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SNPG960 - Facilitation and Education Skills for Practice Development

   

Added on  2020-03-04

11 Pages2741 Words96 Views
1Running head: NURSINGNursingName of student:Name of university:Author note:

2NURSINGLearning theories act as the prime point of guidance that educational system utilisesunder different settings for planning a suitable teaching session. The educators base theirteaching on the principles of these theories and apply their knowledge in an effective mannerto adjust to the needs to the learners and different learning situations. Some of the commonlyknown learning paradigms include behaviourism, cognitivism, humanism, constructivism,and organisational learning (Pritchard 2013). Behaviorism learning theory works in themental–motive area as the application lies in guiding teachers to evaluate the clinicalperformance of professionals. Learning at the expertise level is explained by behaviourismswhich are from the expected learning outcomes of the nursing (Kolb 2014). This learningparadigm can be applied in clinical learning setting to promote optimal learning for thestudents. There are a number of challenges to learning and teaching in such an environment.Having an in-depth knowledge of the contemporary educational approaches to learningfacilitates learning. In addition, a positive workforce culture is also promoted. The theoryunderpins the decisions taken up by the educators about how to go about the clinical teachingprocess. Behaviorism learning theory has been long associated with the clinical learningexperience of nurses across diverse settings (Rich 2013). The present essay critically analyses the behaviourism theory and discusses how it canbe utilised for facilitating learning in the clinical environment. The paper describes thebehaviourism learning theory and critically analyses the application of the theory within theclinical environment. It also suggests ways of how the theory can be used for facilitating thelearning of nurses within the clinical environment for assisting the development of a learningculture. Behaviourism is one learning theory that has the focus on an objectively observablebehaviour. Theorists of this learning approach define learning to be an acquisition ofbehaviours that are newly acquired on the basis of environmental conditions. The basis of

3NURSINGbehaviourist learning theory is the perception of learning as the product of stimulusconditions (S) and responses (R). It is therefore also termed as S-R model of learning. Thelearning process in this regard becomes simple. Educators utilising this approach is supposedto observe the responses of learners and then consider doing manipulations in theenvironment so that intended changes can be brought about. Behaviorist theory is widelyused in diverse domains, including healthcare (Klein and Mowrer 2014).For modifying the responses and attitudes of the learners, the educators are to bringalteration in the stimulus conditions in the environment. The other process can be changingthe results of the occurring response. Motivation is perceived as the willingness andeagerness to bring a reduction in some drive; therefore individuals who are satiated,complacent or satisfied have very less motivation to bring about changes in their learningprocess. Much practice is needed to bring about the transfer of initial learning situation to adifferent setting. This can be aided by a common feature between stimuli and responses in thepresent and future learning situations. Such form of learning is based mostly on respondentconditioning and operant conditioning procedures (Olson 2015). Respondent conditioning uses a stimulus condition wherein a neutral stimulus (NS) ispaired with a unconditioned stimulus (UNS). Learning can take place as desired when thenewly conditioned stimulus (CS) is shows an association with the conditioned response (CR).Operant conditioning has the emphasis on alteration of a behaviour by reinforcing it. Thereinforcer is any event or stimulus that is applied after observing the response forstrengthening the chances of reoccurrence of the response. With the reinforcement of certainresponses, behaviours can be made to decrease or increase. Reinforcement might be of twodistinct types; positive and negative. A positive reinforcement is typically the application ofa pleasant stimulus. It is a a reward that increases the chances of reoccurrence of the responseto a great extent. Negative reinforcement is ideally the application of an unpleasant stimulus.

4NURSINGIt is a punishment that enures that an undesirable response does not exist in future (Montinand Koivisto 014). Keating (2014) pinpoint that the learning theory of behaviourism is easyto be understood by educators since it is dependent on observable behaviour and universallaws of behaviour are taken into account. Both the positive and negative reinforcementtechniques are effective, relying on the nature of the learning setting. From a rich pool of literature, it has been indicated that behaviourism theory can beemployed in clinical settings for promoting behaviour of nurse learners. Behaviouralcontracts are beneficial when brining about a change in the behaviour of the student. Forexample, learners in the clinical settings might not be completing the assignments assigned tothem. In such cases, the educator might design a contract that encourages the student tocomplete their assignments. Additional help from the educator might be one such contract. Asecond instance might be a student misbehaving in the classroom setting. A behaviouralcontract can be set up by mutual consent of both the learner and the educator for minimisingthe distractions (Schwarz 2017). McCormack, Manley and Titchen (2013) highlight the keyaspects of applying the behaviourism learning theory into the clinical learning environment.Students in a clinical setting have different functions and roles to perform. The student-faculty relationship can be taken to the advanced level with the conditioning model ofbehaviorism theory is applied correctly. Foundational to a teacher’s understanding of theclinical experience of a student can be best understood by the experiences and feelings ofstudents. If an instructor is pleasant and has a positive attitude towards teaching, the studentsbecome increasingly concerned about their performance. Students have often reported thattheir aims and objectives for clinical practice have been enhanced under such cases.Satisfaction of the learners is important to facilitate the learning process. Masters (2015) has to say that the behavioural interventions require the clinicians tohave a set of skills in order to respond to the stimuli. Since an assumption is to be made that

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