Running head LEARNING THEORIES 126LEARNING THEORIES.docx

Running head: LEARNING THEORIES 1
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LEARNING THEORIES
Learning Theories
Abstract
The implementation of Health Informatics throughout the health
care system has allowed the patient to receive higher quality of
care with safer outcomes. As health informatics continues to
grow at a rapid pace the question as to what the most effective
way is to train its users has been considered. The patient is now
expected to utilize technology to communicate with providers
and evaluate their health through equipment and data portals.
Healthcare workers must understand health informatics to both
teach the patient and do their job effectively. It is important to
note that health informatics is ever evolving and the learning,

teaching for those involved in healthcare is never ending.
Through research of different learning theories and styles this
paper seeks to identify how the adult can most effectively be
taught to utilize health informatics whether as a patient or
healthcare provider
Keywords: Health informatics, learning theory, behavioral
theories, Cognitive learning theories, adult learning theories,
and learning styles.
Learning Theories
Health informatics can be defined as the practice of studying,
acquiring, and controlling health data and the application of
various medical concepts together with health information
technology systems to enable healthcare professionals to
provide patients with the best healthcare, it can also mean the
application of informatics and information technology to deliver
better healthcare to clients (Nelson & Staggers, 2016).
Technology has been growing very fast in the past years and it
has changed the way things are done in many fields and so is
the healthcare system. Health informatics therefore has
changed the way things are done in healthcare system hence
ensuring that patients receive safe and effective healthcare
services. This field of study makes use of theories that are used
in other fields of study such as computer science, information
science, and the science of the specific discipline such as
nursing, medicine, or pharmacy. People who work as health
informatics specialists make use of learning theories to guide
them in their roles which include; designing and implementing
online health records, offering training to other medical stuff on

the use of the electronic health records (EHR), give the right
information to those who consult them, come up with policies in
the health institutions where they work, and also manage and
analyze the impacts of those policies. This paper will therefore
discuss how different learning theories relate to current
practices, policies, and regulations in health informatics.
Learning theories are coherent frameworks of integrated
principles and constructs that explain, describe, and predict how
people learn. These theories are the main guide for systems of
education in the classroom and also in the training included in
specific disciplines in healthcare such as nursing, medicine, or
pharmacy. Health informatics has changed the way things are
done in healthcare to provide patients with the best health care.
Therefore, to implement those practices, specialists integrate
the following learning theories in their study as they explain
how the specialists can acquire, organize, and deploy knowledge
and skills. They include behavioral theories, cognitive learning
theories, adult learning theories, and learning styles.
Behavioral Theories
Behavioral theory states that learning is a change in observable
behavior, and it takes place when the communication takes
place between two events, a stimulus, and response.
Behaviorists also believe that it is important to practice more
and also embrace repetition in learning. According to this
theory, a positive reaction to an experience encourages
repetition of the same behavior. However, negative or bad
experiences lead to fear and anxiety in the future when the
person is exposed to similar situations. This theory relates to
healthcare informatics in that; health professionals like nurses
and doctors can perform procedures using mannequins to get
access to skills.
For example, in a nursing class set up, students use the harmless
trial and error methods to gain the desired skills. If the results
are satisfactory, the student will strengthen that particular skill
but if the results are unpleasant, the student will look for other
alternatives until he or she gets the right desired outcome.

Whether a skill is satisfying or unpleasant can be done through
observation of client satisfaction or the reaction of the teacher.
This theory helps the students to gain the best skills that they
can apply in real life situations and provide the best healthcare
to patients.
When people think about how behavioral theory works,
they look at the two words; behavior and theory. Behavior is
considered as an action in how one presents or conducts
themselves, it can be used as a form of study to observe.
Theory is way people try to explain something. A system based
on the general principalities of trying to explain. Behavioral
Theory is seen as a way to present behaviors in a learning-based
way to condition how people interact with the environment.
The way people conduct themselves will have a life standing
report on who people are. Behavioral Theories in a healthcare
informatic setting can be challenging. Healthcare professionals
like doctors and nurses have been trained to provide a
professional environment and careful explain to the patient what
is going on with privacy and confidentiality. Healthcare
providers have to maintain a privacy and confidentiality
relationship their patients. “Healthcare providers are
accountable to federal laws and professional standards that
protect the privacy of patients’ protected health information
(PHI)” (Nelson & Staggers, 2018, pg. 226).
If a healthcare provider goes against the patient’s privacy
and confidentiality, there are serious consequences the
healthcare provider could face. Inappropriate behavior among
healthcare professionals is considered to be very risky.
“Healthcare providers are also in danger of openly engaging in
inappropriate behaviors. The danger arises from a healthcare
provider’s “dual citizenship” in the social arena” (Nelson &
Staggers, 2018, pg. 227). This is when a healthcare provider’s
professional and personal borderlines have been crossed. What
is discussed in privacy and confidentiality cannot be discussed
within the general public. Another form of inappropriate
behavior is trying to have a personal relationship outside of the

