learning in nursing education

learning in nursing education

1. LEARNING DEFINITIONS, CHARACTERISTICS, PRINCIPLES, DOMAINS, FACTORS INFLUENCING LEARNING, THEORIES OF LEARNING, RELATIONSHIP BETWEEN TEACHING AND LEARNING

2. DEFINITIONS OF LEARNING Learning is the process by which an organism is satisfying its motivation, adopts and adjusts its behavior in order to overcome obstacles and barriers.- Hunter and Hilgard Learning is not an addition of experience , nor is it old experience summed up , rather it is the synthesis of old and the new experiences which results in completely new organization or pattern of experience.- Heidgerken .

3. DEFINITIONS OF LEARNING(continued) Learning is acquisition of habits, knowledge and attitudes.It involves new way of doing things and it operates in an individual ‘s attempt to overcome obstacles or to readjust to new situations. It represent progressive change in behavior.It enables him to satisfy interest to attain goals.- Crow and Crow

4. DEFINITIONS OF LEARNING(continued) ‘an activity can be called learning so far as it develops the individual and makes it behavior and experiences different from what that would otherwise have been.- Woodsworth RH. Learning is an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience.-Shunk,1996

5. Main factors in definitions of learning Brings change in behaviour usually for betterment. Change takes place through practice and behaviour and not due to maturation. Change in behaviour should be relatively permanent lasting for years, months or weeks.

6. CHARACTERISTICS OF LEARNING: By yoakman and simpson Learning is adjustment. Learning is purposeful. Learning is experience. Learning is growth. Learning is intelligent. Learning is active. Learning is both individual and social. Learning is-the product of the environment.. Learning affects the conduct of the learner

7. CHARACTERISTICS OF LEARNING(continued) Learning helps in making choice. Learning helps to bring changes. Learning help in continuous professional development. Learning helps keep in tune in with trends and development in particular fields.

8. Principles of learning For effective learning: Teacher guidance Self discovery/generalization of past experience. Background experience, sufficient mental maturity, readiness & desire of learner. Goal directed provisional trials. New has meaning related to old. Motivation of learner. Provision for transfer. No anxiety and mental illness.

9. 10 Principles of learning By The Joint Task Force on Student Learning(JTFSL): learning is – A constant interaction between learner environment. An outcome of stimulation and motivation of learner. An active process. Ongoing developmental and cumulative process. An outcome of cooperation and support.

10. 10 Principles of learning(continued) By The Joint Task Force on Student Learning(JTFSL ): learning is – An essential influence of environment. Through practice ,feedback and evaluation. A formal as well as an informal act. An individual phenomenon. An act of self awareness.

11. Principles of learning/laws of learning Edward Thorndike has developed the first three laws of learning .  Law of readiness – implies the degree of preparedness and eagerness to learn.  Law of exercise – things that are most often repeated are best remembered.  Law of effect – based on the emotional reaction and motivation of the student. Learning is strengthened with pleasant or satisfying feeling while unpleasant feelings tend to do otherwise.

12. Principles of learning/laws of learning THE ADDITIONAL THREE LAWS  Law of primacy – learning should be done correctly for the first time since it is difficult to “unlearn” or change an incorrectly learned material.  Law of recency – things that are most recently learned are often best remembered.  Law of intensity – the more intense something is taught, the more likely it will be retained.

13. Principles of learning/laws of learning Law of doing /experience Law of motivation Law of repetition Law of association Law of relevency

14. Domains of Learning Cognitive Psychomotor Affective Knowledge Skills Attitudes

15. Domains of learning COGNITIVE DOMAIN BIOHAZARD

16. COGNITIVE DOMAIN Level Description Verbs Objective Knowledge To recall or recognize information in some pre-arranged form. Define List Define levels of cognitive domain. Comprehension To understand meaning of information based on prior learning. Describe Explain Interpret Explain purpose of cognitive domain. Application To utilize information to complete a task with limited direction. Compute Solve Use Write objective for levels of cognitive domain. Analysis To classify and relate assumptions or evidence. Contrast Examine Compare cognitive & affective domains. Synthesis To integrate or combine ideas into a new product or plan. Design Develop Organize Design way to write objectives that combines 3 domains. Evaluation Critique idea based on specific standards and criteria. Appraise Judge Justify Judge effectiveness of writing objectives using taxonomy.

