Health education Flashcards
is defined as a relatively permanent change in mental processing, emotional functioning, skill, and/or behavior as a result of exposure to different experiences.
LEARNING
is a coherent framework of integrated constructs and principles that describe, explain, or predict how people learn.
LEARNING THEORY
provides alternative theories and perspectives on how learning occurs and what motivates people to learn and change
PSYCHOLOGICAL LEARNING THEORY
FIVE PSYCHOLOGICAL LEARNING THEORIES
1.) Behaviorist
2.) Cognitive
3.) Social
4.) Psychodynamic
5.) Humanistic
a verbal learning influenced by behavioral theory, cybernetics and information processing. It is of particular interest to nurses as they try to help their patients and students acquire or relearn skills.
MOTOR LEARNING
Behaviorist view learning as the product of the STIMULOUS CONDITIONS (S) and the RESPONSE (R) that follows, ignoring what goes inside the individual and closely observing responses to a situation and then manipulate the environment to bring about the intended change.
To modify people’s attitudes and responses, behaviorist either alter the stimulus conditions in the environment or change what happens after a response occur. MOTIVATION is the desire to reduce some drive (drive reduction); Hence, satisfied, complacent or satiated individuals have little motivation to learn and change. Getting to transfer from one initial learning situation to other settings is largely a matte of practice (strengthening habits).
Behaviorist learning theory
emphasizes the importance of stimulus conditions and the associations formed in the learning process.
RESPONDENT CONDITIONING
– is a technique based on respondent conditioning that is used by psychologist to reduce fear and anxiety in their clients. The assumption that fear of a certain stimulus or situation is learned; therefore, it can also be unlearned or extinguished. Because a person cannot be both anxious and relaxed at the same time, fearful individuals are first taught relaxation techniques. While they are in a state of relaxation, the fear-producing stimulus is gradually introduced at a nonthreatening level so that the anxiety and emotions are not aroused. After repeated pairings of the stimulus under relaxed, nonfrightening conditions, the individual learns that no harm will come to him from the once fear-inducing stimulus. Finally, the client is able to confront the stimulus without being anxious and afraid.
SYSTEMATIC DESENSITIZATION
– is the tendency of initial learning to be easily applied to other similar stimuli.
STIMULUS GENERALIZATION
occurs when more and varied experiences, individuals learn to differentiate among similar stimuli, and make sophisticated distinctions and can discriminate among stimuli (what various noises mean and what various health professionals do), which novice patients cannot.
DISCRIMINATION LEARNING
is a useful respondent conditioning concept that needs to be given careful consideration in the relapse prevention programs. Although a response may appear to be extinguished , it may recover to reappear at any time(even years later), specially when stimulus conditions are similar to those in the initial learning experience. As this principle demonstrates, it is much easier to learn a behavior than to unlearn it.
SPONTANEOUS RECOVERY
– another widely recognized approached of learning which focuses on the behavior of the organism and the reinforcement that occurs after the response. A REINFORCEMENT is a stimulus or event applied after a response that strengthen the probability that the response will be performed again, thereby, behaviors can be either increased or decreased.
OPERANT CONDITIONING
application of pleasant stimulus thru REWARDING CONDITIONING following a client’s response.
POSITIVE REINFORCEMENT
removal of an aversive or unpleasant stimulus thru:
a) Escape Conditioning wherein the client makes a response that causes the unpleasant stimulus to cease.
b) Avoidance Conditioning – a response to avoid occurrence of unpleasant event.
NEGATIVE REINFORCEMENT
a client’s conditioned response is not followed by any kind of reinforcement (positive, negative or punishment)
NONREINFORCEMENT
following a response, an aversive stimulus is applied that the client cannot escape or avoid.
PUNISHMENT
Focused on the importance on what goes on inside the learner and is widely used in education and counseling. According to this perspective, the key to learning and changing is the individual’s cognition (perception, thought, memory and ways of processing and structuring information). Viewed as highly active process as it involves perceiving the information, interpreting it, based on what is already known, and then reorganizing the information into new insights or understanding.