professional one. “Inappropriate behaviors can include
questionable blog and photo postings, unprofessional
commenting, and projecting attitudes unbecoming of respectable
healthcare
personnel” (Nelson & Staggers, 2018, pg. 227). This type of
behavior is considered unacceptable. It can damage not only
the healthcare professional’s reputation, but it can also place a
stain on the healthcare organization the healthcare professional
represents.
There is relevant theory that behavioral theories serve as
sufficient evidence to develop a significant hypothesis for self-
improvement. Work is needed to provide the necessary
information to provide for self-improvement. The need to
evaluate behavioral changes is to focus on what steps must be
taken for self-improvement to take place. For example, self-
monitoring has been considered as a great way for intervention.
It has been vastly used to effort the change in some behaviors
that may have been closely observed. “Monitored behaviors are
compared to some standard or goal, and deviations from the
standard are subsequently rectified” (Kersten-van Dijk,
Westerink, Beute, & Ijsselsteihn, 2017). Change behavior
through insight will propose that changed beliefs or values will
lead to a significant change in one’s behavior. “Behavior
change typically requires more than simply knowing what to do;
it has been shown that even if people have a specific intention
to perform a certain behavior” (Kersten-van Dijk et al., 2017).
Behavior change does takes time. The long-term process to go
through a full metamorphosis of behavior change reflects upon
the reaction from the individual. “When people enter the
preparation stage, they have made a decision to change their
behavior and are making specific plans to implement their
change” (Kersten-van Dijk et al., 2017).
Another way to promote behavior change within health and
health care is developing and evaluating digital interventions.
The challenges this presents will provide suggestions that will
quickly rate the progress of research and practice of behavioral

change through digital
inventions. “Developing and evaluating these digital
interventions presents new challenges and new versions of old
challenges that require use of improved and perhaps entirely
new methods for research and evaluation” (Michie, Yardly,
West, Patrick, & Greaves, 2017). Digital interventions provide
the potential to test behavioral change by producing real-time
data that is unbiased and recognized. To further improve the
client on behavior change, educating the client on how to
improve knowledge, modify attitudes, and support change
behavior are examples of mHealth interventions (Nelson &
Staggers, 2018).
Information Processing and Cognitive Learning Theories
Unlike behaviorists, cognitive learning theories state that
learning is targeted internal processes which focus on
understanding, thinking, consciousness and organizing. This
kind of learning cannot be achieved by observing directly, and
it is associated with the change in capability and capacity of the
person to respond. In cognitive theories, learning is not just the
result of behavioral change. In addition, learning merged with
understanding and not mechanical repetition of behavior need to
be consistent with past experiences or with current knowledge
thus creating new awareness. David Ausubel is one of the
contributors to cognitive learning theories. His perspective of
cognition is helpful more so in teaching the introduction of
difficult or unfamiliar issues, or relationships between concepts
(Tian et al., 2019). Therefore, cognitive learning theories are
related in health informatics in that; they can be applied in
teaching the healthcare personnel on the new practices in the
healthcare system which is a result of the new technology in the
healthcare system.
Cognitive theories believe in the aspect of repetition and
rehearsing of information to hold the information for long.
Cognitive theorists believe that upon rehearsing and repeating
information, the long-term memory stores the information and is
prepared to live there to be used whenever it is required in the