17. PSYCHOMOTOR DOMAIN Level Description Verbs Objective Perceiving Recognizing movement position or pattern. Listen Observe Discover headstand movement principles. Patterning/set Reproducing movement position or pattern. Imitate Practice Perform headstand following modeling. Accommodating/guided response Using or modifying movement position or pattern. Adjust Modify Use headstand in routine. Refining Demonstrating efficient control in performing pattern. Improve Master Perform headstand with pointed toes. Varying Performing movement pattern in different ways. Design Develop Perform headstand in three positions. Improvising/adaptation Originating novel movement or movement combinations. Construct Invent Combine headstand with new skill. Composing/origination Creating unique movement pattern. Create Invent Create floor exercise routine.

18. AFFECTIVE DOMAIN Level Description Verbs Objective Receiving Being aware of, or attending to something in the environment. Listen Notice Tolerate Listen attentively to badminton introduction. Responding Showing some new behavior as a result of experience. Comply Enjoy Follow Voluntarily help set up badminton nets. Valuing Showing some definite involvement or commitment. Carry out Express Attend optional badminton match. Organization Integrating a new value into one's general set of values relative to other priorities. Choose Consider Prefer Purchase own badminton racket. Characterization Acting consistently with the new value; person is known by the value. Act on Depict Exemplify Join intramurals to play badminton twice per week. Receiving Being aware of, or attending to something in the environment. Listen Notice Tolerate Listen attentively to badminton introduction.

19. Factors affecting learning 1. Internal factors Age Intelligence Attention Interest Holistic health Maturation Observation &learning Fatigue Insight 2. External factors knowledge Meaningfulness Exercise and repetition By parts learning Teaching and Learning environment Learning Situation Motivation and Learning: Clarity Task Orientation: Student involvement Variety Teacher enthusiasm

20. Theories of learning Sensory Stimulation Theory: Behaviorist learning theory Operant Conditioning Drive Reduction Theory/psychodynamic learning theory Cognitive-Gestalt theory: Facilitation theory (the humanist approach)

21. Theories of learning (continued) Conditioning Theory/Connectionist/Associations Theories Learning by Trial and Error Learning by Observation and imitation Learning by Doing Learning by remembering Learning by insight Learning is measured by performance of activities:

22. Sensory stimulation theory Learning through the senses

23. Learners retain…… 10% 20% 90% 70% 50% 30%

24. Behaviorist learning theory All species of animals learn in similar (equal ways with the same guiding principles) To understand learning processes, focus on stimulus and responses Internal process should be excluded from the study of learning. Learning is evidenced by a behavior change. Organisms are blank slates at birth Learning is a result of environmental events

25. Operant conditioning Learning where frequency of a behavior depends on the consequence that follows that behavior The frequency of behaviour will increase if the consequence is reinforcing to the subject. The frequency of behaviour will decrease if the consequence is not reinforcing or punishing to the subject.

26. Operant conditioning(continued) Reinforcement Any consequence that increases the likelihood of the behavior it follows. Punishment Any consequence that decreases the likelihood of the behavior it follows

27. reinforcement Positive reinforcement Anything that increases the likelihood of a behavior by following it with a desirable event or state The subject receives something they want (added) Will strengthen the behavior Negative reinforcement Anything that increases the likelihood of a behavior by following it with the removal of an undesirable event or state Something the subject doesn’t like is removed (subtracted) Will strengthen the behavior.

28. Positive/Negative Reinforcement BOTH ARE GOOD THINGS!!!

29. punishment Positive punishment Something is added to the environment you do NOT like . Punishment by Application Negative punishment Something is taken away that you DO LIKE. Lose a privilege. Punishment by Removal

30. Positive/Negative punishment

31. Cognitive-Gestalt theory: Importance is on experience , meaning, problem-solving and the development of insights . concept - individuals have different needs and concerns at different times, and that they have subjective interpretations in different contexts . Key to learning and changing is individuals cognitions( perception, thought, memory, and ways to processing and structuring information .) Eg –short note on orange

32. Facilitation theory (the humanist approach) Developer Carl Roger Learning will occur by the educator acting as a facilitator. Atmosphere- comfortable not threatened by the external factors.

33. Theories of learning (continued) Learning by Trial and Error Slow Laborious Primitive type. Example: child will learn by imitation and trial and error method. Learning by Observation and imitation` Observation promotes attention, discrimination and recognition. Skills are learned by observation method only. Examples: During demonstration.

34. Theories of learning (continued) Learning by Doing, eg -nursing procedure. Learning by remembering, eg – memorising events and dates. Learning by insight, eg -problem solving. Learning is measured by performance of activities, teachers observation of students performance in theory and learning.

35. Relationship between teaching and learning Both teaching & learning may be formal or informal. Both are goal oriented. Good teaching results in good learning. One can observe teaching but not learning. Both teaching and learning require skills, creativity, and intelligence and operate on definite principles . Good teaching requires good communication skill & good learning requires good listening skills. Only good learners become good teachers.

36. Thank you