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LearningTheories LearningProcedure Educatorstask Source ofmotivation Transfer oflearning
1.behaviorist To changebehavior,change theenvironment
Activeeducatormanipulatesthe stimuli
andreinforcementto directlearning.
drivereduction
Practice;similarity instimulusconditions and
responsesbetweenlearning andnew situation
2.cognitive To change
behavior,changecognitions
Active
educatorstructuresexperiencesto encouragethereorganiza-
tion ofcognitions
goals
expectations
Mental and
physicalactivityUnderstandingLearning tolearn
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LearningTheories
LearningProcedure
Educators
taskSource ofmotivation
Transfer oflearning
3. Sociallearning
To changebehavior,
change rolemodels,perceivedreinforcement, and thelearners self-regulatingmechanism
Activeeducator
modelsbehavior,andattempts toinfluencelearners self-regulation
Socialization
experiences,role models,and self-reactiveinfluences
Similarity ofsetting and
role modelsbehavior
4.Psycho-dynamic
To changebehavior,change
interpreta-tions andmakeunconsciousmotivationsconscious
Educator asa reflectiveinterpreter
makes senseof learnerspersonalityandmotivation
Pleasureprincipleand reality
principle
Personalityconflict, andresistance
associatedwith learningsituationmay act asbarrier
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LearningTheories
LearningProcedure
Educators
taskSource ofmotivation
Transfer oflearning
5.Humanistic To change
behavior,changefeelings, self-concept,and needs
Facilitative
educatorencouragespositive self-growth,listensempha-
thetically,allowsfreedom ofchoice, andrespectlearners.
Needs,desire forpositive self-growth, andconfirmationof self-
concept
Positive or
negativefeelingsabout selfandfreedom tolearn
promote orinhibittransfer.
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Behaviorist Learning Theory
-focusing mainly on what is directly
observable-learning as a product of stimuluscondition and the responses
(respondent conditioning model of
learning)-environmental stimulus conditions and
reinforcement promote changes inresponses.
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Cognitive Learning Theory
-stress the importance of what goes on
the inside the learner-used in education and counseling
-more important are learners goals
and expectations(information-processing model of
memory)
-highlights the wide variation in howlearners actively structure theirperception; confront a learning situation;and manage their emotions
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Social Learning Theory
-combined principle of behaviorist and
cognitive theories-the need to identify what learners are
perceiving and how they are interpreting
and responding to socialsituation(healthcare environment)
-Role modeling
-external role models and theirperceived reinforcement along withlearners internal influences
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Psychodynamic Learning Theory
-emphasizes the importance of
conscious and unconscious forces inguiding behavior.
-internal forces such as developmentalstage, childhood experiences, emotionalconflict, and ego strength influencelearning and change
(ego defense mechanism)
-understanding patient and familynoncompliance, trauma and loss.
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Humanistic Learning Theory
-each individual is unique and that all
individuals have a desire to grow in apositive way
-a motivational theory
-learners choose what to learn-the central focus is on learners
perceptions, desires, and decisionmaking
-fostering curiosity, initiative, andresponsibility
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Neuropsychology and learning
-for children and adult with
physiological disorders ; for those withmental, emotional, and behavioralproblems
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Example Combining the theories
-patients undergoing painful procedures are first taughtsystematic desensitization (behaviorist)and whileexperiencing pain or discomfort are encouraged toemploy imagery, such as thinking about a favorite,beautiful place or imagining the healthy cells gobblingthe unhealthy cells (cognitive). Staff members are highlyrespectful, upbeat, and emotionally supportive of each
patient (humanistic)and create the time and opportunityto listen to patient to discuss some of their deepest fearsand concern (psychodynamic). Waiting rooms andlounge areas for patients and their families designed tobe comfortable, friendly, and pleasant to facilitateconversation and interaction, while support groups may
help patients and family members learn from each otherabout how to cope with illness or disability and how toregulate their emotions so that their health is not furthercompromised (social learning).
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Behaviorist Learning Theory
Someone without much experience with
hospitals(NS) may visit a sick relative.While in the room, the visitor may smelloffensive odors(UCS) and feelqueasy(UCR), after that, hospitals maybecome associated with feeling anxiousand nauseated.
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Cognitive Learning Theory
People with chronic illnesses-- even
different people with the same illnessare not alike, and helping any patientwith disease or disability includes
recognizing each persons uniqueperception and subjective experience.
Approach that is effective with oneclient may not work with another client
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Social Learning Theory
A more experienced nurse who
demonstrates desirable professionalattitudes and behavior sometimes isused as a mentor for a less experiencednurse
Psychodynamic Learning Theory
Patients with ego strength can cope withpainful medical treatments because
they recognize the long-term value ofenduring discomfort and pain toachieve a positive outcome
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Humanistic Learning Theory
Rather than inserting health education
videos into television sets for hospitalpatients to view or routinely distributinglots of pamphlets and pages of small-print instructions, it is better establishing
rapport and becoming emotionallyattuned to patient and their familymembers.