future. Therefore, using this theory, health professionals can
learn the new practices, policies and regulations in healthcare
informatics and use them in the future to provide good and
high-quality healthcare to their clients
Information processing is a theory that can be divided into four
different steps. First, the learner takes the information into the
nervous system. Second, this information now is processed and
formulated. Third, the body might reflect a diversified style of
behaviors as an output of this process. Fourth, feedback is
created to correct the behavior that was created by the system
and with the process of information. When learning new
content, information is taken through the nervous system.
There are limits to the data that can be collected and retained by
the brain. When a learner is under stress the amount of data that
can be retained is less. If an individual is anxious about
learning about something specific a limit in retained data will
be experienced, therefore it will be more challenging to master
the desired topic. Once all information is processed and taken
into the nervous system, all collected data is retained in one of
the following common formats; hierarchical order, episodic
order and linked. Hierarchical order is related to cognitive
learning and episodic order is interconnected to life events.
Finally, some information might be related to other or “linked”,
for example, people may recognize that kitchen is related to
cooking (Nelson & Stagger, 2018).
If several senses are simultaneously stimulated during a
learning process, it is more likely that the individual may
process and retain new information. For example, if a new
concept is presented to an individual by an instructor, while
going step by step on how to apply it whit hands-on experience,
it is more likely that most of the information will be retained.
Previous intellectual acquirements have an important role when
interpreting and structuring new data. For example, when an
individual is experienced using a software and has to learn how
to use a new version of it, the cognitive structure that has been
previously developed information will have easier

understanding of the new data. Under other conditions, if all
new information cannot relate to previously learned data, the
individual has to interpret structure as new information is being
processes (Nelson & Stagger, 2018).
As it was identified in the article “The Role of Cognitive and
Learning Theories in Supporting Successful EHR System
Implementation Training”, “effective training programs must
move beyond technical approached and incorporate social and
cultural factors to make a difference in implementing success”
(McAlearney, A. S., Robbins, J., Kowalczyk, N., Chisolm, D. J.
& Song, P. H., 2012). When a new system is introduced into a
person’s knowledge, it might be easier for each individual to
retain the desired information if cultural background and social
factors are taken under considerations. When a new electronic
medical record system is being implemented, the cultural and
social background of the learning group has influence in the
training success. These factors determine different education
levels, and different learning styles from the individuals to
engage in the learning process. Social factors such as
motivation and goals may also influence in data retention.
When approaching a diverse group of learners there are
different key methods that can be used to achieve success in the
learning process. The setting can be one of the key factors that
influence when a clinical group want to translate or accomplish
retention of any medical knowledge. Another factor can be how
often is all new content being practiced or if the learned content
is being tested to prove retention of information. When
identifying if the is any previous connection between the
information presented and existent knowledge, learners can
create a link between both and have a deeper understanding of
it. Requesting learners to cerebrate how the recent information
relates to previous knowledge assists in the facilitation process
of transferring knowledge and perception (McSparron, Vanka
and Smith, 2019).
Learning is strengthened when the individual has come with a
solution to a problem, rather than just have substantially amount

of information provided. McSparron & Vanka (2018) identify 6
key aspects of cognitive learning theory that can be applied
when teaching in the clinical environments. These key aspects
are defined as; retrieval practice and spaced learning,
interleaving, generation, deliberation of self-practice and self-
reflection, and elaboration. Learners benefit greatly when
experimental learning is applied. With generation, learners are
encouraged to use and apply all acquired knowledge into
challenging scenarios and problem solution. When information
is provided without any guidance or challenges presented,
learners don’t have the same result as when they tend to think
and discover information be themselves. Deliberate practice is
intended to serve as motivation to learners, it is when learners
are pushed to reach certain goals and the necessary feedback is
provided. With this practice, learning objectives are defined
and performance is measured in a specific manner. Depending
on the group composition, creating a link with prior knowledge
to the material that is being taught might allow a deeper and
easier understanding of the content (McSparron & Vanka,
2018).
Understanding the different aspects of the brain functions
requires a variety of diverse approaches. Due to the nature of
the different studies of the brain and the challenges that are
faced because these are unseen, to better understand these
methods that are refer “ghost”. There are three different ghosts,
which will be discussed in more details. First, identifying what
information is important and which is less applicable to the
topic that is being learned. Second, the information processing
of the brain may difficult the procedure and how the
information is being presented and used in the brain. Third,
the limited ability of distinguishing information that can be
processed by the brain and retained from information that is
easily forgotten. Understanding these restrictions can make the
learning process and computation of information in the human
brain an uncomplicated task (Carlson, Goddard, Kaplan, Klein
& Ritchie, 2018).

