Applying Learning Theories to Health Care Practice

Principles of LearningLearning TheoriesTypes of learning Learning styles of different age groups

The term education has its origin in theLatin words educo, educare & educatum. Etymologically, the word education is derived from the Latin words educo where e means ‘out of’ duco means ‘I lead.’

Accorsing to this view, education means ‘I lead out darkness into brightness’.

Education means the training for the country & love for the nation.

-ChanakyaEducation is realization of self

-ShankaracharyaEducation is an all-round drawing out of thebest in child & man-body, mind & spirit.

-Mahatma GandhiEducation is the natural, harmonious &

progressive development of man’s innate power.

- Pestalozzi

Nursing education is a professional education which is consciously & systematically planned & implemented through instruction & discipline & aims the harmonious development of the physical, intellectual, social, emotional, spiritual

& aesthetic powers or abilities of the students in order to tender professional nursing care to people of all ages, in all phases of health & illness, in a variety of setting, in the best or highest possible manner.

Aims of education

Individual aim

Social aim

Spiritua

l aim

Vocatio nal aimCultura

l aim

Moral aim

Intellectu

al aim

Aims given by different commiss

i ons

Individual aim: Development as an individual of a human being.

Moral & spiritual development. Cultural development. Harmonious development Promote positive physical development Development of a right personality Development of good citizenship Development of good leadership Emotional & mental development Character building, etc.

Social aim: Through education the individual child should be provided with the require assistance to become a useful member of the society, irrespective of the socio- economic status.

Vocationalaim:

Education should prepare thechild to earn his livelihood so that he canlead a productive life in the society.

Intellectualaim:

Development of intelligence througheducation will enable the child to lead anindependent life with confidence.

Cultural aim: By undergoing education child becomes cultured& civilized.

Cultural development is through development of aesthetic sense & respect for others’ culture

Moral aim: Moral

values like honesty, loyalty, tolerance,justice, self control & sinceritypromote the social efficiency of an individual

Citizenship Education

enable the children to grow asproductive citizens by following thesocial & moral standards set by the society.

Physicalhealth & wellbeing:

Education prepare the child to lead a healthy life through providing the knowledge required for a healthy living.

Characterdevelopment:

Education assist the child to develop certainhuman values, attitudes & habits which areessential for building a desirable character.

Education forleisure:

Education prepares the child to use hisleisure time for doing somethinguseful.

Aims of education as stated by SecondaryEducation Commission Development of democratic citizenship

Improvement of vocational efficiency Development of personality Development of qualities leadership

• Harmonious development

• Inculcating right attitude

• Knowledge & skill aim

• Emphasis on high- tech-high-touch approach

• Prepare students to take up a proactive role in nursing

• Professionaldevelopment

• Assist to build apromising career

• Social aim

• citizenship

• To prepare global nurses

• Leadership aim

Individual functions

National functions

Social functions

Growth & development of individual

Direction & guidance

Preparation for adult

life

Conservation of traditional

knowledge Transmission of

culture Progressive

development

Achievement of self-sufficiency

Holistic personality

development Moral & character

development Develop

vocational efficiency

Awareness of past & present & preparing for future

Ensuring national

development

Promoting

nationalintegrity

Continuous supply of

skilled workforce

Developing leaders for nation

Improving social efficiency

Civilization& cultural security

Preparing good citizens

Reform & progress of society

The term philosophy has a Greekorigin, i.e. philosophia, which is made up of two words, viz. phileo &.

Phileo means ‘love & sophia means‘wisdom’.

The literal meaning of philosophy is ‘love of wisdom’ or ‘passion of learning’.

Philosophy is the science of knowledge.

- Fitch Philosophy is the science of sciences.

- Coleridge Philosophy is a search for comprehensive view of nature, an attempt at a universal explanation of the nature of things.

