NURSING PSYCHOLOGY

1. MEMORY
By Mr. Jones H.M-MBA
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2. DEFINITION
 It is the retention and ability to recall information,
personal experiences and procedures
 This is the processes by which people and other
organisms encode, store, and retrieve information.
 Encoding refers to the initial perception and registration
of information.
 Storage is the retention of encoded information over
time.
 Retrieval refers to the processes involved in using stored
information
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3. INTRODUCTION
 There are generally three types of memory: sensory memory,
short-term memory and long-term memory.
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4. INTRODUCTION CONT
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5. SENSORY MEMORY
 The sensory memories act as buffers for stimuli received
through the senses.
 A sensory memory exists for each sensory channel:
iconic memory for visual stimuli, echoic memory for aural
stimuli and haptic memory for touch.
 Information is passed from sensory memory into short-
term memory by attention, thereby filtering the stimuli
to only those which are of interest at a given time.
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6. SHORT-TERM MEMORY
 Short-term memory acts as a scratch-pad for temporary recall
of the information under process.
 For instance, in order to understand this sentence you need to
hold in your mind the beginning of the sentence you read the
rest.
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7. SHORT-TERM MEMORY CONT
 Short term memory decays rapidly (200 ms.) and also
has a limited capacity.
 Chunking of information can lead to an increase in the
short term memory capacity.
 That is the reason why a hyphenated phone number is
easier to remember than a single long number.
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8. SHORT-TERM MEMORY CONT
 The successful formation of a chunk is known as closure.
 Interference often causes disturbance in short-term memory
retention.
 This accounts for the desire to complete the tasks held in short
term memory as soon as possible.
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9. LONG-TERM MEMORY
 Long-term memory is intended for storage of information over a
long time.
 Information from the working memory is transferred to it after a
few seconds.
 Unlike in working memory, there is little decay.
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10. LONG-TERM MEMORY
STRUCTURE
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11. LONG-TERM MEMORY
STRUCTURE CONT
 There are two types of long-term memory:
episodic memory and semantic memory.
Episodic memory represents our memory of events and
experiences in a serial form.
It is from this memory that we can reconstruct the
actual events that took place at a given point in our lives
for example your birth day.
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12. LONG-TERM MEMORY
STRUCTURE CONT
 Semantic memory, on the other end, is a structured record of
facts, concepts and skills that we have acquired.
 The information in semantic memory is derived from that in our
own episodic memory, such that we can learn new facts or
concepts from our experiences.
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13. LONG-TERM MEMORY
PROCESSES
 There are three main activities related to long term
memory: storage, deletion and retrieval.
 Information from short-term memory is stored in long-
term memory by rehearsal.
 The repeated exposure to a stimulus or the rehearsal of
a piece of information transfers it into long-term
memory.
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14. LONG-TERM MEMORY
PROCESSES CONT
 Experiments also suggest that learning time is most
effective if it is distributed over time.
 Deletion is mainly caused by decay and interference.
 Emotional factors also affect long-term memory.
 However, it is debatable whether we actually ever forget
anything or whether it becomes increasingly difficult to
access certain items from memory.
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15. LONG-TERM MEMORY
PROCESSES CONT
 Having forgotten something may just be caused by not being
able to retrieve it !
 Information may not be recalled sometimes but may be
recognized, or may be recalled only with prompting.
 This leads us to the third process of memory: information
retrieval.
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16. LONG-TERM MEMORY
PROCESSES CONT
 There are two types of information retrieval:
recall and recognition.
In recall, the information is reproduced from memory.
In recognition the presentation of the information provides the
knowledge that the information has been seen before.
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17. LONG-TERM MEMORY
PROCESSES CONT
 Recognition is of lesser complexity, as the information is
provided as a cue.
 However, the recall can be assisted by the provision of retrieval
cues which enable the subject to quickly access the information
in memory
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18. IMPLICATION OFTYPES OF
MEMORYTOTHE NURSE
 The nurse must always capture the attention of the
learners or client when giving IEC or counselling
 Draw the attention to the core business of what you are
teaching to you audience
 Present the information in a connected manner, move
from the known to the unknown
 Give room for repetition
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19. IMPLICATION OFTYPES OF
MEMORYTOTHETEACHER
 You should have a patter of what you are teaching.
 You have to encourage the learner to focus on the meaning than
to rote learn.
 Allow them to paraphrase.
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20. THOUGHT PROCESSES
 Thinking can be categorized into reasoning and problem solving.
 Although these are not distinct they are helpful in clarifying the
processes involved.
