahler et al. 1986, Raimondo et al. 1990). Also, a lecture format retards the development of higher-level cognitive skills, including deep approaches to learning