Educational and Learning Theories | Nursing

Running head: Education for Professional Practice

1Education for Professional Practice
Introduction
Irish Nurses and Midwives Organisation (2015) has stated that changes such as rapid
developments in technology, shifting care models, emerging team structures, legislation, and
policy needs nurses to be engaged in Continued Professional Development to work safely within
the complex environment. Continuing Professional Education (CPE) is one element in
maintaining professional competency (Nursing and Midwifery Board of Ireland 2020) and a
legal requirement according to Nurses and Midwives Act 2011 (part 11) (Statute Book of
Ireland, 2020). Additionally, Clinical teaching is a way of CPE, which has been stated as the
ultimate way to bring about educational reforms for the sake of better patient outcomes (Tame
2013). Despite the extensive beneficial outcomes of CPE, the mandate integration of this CPE
concept is yet to be included. This provided the rationale for conducting this clinical teaching.
This essay will critically discuss the concepts of teaching and learning and inspect the writer’s
educational presentation which will be delivered to a small group of nursing colleagues as part of
the ongoing educational sessions in the writer’s unit. The topic is aimed to equip the nurses to
care for the patients who require Pleur-Evac chest drainage intervention in a safe, effective and
in a practice that is evidence-based.
Theories of Teaching and Learning
Educational and learning theories offer the conceptual structures illustrating a student’s
gaining of knowledge, ability, and insolences to attain changes in attitudes, performance, or
potential as they underpin all educational contexts (Zittleman & Sadker 2015).There are various
teaching theories, based on the concept that learning is a reaction to stimuli and becomes a sense
of rewards when students change their behaviors over time due to positive as well as negative

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reinforcement. Cognitivism and constructivism, are the two most important approaches that are
more concerned with how information is processed by the learners (Badyal and Singh 2017).
Behaviorism is a set of theories that are laid out by Skinner, who have suggested, that all the
behavior is due to the response to external stimuli. According to this theory, both the behavior
and learning of a study will improve in response to positive reinforcements like rewards, bonuses
and praises (Baum 2016). The concept of behaviorism concerning learning was studied by
Watson and Pavlov, about the conditioning of the animals to some external stimuli. This theory
is not applicable in this learning context. On the other hand, in Cognitivist mode of teaching, the
learning strategies used by the learners include organization of new language, summarizing the
meaning, estimating the meaning from the context, using imagery for the memorization (Amineh
and Asl 2015). In this regard, Piaget’s theory of constructivism and schema proposes that new
knowledge over an existing knowledge of learners helps them understand the concepts (Kay and
Kibble 2016).
Pedagogy and andragogy are the two important theories of learning. Pedagogy is teacher-
centered learning in which students are reliant upon the educators for information, and any skills
scholars may have to produce little value. In contrast to this, andragogy is a theory that keeps the
learner in the central position, and it endures to be stated as a front-runner for learning in adults
(Cochran and Brown 2016). An integrated model involving both pedagogy and andragogy,
identifies the learners to be self-motivated and are partially independent who require initial help
to internalize learning.
Educational psychology presents a diversity of adult learning models, and healthcare
professional teachers ought to know these theories and use this knowledge in choosing and

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validating the educational programs that they are relevant so that these programs have a concrete
theoretical base depending on the learning context (Aliakbari et al 2015).
Pre-lesson planning
While working in the hospital setting, the writer, who is an educational link nurse,
realized that there is a knowledge gap among nurses in managing patients who are on Pleur-Evac
chest drainage. Pleur-Evac system was introduced instead of the traditional chest drain system as
a result of evidence-based practice. CPD provides high-quality evidence-based service to clients
and improves the confidence of professionals in providing service (Heath Service Executive
2020). The learning requirements of the group matched the writer’s expertise in delivering this
presentation as part of the preplanning (Crouch et al 2015). There is cognitive constructivism
(Jean Piaget), social constructivism (Lev Vygotsky) and radical constructivism (McLeod 2019).
The writer’s chosen teaching theory is cognitive constructivism which helps learners to
assimilate new knowledge from the existing knowledge as well as enabling them to make
appropriate modifications to their already existing scaffold for accommodating their information
(Graduate Student Instructor 2016). It has been stated by Larson and Marsh (2014) , that the
constructive practices such as developing multiple ideas by questioning or by collaborating with
the learners in the construction of the meaning and the creation of alternative narratives are
taught by the help of an experienced format (Pathania et al 2013). Hence, pre-lesson planning
and warming up session is a constructivist method of teaching.
Dale’s Cone of Experience has become “experiential learning” or “action learning” and
assists educators to decide about resources and activities (Davis and Summers 2015). As per
Dale’s research, the least effective method is at the top of the pyramid, which involved learning
from the information presented by symbols. The most effective method is at the bottom of the