COGNITIVE LEARNING THEORY
understanding own way of learning.
METACOGNITION
refers to the configuration or patterned organization of cognitive elements, reflecting the maxim that “THE WHOLE IS GREATER THAT THE SUM OF ITS PARTS”.
GESTALT PERSPECTIVE
learning that focuses on qualitative changes in perceiving, thinking, and reasoning as individuals grow and mature. In other words, age and stage of life can affect learning.
COGNITIVE DEVELOPMENT
best known cognitive developmental theorist. According to his theory, children take in or incorporate information as they interact with people and environment. Nurses and family members need to determine what children are perceiving and thinking in a particular situation. Research suggests that young children’s learning is often more solitary, whereas older children may learn more readily through social interaction.
JEAN PIAGET
– is a cognitive perspective that emphasizes thinking processes; thought, reasoning, the way information is encountered and stored, and memory functioning. How information is incorporated and retrieved is useful for nurses to know, specially in relation to learning by older adults.
INFORMATION PROCESSING
focuses on qualitative changes in perceiving, thinking, and reasoning as individuals grow and mature.
HUMAN (COGNITIVE) DEVELOPENT
a perspective that individuals formulate or construct their own versions of reality and that learning and human development are richly colored by the social and cultural context in which people find themselves. A central doctrine that ethnicity, social class, gender, family, life history, self-concept, and the learning situation itself all influence an individual’s perceptions, thoughts, emotions, interpretations, and responses to information and experiences.
SOCIAL CONSTUCTIVISM
reflects a constructivist orientation and highlights the influence of social factors on perception, thought, and motivation, which when applied to learning, emphasize the need for instructors to consider the dynamics of the social environment and groups on both interpersonal and intrapersonal behavior.
SOCIAL COGNITION THEORY
consideration of emotions to incorporate within the cognitive framework.
COGNITIVE-EMOTIONAL PERSPECTIVE
involve both cognitive and emotional brain processing in response to situations that directly involve the self and are stressful.
Memory storage and retrieval, and moral decision making
entails an individual managing his emotions, motivating himself, reading the emotions of others, and working effectively in interpersonal relationships.
Emotional Intelligence
includes learners monitoring their own cognitive processes, emotions, and surroundings to achieve goals.
Self- regulation
a perspective in learning that includes consideration of the personal characteristics of the learner, behavior patterns, and environment. The learner as the central, suggest the need to identify what learners are perceiving and how they are interpreting and responding to social situation. As such, careful consideration needs to be given to the healthcare environment as a social situation.
SOCIAL LEARNING THEORY
a central concept of Social Learning theory with emphasis that to facilitate learning, role models need to be enthusiastic, professionally organized, caring and self- confident, knowledgeable, skilled and good communicators.
Role modeling (Armstrong
involves determining whether role models are perceived as rewarded or punished for their behavior.
Vicarious -reinforcement
– a theory of motivation that stresses emotions rather that cognition or response. The central principle of the theory is the IDEA that behavior maybe conscious or unconscious, that is, individuals may or may not be aware of their motivations, and why they feel, think and act the way they do.
PSYCHODYNAMIC LEARNING THEORY
base on libidinal energy (e.g. basic instincts, impulses, desires humans are born with).
Operates on the pleasure principle – to seek pleasure and avoid pain.
ID
desire for pleasure and sex, sometimes called the life force
EROS
aggressive and destructive impulses.
THANOS
– the assumption that every individual is unique and have the desire to grow in a positive way. Unfortunately, positive psychological growth maybe damage by some of societies values and expectations (e.g. males are less emotional than females, some ethnic groups are inferior than others, making money is important than caring people) and adult mistreatment of children (hard discipline, humiliation, abuse, neglect, belittling).
HUMANISTIC LEARNING THEORY
a contributor of humanistic theory, Identified the HIERARCHY OF NEEDS (FIGURE 3-4 page 91) as an important role in human motivation.
ABRAHAM MASLOW