When learners are approached with cognitive learning, it
engages individuals in the learning process, and they are able to
actively use their brains in an effective manner to connect new
things with previous knowledge. Cognitive learning encourages
individuals to have a hands-on approach to learning a topic,
allowing them to have a vast understanding of the material that
is being studied or implemented. It also promotes long-term
learning, with helpful skills that individuals can apply to the
subject and build a strong problem solving. With this being
said, cognitive learning allows a person to have a more
confident and deeper understanding of the desired topic. This
process in which information can be absorbed and retained in
the long-term memory may be augmented when using a variety
of teaching methods.
Although long-term memory is able to retain generous
amount of knowledge, there are two different processes that
might inhibit the storage of unfamiliar or recent information.
One factor may be that new information can replace old
knowledge or memories. For example, when an electronic
healthcare record is being used for an extended period in a
clinical practice, individuals may tend to forget some details on
how to use the manual method. Secondly, knowledge that has
been previously stored can interfere with new information.
Lastly, retention has many variables that depend on the person.
Some factors are the style of learning that individuals have the
most success at retention. Also, how frequently is that task
being completed will have an impact on the learning process.
Learning Styles
Learning styles are a range of various contested and competing
theories that aim to explain the differences in individual’s
learning. People do not learn the same way, even if they are
given similar content because every individual has his or her
own learning style. The similar concept in the various learning
styles is that people differ in how they learn. These styles
affect education programs because every individual has a unique

way in which he or she prefers to receive information.
Therefore, tutors need to adjust and settle for learning styles
that fit everyone. This is related in healthcare informatics in
that, there are health professionals that play the role of training
others on the new practices in healthcare. In addition,
physicians also need to train their patients on self-care and to
do so effectively, they need to deliver the information in such a
way that the patient will understand. Therefore, the healthcare
professionals should learn the learning styles preferred by
different clients to serve them effectively and efficiently
Three are many different styles of learning methods that
has been created to make learning easier through the way
someone may perceive information. According to the visual,
auditory, reading/writing, and kinesthetic (VARK) model, there
are four main types learning styles, which are known to be
visual, auditory, reading and writing, and kinesthetic. “Learning
style is broadly defined as the beliefs, habits, and preferences
that affect how an individual navigates the learning
environment” (Knoll, Otani, Skeel, & Van Horn, 2017, p. 544).
Everyone does not prefer to learn the same way, but typically
prefer the best way they receive and comprehend new
information. VARK only relates to how information is acquired
and does not reflect intelligence (Bokhari & Zafar, 2019). An
individual’s social, emotional, and physiological factors can
also play a factor in how they perceive information and their
preferred method for learning (Knoll, Otani, Skeel, & Roger
Van Horn, 2016). According to the British Journal of
Psychology “a recent survey of British teachers revealed that
93% of respondents agreed that learning is optimized when
information is presented in accordance with each student’s
preferred mode of learning, such as auditory, visual, or
kinesthetic,” (Knoll et al, 2016, p. 544). If students are not
pleased with the style of learning because of inattention,
dissatisfaction and a disorder in the learning process may occur
for the students and instructor (Vizeshfar & Torabizadeh, 2018).
Visual Learning

Visual learners are able to process new information better
by observing (Khanal, Shah, & Koirala, 2014). Visual learners
are the most common type of learner because it is the most
common method in the classroom setting (Thepsatitporn &
Pichitpornchai, 2016). Instructors tend to use lecture formats to
teach new information because information is easier to present
(Khanal, 2014). Even though visual learning is common, it does
not mean that it is preferred by all learners. Those who are
visual learners tend to be more observant and are able to recall
words that are visually presented versus listening to a lecture.
Charts, diagrams, visual lectures, are the common concepts that
are presented for visual learners. These learners may also take
notes to become well organized and to physically observe
written directions. Visual learning has been shown to “increase
retention by 29% to 42%, develop higher-order thinking skills,
hone fundamental abilities that enable students to see and
conceptualize visual clearly, enhance tactile hand-eye mind
connections that improve the ability to recall facts and retain
learning, provide new opportunities to some students with
learning differences and challenge students who are gifted or
twice exceptional, and be an integral part of best-practice
intervention methods with individuals on the autism spectrum”
(Daniels, 2019, p. 1). The Visual Trade Model developed by
Daniels (2019) involves “decoding, which is to understand and
translate communications made with visual imagery; imaging,
which creates, interprets, and manipulates mental models of
imagery; and encoding external images that people create” (p.
1).
Auditory Learning
Auditory learners, as known as aural learners, prefer to
listen to information for comprehension so they tend to record
lectures and tutorials (Khanal, et al., 2014). “These learners
prefer verbal lectures and discussions, role-playing exercises,
structured session and reading aloud” (Busan, 2014, p. 104).
Auditory learners may talk to self in order to hear concepts
aloud for comprehension, prefer verbal instructors versus