- Alfred Weber

Educational philosophies

Traditional philosophies

Naturalism

Idealism

Pragmatis

m Realism

Modern contemporary philosophies

Perennialism

Essentialism

Existentialis

m

Reconstructionis

m

Progressivism

Naturalism Chief proponents: Rabindranath Tagore,

Jean Jacques Rousseau, Johann Heinrich Concept: Educating the human generation about& in the nature rather than artificial

environment by keeping in mind the individuality of each child.

Organization & Aims of education: Nature is considered the classroom. Emphasis on open air schools to teach through direct experience with nature.

Curriculum: Basis of curriculum developmentwas child’s nature, interest & needs.

Stressed on subjects dealing with nature such as physics, chemistry, biology, language & mathematics. Tagore also stressed on teaching spiritual values of nature.

Methods of Education: As natural as possible considering individual differences. Noble efforts for planned living with nature. Direct experience of nature through observation, excursion, experimentation, play-way.

Role of teacher: Teacher is an observe& facilitator of the child to develop in nature; teacher facilitates best possible natural environment for prompt learning.

Discipline: No emphasis on external rigid discipline; recommended free discipline to child in nature for optimum desired learning.

Idealism Chief proponents: Dr. Radhakrishan, SirAuurobindo, Plato, Ross & Socrates Concept: It believes that the act of knowing

takes place within the mind for three values, i.e. intellectual, aesthetic & moral values & the purpose of education is the development of the student’s mind & self

Organization & Aims of Education: Well-planned formal classrooms or formal place of teaching- learning activity is recommended.

Curriculum: The basis of curriculum is inculcatingintellectual, aesthetic & moral values or

discipline. The intellectual value is represented by subjects such as language, literature, science, mathematics, history & geography; aesthetic through arts & poetry & moral through religion, ethics. Dr. Radhakrishan also advocated for physical education.

Methods of Education: Idealism recommended formal classroom teaching methods such as lecture, discussion, presentation, & group interaction. Knowledge is transferred from the more mature person (teacher) to less mature person (pupil) through formal & well-planned teaching-learning methods.

Role of teacher: Teacher is considered as centre ofeducation where pupil catches fire from teacher

who is himself a flame teacher must be ideal & a role model for the child both intellectually & morally. The teacher should exercise great creative skills in providing opportunity for the pupil’s mind to discover, analyze, unify, synthesize & creative application of knowledge to life.

Discipline: Idealism believes in interconnection of discipline & interest. Advocates discipline for self- realization of individual. It does not favor rigid discipline but advocates spontaneous & self discipline.

Pragmatism Chief proponents: Williams James, JohnDewey, Charles Sanders Pierce Concept: It considers self-activity as the

basis of all teaching-learning processes in context of cooperative activity; to create optimistic men, who are the architects of their own fate by the process of their efforts. Education should be according to the child’s aptitudes & abilities; where he is respected & education is planned to cater to his inclinations & capacities.

Organization & Aims of Education: Aims ofeducation is to teach one how to think so that

one can adjust to an ever-changing society. In order to produce creative resourceful & adaptable children we should have conditions in the school which are conducive to the creation of these qualities of mind. Recommends formal schools to have activity oriented learning based on the needs, interest, aptitude & capabilities of the individual student.

Curriculum: Pragmatists believe in a broad & diversified curriculum, which is composed of both content & process & subjects ranging from humanities to geography & science.

Methods of education: Teaching-learning processis a social process where the sharing of

experiences between the teacher & the student takes place. Preferred methods are project method & activity oriented learning.

Role of teacher: Role of a teacher is not that of a dictator or a task master but as a leader of group activities. Teacher acts as catalyst where he suggests a problem to students & stimulates them to find a solution. Teacher is a mentor with resources to guide the students

Discipline: Pragmatism does not believe in traditional firm discipline. It advocates for freedom of self-discipline in a free & conducive teaching-learning environment.

