2. Theories of Learning
• Each person has his or her own way of
learning based on his or her cognitive
style and approaches to learning.
• Theorists classify learning as
behavioristic or cognitive.
• Bandura’s (1977) theory of social
learning describes learning as coming
from others through observation.
3. Theories of Learning
• Gagne’s (1968) Sequencing of
Instruction
– Gagne’s learning categories are based on a
hierarchical arrangement of learning
theories, moving from simple to complex
learning and including intellectual and
motor skills, verbal formation, cognitive
strategies, and attitudes.
– Gagne’s ideas combine behaviorism and
cognitive theories.
4. Theories of Learning
• Nursing education has moved away from
the concrete methods of learning and
evaluation.
• Use of the hierarchical arrangement is
still seen in curriculum development and
learning outcomes.
5. Theories of Learning
• Cognitive Theories
– Cognitive theories address the perceptual
aspect of learning.
– Bruner (1966) believed that intellectual
development includes awareness of one’s
own thinking, the ability to deal with
alternatives and sequences, and the ability
to prioritize.
6. Theories of Learning
• Cognitive Theories
– Ausubel’s (1968) assimilation theory
focuses on meaningful learning, in which the
individual develops a more complex
cognitive structure by associating new
meanings with old ones.
7. Theories of Learning
• Cognitive Theories
– Gardner’s theory of multiple intelligences
recognizes cognition as more than
knowledge acquisition.
– Gardner describes seven forms of
intelligence.
– Gardner defines intelligence as “ability to
solve problems or fashion products that are
valued in more than one setting.”
8. Theories of Learning
• Cognitive Theories
– Perry (1970) explains how critical thinking
develops.
– Four nonstatic stages in which students
progress:
• Dualism (black vs. white)
• Multiplicity (diversity and tolerance)
• Relativism (decision made by reasoned
support)
• Commitment to relativism (recognition of
value set)
9. Approaches to Learning
• Field-dependent learners are more global,
open to external sources of information,
and are influenced by their surroundings.
• Field-independent learners are less
sensitive to the social environment and
take a more analytical approach to
information.
• Most people use both learning styles, but
prefer one style over the other.
10. Approaches to Learning
• Response Style
– People with impulsive tendencies prefer the
quick, obvious answer, especially in highly
uncertain problems. Tends to act too quickly.
– Reflective individuals identify and carefully
consider alternatives before making a
decision or choice. Tends to have trouble
making decisions.
11. Approaches to Learning
• Reflection
– Schön (1983) related reflection to problem
solving.
– Believes that traditional means of teaching
and learning result in structured problem
solving where the ends are clear and fixed.
– In the real world of nursing, such structured
problem solving does not always work.
12. Approaches to Learning
• Reflection
– Professionals demonstrate proficiency of
thinking
• Knowing-in-action – use of a personally
constructed knowledge base
• Reflection-in-action – conscious thinking
about what one is doing, awareness of use
of knowledge
13. Approaches to Learning
• Reflection
– Professionals demonstrate proficiency of
thinking
• Reflection-on-action – a retrospective look
at thoughts and actions, to conduct self-
evaluation and make decisions for future
events
14. Approaches to Learning
• Experiential Learning
– John Dewey pioneered the theories on the
relationship between learning and
experience.
– Kolb (1984) elaborated on Dewey’s ideas to
identify four basic learning styles.
15. Use of Learning Styles and
Preferences
• Summary application of information
(Svinicki, 1994)
– If information is to be learned, it must be
recognized.
– Learners act on information in ways that
make it more meaningful
– Learners store information in long-term
memory according to how they look at the
world.
16. Use of Learning Styles and
Preferences
• Summary application of information
(Svinicki, 1994)
– Transfer to new contexts results from
exposure to multiple applications.
– Learning is facilitated when learners are
aware of their learning strategies.
17. Effective Teaching for Effective
Learning
• Categories for Teaching Success (Rossetti & Fox, 2009)
– Presence of the teacher—being there or available for
the students; cultivating mutual respect and trust
– Promotion of learning– interested in students’ learning
and finding meaning in their education
– Teachers as learners—staying current in the discipline
and teaching strategies
– Enthusiasm—conveying an interest in the subject and
passion for the work
18. Effective Teaching for Effective
Learning
• As students advance in their education, their
comfortable and familiar ways of knowing,
thinking, and reflecting are challenged.
• This is especially true in the health care
professions.
• Students must assume responsibility for their own
learning and recognize the need or usefulness of
what they are learning.
19. Effective Teaching for Effective
Learning
• As consumers, adults need to believe that they are
receiving the maximum benefit from their learning
experiences.
• Nontraditional strategies such as collaborative or
cooperative learning, active involvement, and
participation in the learning experience are
desirable.
• Technology-based learning activities direct the
student to engage in independent learning and
research.
20. Effective Teaching for Effective
Learning
• Effective educators guide students to see how
thought processes occur.
• Teachers cultivate further development in
individual learners by demonstrating how to
critique a theory, develop a rationale, or work
through the steps of problem solving.
21. Effective Teaching for Effective
Learning
• Technology in Nursing Education
– Nursing education is considered by many to be
a pioneer in the use of education technology.
– The health professions, including nursing, must
face the challenges of incorporating core
competencies, using emerging technologies, and
practicing in informatics-intensive healthcare
environments.
22. Effective Teaching for Effective
Learning
• Technology in Nursing Education
– One-way learning will not replace competency-
based instruction and verification.
23. Effective Teaching for Effective
Learning
• Clinical Written Summaries
– Allowing students to discover all aspects of
patient care through observation of an
individual in the clinical setting
– Develop an effective care plan based on that
client
– A variety of methods should be introduced
– Guided reflection helps the student bring
closure to the experience and gain from the
experience
24. Effective Teaching for Effective
Learning
• “Effective teachers in the health professions are
those who possess content expertise create an
active learning environment, and use carefully
selected teaching strategies.”
– Wolf, Bender, Beitz, Wieland, & Vito, 2004
25. Conclusion
• Effective learning is enhanced by a learning
environment that includes interactions
between faculty, students, and student peers.
• Learning strategies must entertain, inform,
and stimulate.
• Respect students’ individual learning needs.
• Recognize diversity and provide empowering
experiences that encourage critical thinking.