reading, mouthed words while reading, and are good with
remembering names, but they forget faces (Busan, 2014).
Background music can also be beneficial for auditory learning,
as it influences a relaxed mental state to assist information to
become comprehensible (Busan, 2014).
Reading and Writing learning
There are learners who prefer to read or write new material
for comprehension (Hallin, 2014). These learners read and
write information verbatim as it is presented to them in order to
comprehend the meaning (Vizeshfar & Torabizadeh, 2018).
According to the VARK website, out of the general population
of 45,826, 27.4% of the respondents preferred to learn by
reading and writing (Khanal et al., 2014). This percentage was
the second highest number for preferred style of learning.
When learning new material or instructions on how to complete
a task, it is common for individuals who prefer to read and write
to accumulate written notes on the steps needed to take in order
to complete the task successfully, if informed of those
instructions verbally. Some learners who prefer to read or
write, may only prefer written instructions in order to acquire
new information.
Kinesthetic Learning
Kinesthetic learners acquire information through
experience and practice because they prefer to learn information
that has a connection to reality (Khanal, et al., 2014, p. 2). It is
the least common learning style identified by learners. Busan
(2014) conducted a study with 230 medical students to assist
with identifying their style of learning and only 19% identified
to be kinesthetic learners. Hands on experience allows
individuals to understand the routine of completing a process
through moving and touching (Busan, 2014). Kinesthetic
learners try things out through touching and feeling. These
learners use a lot of hand gestures, movement, and active
listening, if their learning requires them to listen. If these
learners are required to remain still, they commonly begin to
fidget in order to help them concentrate (Busan, 2014). Certain

tasks and subjects require students to be more hands on, such as
informatics or computer technology. Students must possess the
ability to learn in a hands-on environment in order to obtain the
proper amount of training and experience.
VARK Combined Analysis
Even though the number for preferred learning styles
continues to change through different studies, it all depends on
the way an individual better perceives and comprehends new
information. Some studies have shown that students may prefer
a combination of different methods when it deals with learning.
There are some universities that allow students to pick their
preference on how they want to register for new courses, such
as online or on campus. Some universities also offer lab
courses in person or virtually in order to accommodate the
student’s mode of learning. “According to Russian Open
Medical Journal, 166 first year medical students that attending
Wayne State University of Medicine, 36.1% of students
preferred a single mode of learning, while 63.8% of students
preferred multiple methods for learning (Khanal, et al., 2014).
Adult Learning Theories
Adult learning theories state that learning is the process of
creating new information or knowledge on the foundation of
knowledge that is already existing. They play a very important
role in the design and implementation of programs in the
education field which includes healthcare professional programs
(Lavoie et al., 20118). Adult learning theories are divided in
many different categories which include humanistic,
instrumental, social, reflective, motivational, constructivist, and
transformative. For example, for someone to advance to the
role of a nursing informatics specialist, he or she is required to
at least hold a Bachelor of Science in Nursing degree. The
period of completing a course in Bachelor of Science in nursing
degree is four years. The course involves patient care,
chemistry, anatomy, health assessment, psychology, and
pharmacology. Therefore, adult learning theories help
individuals to reach the levels required for them to function as

specialists in healthcare informatics. They have to build up
information as they advance in their level of education.
Different levels of education teach different units, but some
content keeps advancing as the student advances their levels in
education.
All individuals learn differently, right and left brain, visual
versus auditory and so on, that is why there are so many
different learning theories and methods. Adults learners present
as a different type of student than a child. The adult brain is
not a blank slate like a child and therefore learns differently.
(Chen, 2012). An adult cannot forget what they know or their
experiences this creates a unique mental learning environment
as no two people have the same experiences. This thought
process follows a constructivists view, the belief that new
knowledge is constructed based on old knowledge (Taylor &
Hamdy, 2013). This broken down means the brain has a harder
time learning isolated facts, it has also been noted that
memories tied to emotion are easier to remember. Therefore,
knowledge that can be linked to multiple sensory experiences
such as a known piece of information and a positive emotion is
learned more quickly and retained easier (Dionsyssopoulos,
2014).
“Andragogy is the art and science of helping adults to learn”
(Nelson &Staggers, 2018 p. 27). This term coined by Knowles
to differentiate adults from children. He believed that there
were 6 differences in how adults and children learned; the most
important being motivation (Taylor & Hamdy, 2013). Evidence
suggests that certain factors can promote neuroplasticity, of the
adult human brain making learning easier. Socialization and
feeling part of a group can motivate one to want to learn to
collaborate, feel more connected to the individuals so that one
can assist in reaching a common goal. This can stimulate
neuronal branching, making learning easier (Dionsyssopoulos,
2014).
There are several different learning theories, as stated above, all
with their research to support that theory. The fact is most