Realism Chief proponents: Aristotle, Johann FriedrichHerbart, Herbert Spencer Concept: Realism makes the human being

understand & enjoy society in the true sense by getting the multidimensional real joy of life in reality. It also aims for education to make the life of a man useful; where a man can enjoy his activities & comfort in reality.

Education should equip individuals to a best possible meaningful life through vocational skills.

Organization & Aims of Education: Realismemphasizes on scientific attitude based on

realistic principles, where the child can extend his knowledge, which he learns through books. It has given due emphasis on formal schools, which provides adequate opportunity for learners to learn the vocational skills through observation, experimentations & examinations.

Curriculum: Selection of the curriculum for the students must based on their abilities, interest & capabilities so that education helps the student to adjust to changing circumstances of the society. It also emphasis on subject matter of real-life use such as science, mathematics, hygiene & vocational subjects.

Methods of Education: Realism believe in objectivity,knowledge of scientific evidences & reality. Methods

of teaching should be according to needs, interest & capabilities of students. Vocational education should equip the individual with capacities to earn livelihood such as experimentation, examination & observation, etc.

Role of Teacher: Teacher must focus on the development of vocational skills in the learners, so that they can be equipped with qualities of race preservation & vocational behavior activities. Teacher acts as a mentor, & must be a role model & skilled to demonstrate vocational skills to the learners

Discipline: Realism believes in an optimum level of discipline without imposing undue stress on the learners

Perennialism Chief proponents: Thomas Aquinas, RobertHutchins & Mortimer Adler Concept: Education ensures that students

acquire an understanding about the great ideas of civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting to seek ensuring truths which are constant, as the natural & human worlds at their most essential level.

Organization & Aims of Education: The aim ofeducation is to develop the rational person,

who has intellectual abilities to uncover universal truth. Character training is also important for moral & spiritual development of an individual

Curriculum: Accepts little flexibility in the curriculum that emphasizes on language, literature, mathematics, arts & sciences.

Common curriculum for all the students with minimal opportunities for elective subjects.

Teaching-learning process must create liberalism, tolerance & discretion among learners.

Methods of Education: Perennialism portages for theeducational methods, which promotes constant

teacher-taught interaction such as oral exposition, lecture & explication. Emphasis is placed on teacher- guided seminars, where students & teachers engage in mutual inquiry sessions. Students may also learn directly from reading & analyzing the great books.

Role of teacher: Teacher must be competent & master of his subject so that he can help their students to develop the power to think deeply, analytically, flexibly & imaginatively. Teacher is also authoritative

& a guide of the students. Discipline: Education should be organized &

conducted in a manner that problem of indiscipline does not arise at all.

Essentialism Chief proponents: William Bagley, Arthur

Bestor, Admiral Hyman Rickover, James D. Koermer Concept: Essentialism believe that there is common core of knowledge that needs to e transmitted to students in a systematic, disciplined way. The emphasis placed on intellectual & moral standards that schools should teach & preparing students to become valuable members of society.

Organization & Aims of Education: Essentialismhas recommended for the formal schools or

teaching-learning places. The aims of education is to promote intellectual growth & academic competitiveness of the individual to become a model citizen.

Curriculum: This philosophy recommended intellectual content with quality & capacity of the learner. The recommended subjects are English, mathematics, natural science, history & foreign languages.

Methods of Education: Essentialismrecommended formal & well-planned

classroom teaching methods such as lectures, discussions, presentations & group interaction

Role of Teacher: Teacher must be a master of subject matter & role model for learners with high level of authority & control over teaching-learning process & learner.

Discipline: Essentialism believes in rigid discipline & devoted hard work of learners in his studies.

Existentialism Chief proponents: Soren Kierkegaard, FriedrichNietzsche, Maxine Greene Concept: This philosophy believes that education

must develop the consciousness about the freedom of choices among learners because a man becomes what he chooses for his self. Education must equip the individual for better choices

Organization & Aims of Education: The ultimate aim of education is to develop child’s knowledge about human conditions & the choices that person has to make for self. Therefore organization of education must be formal with sufficient opportunities of choices

Curriculum: Curriculum must be that which provides the free opportunities for children to select from many available learning situations & choosing the subjects that learner wish to learn. Humanities are commonly given tremendous emphasis, which helps the student to unleash their own creativity & self- expression.