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21. REASONING
 Reasoning is the process by which we use the knowledge we
have to draw conclusions or infer something we know about the
domain of interest.
 Reasoning is classified as being;
 deductive,
inductive or
Abductive.
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22. REASONING CONT
Deductive reasoning involves deciding what must be true given
the rules of logic and some starting set of facts (premises).
Inductive reasoning involves deciding what is likely to be true
given some starting set of beliefs or observations.
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23. DEDUCTIVE REASONING
 Deductive reasoning derives the logically necessary
conclusion from the given premises.
 It is important to note that it can lead to a logical
conclusion which conflicts with our knowledge of the
world.
 For example,
 If it is raining then the ground is dry.
 It is raining.
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24. DEDUCTIVE REASONING CONT
 Therefore the ground is dry.
 is a perfectly valid deduction ! Deductive reasoning is
therefore often misapplied.
 Human deduction is at its poorest when truth and
validity clash.
 This is because people bring their knowledge of the real
world into the reasoning process as it allows them to
take short cuts which make information processing more
efficient.
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25. INDUCTIVE REASONING
 Induction is generalizing from cases we have seen to infer
information about cases we haven't.
 For instance, if all the dogs that we have seen are white, we may
infer that all dogs are white in colour.
 This is disproved when we see a black dog !
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26. INDUCTIVE REASONING CONT
 In the absence of counter examples, all that we can do is gather
evidence to support our inductive inference.
 In spite of its unreliability, induction is a useful process which we
use constantly in learning about our environment.
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27. ABDUCTIVE REASONING
 Abduction reasons from a fact to the action that caused
it.
 This is the method we use to derive explanations for the
events we observe.
 This kind of reasoning, although useful, can lead to
unreliability as an action preceding an event can be
wrongly attributed as the cause of the event.
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28. PROBLEM SOLVING
 Problem solving is the process of finding a solution to an
unfamiliar task, using the knowledge we have.
 There are a number of different views of how people
solve problems.
 We shall consider two of the more recent and influential
views: Gestalt theory and the problem space theory.
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29. GESTALTTHEORY
 Gestalt theory claims that problem solving is productive
and reproductive.
 Reproductive problem solving draws on previous
experiences whereas productive problem solving
involves insight and restructuring of the problem.
 Reproductive problem solving could be a hindrance to
finding a solution, since a person may fixate on the
known aspects of a problem and so be unable to see
novel interpretations that might lead to a solution.
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30. GESTALTTHEORY CONT
 A well known example of this is Maier's `pendulum
problem'.
 The problem was to tie together pieces of string hanging
from the ceiling.
 However , they were far too apart to catch hold of both
at once.
 The room was full of other objects including pliers, poles
and extensions.
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31. GESTALTTHEORY
 Although various solutions were proposed by
participants, few chose to use the weight of the pliers as
a pendulum to swing the strings together.
 However, when the experimenter brushed against the
string, setting it in motion, a lot of participants came up
with the idea.
 This can be interpreted as an example of productive
restructuring.
 This experiment also illustrates fixation: participants
were unable to see any method beyond the use of a pair
of pliers.
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32. PROBLEM SPACETHEORY
 The problem space theory was proposed by Newell and Simon.
 The theory says that problem solving centers around the
problem space.
 This space comprises of problem states which can be generated
using legal transition operators.
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33. PROBLEM SPACETHEORY CONT
 For example, imagine you are reorganizing your office
and you want to move the desk from one end to
another.
 The two different states are represented by the
locations of the desk.
 A number of operators can be applied to move these
things: they can be carried, pushed, dragged etc.
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34. PROBLEM SPACETHEORY CONT
 In order to ease the transition between the states, you
have a new sub-goal: to make the desk light.
 These may involve operators such as removing drawers
and so on.
 Within the problem space framework, experience allows
us to solve problems more easily since we can structure
the problem space appropriately and choose operators
efficiently
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35. CAUSES OF MEMORY FAILURE
(FORGETTING)
 Time lag between input and stimulus
 Retrieval failure; having no enough information to enable
retrieval.
 Interference during encoding ie the conflict between new and
old information stored.
 Disuse of information resulting in decay of the information.
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36. FACTORSTHAT PROMOTE
LEARNING
 Conducive environment.:The environment should be quiet
enough and free fro other disruptions.
 Voice clarity:The teacher’s voice should be clear in order to
promote learning.
 Readiness:The learners must be ready to learn
 Active participation by the learners
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37. THE END
NATOTELA PAKUMPAKO AMATWI NE
INSHITA YENU.
LESA AMIPALE BONSE
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