learning theories overlap in some nature, there are even multi-
model learning theories. (Taylor & Hamdy, 2013). The
different learning theories will be broken down. One major
point is that despite what learning theory is used it is vital to
plan for long term retention of new information (Nelson &
Staggers, 2018, p. 27). Learning is not just memorizing
information but understanding it and being able to apply it
(Taylor & Hamdy, 2013).
By the time an individual has reached adulthood and education
in healthcare they normally have a preferred learning style.
Learning styles are defined by perception and ordering
(Rogowsky et al, 2015). While some schools, groups, and
organizations attempt to teach to individuals preferred style it is
not always possible in the healthcare world. Data to back up if
an individual learns better in their preferred style is sparse.
One study did suggest that there was a correlation, however, it
could not be determined if the individuals truly learned better
that way or just preferred to learn that way. Intuitively,
individuals who want to learn a certain way would perform
better if allowed to learn in their way of choice. There was zero
correlation between learning style and retention (Rogowsky et
al, 2015).
The adult learner is vital to the medical field as they will have
to choose, set up, learn, teach, and lead organizations through
information technology (IT) changes (Nelson & Staggers, 2018,
p.38). The medical field seeks to train the community on how
to utilize new technology as it is presented to them (Badyal &
Singh, 2017). Health care workers need to remember when
teaching that adults have their learning characteristics based on
each individual (Nelson & Staggers, 2018, p. 28). It is not
always possible to accommodate everyone to their preferred
method of learning or to engage them in social learning,
however, the “teacher” must attempt to motivate the individual
to want to learn. Once the individual has identified their
motivation for wanting to learn it is important to actively
involve them in the learning. Active involvement is one area

that all learning styles and theories can agree upon as vital
(Badyal & Singh, 2017). In community education such as
teaching about certain healthcare issues or informing patients
on a facility’s new IT program the sociocultural theory would
be appropriate. In this situation as well as in many situations
the adult healthcare worker finds themselves in, the once
student must now be a teacher. “The teacher must model new
roles, guide in behaviors and provide learners the chance to
practice” (Badyal & Singh, 2017).
Employees of the medical community must continue to learn
throughout their lifetime. It is not limited to just their basic
education to receive their credentials. Healthcare workers
continue to learn in a variety of settings for many reasons. A
professional will be required to learn by completing continuing
education credits, facility-specific training, as well as training
on any newly released medications, treatments, procedures, and
technologies that relate to their positions (Chen, 2012). The
healthcare community has seen a lot of growth over the last
decade in health informatics and it will only continue to grow as
facilities seek to receive ACO incentives and the healthcare
model evolves. The healthcare community is excited as they
feel that health informatics can positively benefit the healthcare
community (Braunstein, 2014, p. 29 p. 217-219). The important
fact about healthcare technology is that it builds on itself, it is
an ever-evolving application that will continue to work toward
improving the healthcare delivery system. As the healthcare
system grows and evolves there will always be more knowledge
to learn and teach.
Conclusion
Healthcare informatics is a multi-disciplinary field that uses
health information technology to improve the healthcare system.
Employees of the medical community must continue to learn
throughout their lifetime. It is not limited to just their basic
education to receive their credentials. Healthcare workers must
learn in a variety of settings for many reasons. A professional

will be required to learn by completing continuing education
credits, facility-specific training, as well as training on any
newly released medications, treatments, procedures, and health
information technologies that relate to their positions (Chen,
2012). The new technology has brought a lot of improvements
in the health care sector. They have changed the way activities
are done and the workflow in healthcare institutions. Following
the changes in healthcare practices, health care professionals
need to learn new practices, rules, and regulations to function
effectively. The important fact about healthcare technology is
that it builds on itself, it is an ever-evolving application that
will continue to work toward improving the healthcare delivery
system. As the healthcare system grows and evolves there will
always be more knowledge to learn and teach. Different ideas
of learning theory tend to provide the framework to extensively
comprehend how human learns and a viable way to describe and
analyze the learning process relating to healthcare. Further
research is needed to establish the best learning methods for
both the patient and healthcare provider in actual settings such
as researching how a nurse is teaching the patient about the
health portals in a short visit and how that knowledge is
retained and if the system changes if they can build upon that
original knowledge. More research is needed for healthcare
workers to see if they can learn in the work settings or if a more
classroom-style learning would be effective. As well as to find
what is needed to allow to retain and build upon basic
knowledge while continuing to provide a safe and effective
healthcare environment.

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