Methods of Education: Existentialism promotes the methods of education which emphasizes on self- activity of the learner such as self-expressive activities, experimentation, methods & media that illustrate emotions feelings & insight

Role of Teacher: Teacher must promote freedom for a learner to make personal choices & individual self- definition

Discipline: Existentialism believe in self-discipline but not in the strict discipline. Teacher creates an environment in which students may freely choose their own preferred way

Reconstructionism

Chief proponents: Theodore Brameld, George Counts& Paulo Freire Concept: This philosophy of education believes on

reorganizing & restructuring the process of education to being about social & cultural contrastive changes in community, society & country, where emphasis is placed on cultural pluralism, equality, futurism, national interest oriented education

Organization & Aims of Education: This philosophy recommended for formal as well as informal ways of organizing the education so that desired aim of education can be achieved to bring the reconstructionof the society.

Curriculum: Curriculum should be conceived with a new socioeconomic & political interest. The

subject content must be oriented towards aspects of new changes expected social, economic & political discipline such as sociology, economics, science & technology, etc.

Methods of Education: This philosophy of education believes that teaching methods must be organized in manner that student become self-reliant, education must be activity oriented to develop necessary activities & abilities

Role of Teacher: The role of a teacher is to take the social responsibilities & along with students must become the agent to improve society.

Discipline: This philosophy of education propagatesabout optimum level of discipline but not a rigiddiscipline

Progressivism

Chief proponents: Horace Mann, Henry Barnard &Johan Dewey Concept: Progressivism believe that learning

must be through problem solving & scientific inquiry in a cooperative & self-discipline way, which promote democratic living & transmits the culture of society while preparing students to adapt in changing world

Organization & Aims of Education: Progressivism recommended democratic school procedures, which promote the community & social reforms.

The aim of education is to promote thedemocratic social living

Curriculum: Progressivism recommendedcurriculum, which is interdisciplinary in nature,

which promotes written textbooks subject content that are the part & process of learning rather than ultimate source of knowledge. Further curriculum is based on child’s interest, problems & life affairs

Methods of Education: Child is considered as learner rather than subject, who primarily learned through cooperative group activities & experiences

Role of Teacher: Teacher must act as guide for problem solving, leader for group activities & partner in planning the learning activities

Discipline: Has not recommended any sort ofspecific formal discipline

Any activity can be called learning so far as it develops the individual & makes his/her behavior & experiences different from what that would otherwise have been.

-Woodworth R. S. Learning is a process that result in

the modification of behavior.-J. F. Travers

Behaviorist view: Learning is a change in behavior asa result of experience. Men & other living being react to the environment.

Gestalt view: According to this, learning depends on gestalt or configuration (wholeness of the situation). Learning is a total reaction to the total situation.

Hormic view: This view was developed by McDougall. It stresses on the purposeful nature of learning, i.e. learning is a goral-directed activity.

Trail & error view: This view was put forward by Thorndike. He conducted many experiments on dogs, cats & fish & concluded that most learning takes place by trial & error.

Learning is a process which involves a series of steps:

1. Motive of learner

2. Establishing the goals

3. Teacher- student

adjustment

4. Change in behavior of

pupil

5. Fixation or

stabilization of behavior

Learning is cooperative process:

Elements of cooperative learning

Group processing

Individual & group

accountability

Promote face- to-face

interaction

Positive interdependence

Learning social skills

• It is unitary

• It is individual

• It is purposive

• It is creative

• It modifies the behavior of individual

• It helps in the organization of experiences

• It helps to make choices in life

• It helps to bring changes in life

• It helps in continuous professional development

• It tunes with the trends & development in particular fields

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