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pyramid that involved direct as well as purposeful learning like a live demonstration of hands-on
learning experience. As stated by Dale, the instructional designs prepared by the educators
should be based on more real-life experiences (Masters 2013).
Dale’s cone of experience guided the writer to choose to preplan the lesson. The writer
has chosen to deliver this session using Microsoft power point presentation, in lecture mode,
using interactive method accompanied by an information handout and a demonstration on how to
operate the Pleur-Evac system to provide the learners with the highest experience of learning. It
has been shown by the recent researches that interactive learning assists the learners not only to
acquire new materials, but also helps in memorizing for a longer period of time (Giorgdze and
Dgebuadze 2017).
Duarte suggests that Power Point is a productive visual aid, generating innovative ideas
to communicate effectively, clearly and effectively (Gries and Brooke 2010). On the other hand,
Tufte argues that PowerPoint lessens the logical quality of presentations and declines verbal and
spatial reasoning (Lofthouse 2015). However, Penciner (2013) suggests using slideware
cautiously. Interactive learning ensures that all the learners are engaged equally in the cognitive
process, where each of the individuals contributes to the process of learning (Ciobanu 2018).
Live demonstration makes the adult learning more problem-centered and according to Knowles’
principle of andragogy, adult learning are generally problems centered rather than content-
oriented (Cochran and Brown 2016). This concept is in line with the constructivist theory of
Piaget (Kay and Kibble 2016) focusing on the fact that learning should focus on adding to what
they have already learned in the past.

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Lesson planning
A lesson plan is a step by step guide that provides the structure for fundamental learning.
Lesson plan develops the teachers’ familiarity and confidence in the chosen topic. Clear aim and
objectives, activities and assessment are the components in an effective lesson plan (Jones 2018).
Hence, the writer plans both the teacher and student activities like listening, describing,
demonstrating and watching, questioning and answering the multiple-choice questionnaire to
assess the effectiveness of teaching. It is necessary to select the appropriate research materials to
deliver the lesson with accuracy and evidence-based (Gülten 2013). Therefore, the comparative
audit results of the effectiveness of Pleur-Evac system and the traditional system will be
explained.
The writer has timed all the activities to deliver within the given time frame as it is stated:
“By failing to prepare you are preparing to fail” (Jones 2018). Andragogical approach lays
importance on what the learner is performing (Knowles et al 2005). Knowles’ assumes that
adults learn based on their need to learn, prior experience, problem-solving and the topic of
immediate value (Mukhalalati 2017). Hence, the writer considered that the learning is based on
the theory of andragogy in this teaching as the students are not children and chose the content
which is relevant to the experience and prior knowledge of the audience in a way to solve the
problems in clinical situations.
Presentation
The learning outcomes and objectives will be communicated to the students orally at the
beginning of the teaching (Gülten 2013).
Blooms taxonomy will be used in delivering the teaching- Introduction, Recalling and
Reviewing (Adams 2015). A warming session will be held to understand the knowledge of the

6Education for Professional Practice
audience about a chest system and the function of the Pleur- Evac Chest drainage system. The
lesson will then process with the complications, guidelines and changes in guidelines on chest
drainage system. A hand out of the Pleur –Evac system and a video link will be provided to the
audiences. Ample time will be given to offer answers and cross question the teacher during each
section.
The parts and functions of the instrument will be explained by a live demonstration.
Demonstration method of teaching is important as they provide the learners with the experiences
of real events, processes and the phenomena, and thus a kinesthetic experience (Schmeck 2013).
Assessment will be done utilizing three multiple choice questions as it is the most critical
responsibilities of teachers to assess student’s performance because assessment influences
everything that teachers do (Mertler, 2009)
Assessment and Feedback
Feedback is believed as a critical approach to facilitate students’ development as
independent learners to examine, assess, and improve their own learning (Ferguson, 2011). The
writer will give feedback to students after discussing the correct answers. Ahea (2016) suggests
that it is important to give positive feedback at the right moment, be cautious in giving negative
feedback and giving effective feedback that provides information for the teacher to shape the
teaching.
Conclusion
CPE for nurses is imperative to provide patients’ care competently in this ever-changing
healthcare context. The writer has designed this clinical teaching in a way to fulfill the
knowledge gap, identified in the practical environment which is also a way for professional

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development. As the audience are professional adults, the theory of constructivism, theory of
andragogy and Knowles’ principles are chosen for effective learning. Preplanning is essential for
the teacher to be confident about the topic and to end the session within the planned timeframe.
The teaching will be provided in the form of a power point presentation. Assessment in the
lesson plan is vital to assess the learning outcomes. Hence, the lesson plan and the entire
teaching regimen will be evaluated probably by teach-back or question answering method.

8Education for Professional Practice
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