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Educational and Learning Theories | Nursing

This is a sample assignment for the Education for Professional Practice module, exploring the concepts of teaching and learning in healthcare education and the importance of continuous professional education for health practitioners.

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Added on  2022-09-11

Educational and Learning Theories | Nursing

This is a sample assignment for the Education for Professional Practice module, exploring the concepts of teaching and learning in healthcare education and the importance of continuous professional education for health practitioners.

   Added on 2022-09-11

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Running head: Education for Professional Practice
Educational and Learning Theories | Nursing_1
Education for Professional Practice1
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
Educational and Learning Theories | Nursing_2
Education for Professional Practice2
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
Educational and Learning Theories | Nursing_3
Education for Professional Practice3
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
Educational and Learning Theories | Nursing_4

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