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Leadership > Unit 2 Week 4: Learning Theories and Models > Flashcards

Unit 2 Week 4: Learning Theories and Models Flashcards

1
Q

RNAO 9 Key Guidelines for Best Practice

A
  1. Create a shame and blame free environment
  2. Use universal precautions related to health literacy
  3. Assess the learning needs of the client
  4. Tailor your approach and educational design by collaborating with the client and interprofessional team
  5. Engage in more structured and intentional approached to facilitate learning
  6. Use plain language, pictures and illustrations to promote health literacy
  7. Use combinations of instructional strategy (PEMS, telephone, audio, visual, IT)
  8. Assess client learning
  9. Communicate the learning with client & team; document
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2
Q

RNAO 2 Key Guidelines for Educational Programs

A
  1. Introduce the “LEARNS” model into nursing curricula and continuing education
  2. Reflect on the “LEARNS” model into everyday practice
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3
Q

LEARNS Model Definition and 5 Components

A

RNAO Education Program Guideline

Stands for
Listen to Client Needs
Establish a partnership,
Adopt intentional approaches,
Reinforce health literacy,
Name new knowledge via teachback,
Strengthen self management with resources

§ Ensuring client centered care
§ Promotion of health literacy
§ Building knowledge and skills
§ Supporting self management
§ Shame and blame free

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4
Q

RNAO Key Guidelines for Organizations and Policy

A
  1. commit to adequate resources to support structured approaches to teaching
  2. Integrate the “LEARNS” model in the delivery of care
  3. develop documentation tools for support effective communication about client centered learning
  4. implement best practice guidelines
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5
Q

4 Learning Styles

A

Visual, Auditory, Reading/Writing, Kinesthetic

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6
Q

Best and Worst Test Type Visual Learner

A

Best: diagramming, reading maps, essays, anything showing a process

Worse: listen and respond tests

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7
Q

Characteristics of Visual Learner

A
  1. fast talkers, may interrupt
  2. learn by seeing charts and diagrams
  3. need quiet to study
  4. thinks in pictures
  5. take detailed notes
  6. like to sit at the front of class
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8
Q

Learning suggestions visual learner

A
  1. draw/outline information you need to remember
  2. copy what is on the board
  3. diagram sentences
  4. take notes and make lists
  5. colour codes, highlight, circle, underline
  6. flashcards
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9
Q

Best and worst test types auditory learners

A

Best: writing responses to lectures they’ve heard, oral exams

Worse: reading passages and writing answers in a timed test

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10
Q

Characteristics of auditory learners

A
  1. speak slowly, explain things well
  2. natural listeners
  3. tend to repeat things aloud
  4. think linearly
  5. read slowly
  6. prefer hearing rather than reading information
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11
Q

Learning suggestions auditory learners

A
  1. word association to remember facts
  2. record lectures and watch videos
  3. repeat facts with eyes closed
  4. participate in group discussion
  5. record notes after writing them
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12
Q

Best and worst test type kinesthetics learners

A

Best: short definitions, fill ins, multiple choice

Worst: long essays, tests

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13
Q

Characteristics of kinesthetic learners

A
  1. slow talkers
  2. learn by doing and solving real life problems
  3. hands on approaches
  4. can’t sit for long, fidgety
  5. take breaks when studying
  6. suffer from short attention spans
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14
Q

Learning suggestions kinesthetic learners

A
  1. study in short blocks
  2. take lab classes
  3. go on field trips
  4. study with others
  5. memory games and flashcards
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15
Q

8 Key Personality Types on Myers Briggs Test

A
  1. Extrovert v Introvert
  2. Sensors v Intuitives
  3. Thinkers v Feelers
  4. Judgers v Perceivers
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16
Q

5 Learning Theories

A

§ Behaviorist
§ Cognitive
§ Social learning theory
§ Psychodynamic
§ Humanistic

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17
Q

Behaviourism vs Cognitive, Social Learning, Psychodynamic and Humanistic theories

A

Behaviour: external conditions and environmental modification, passive learner

Cognitive, Social Learning, Psychodynamic and Humanistic theories: internal factors such as thoughts, how a learner processes information, their feelings and emotions, active learner

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18
Q

Behaviourism definition of learning

A

observable behavioral change that occurs in response to environmental stimuli.

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19
Q

Focus of behaviourism

A

modifying the environment with view that if you change the stimulus your can change the response.

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20
Q

In behaviourism the learner is

A

passive and reacts to the environment

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21
Q

What is the educator’s task according to behaviourism

A
  1. Manipulate stimuli and reinforce learning and change
  2. Reflective interpreter
  3. Posing questions to stimulate conscious awareness
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22
Q

Operant Conditioning: Positive vs Negative Reinforcers vs Punishment

A

Positive: adding something

Negative: taking something away

Reinforcement: increase behaviours

Punishment: decreases behaviour

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23
Q

Stimulus Generalization + application

A

initial learning experience easily applied to similar stimuli.

Think about your first 2nd year OSCE

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24
Q

Discrimination Learning + application

A

individual learns to differentiate between experiences as they gain experience

Think Simulation lab and repeat skills

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25
Q

Spontaneous Recovery

A

The idea that old patterns can resurface in behavior

Unlearning behavior is hard

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26
Q

Focus of cognitive learning theories

A

Internal needs of the learner

perception, thought, memory, ways of processing and structuring information – the way the patient thinks.. if you can change how they think you can change behaviour

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27
Q

Learning Process of Cognitive Learning

A
  • Perceiving information in the environment
  • Interpreting information
  • Reorganizing information into new insights or understanding
  • Intrinsically motivated; no need to use rewards
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28
Q

Learning goals and expectations of cognitive learning theory

A
  • Reward/reinforcement not necessary
  • Source of motivation for action
  • Past experience, perceptions, social influences
29
Q

5 Cognitive Learning Perspectives on Learning Transfer

A
  • gestalt
  • information processing
  • human/cognitive development
  • social cognition
  • social constructivism
30
Q

Gestalt Perspective

A
  • The importance of perception in learning
  • Each person perceives, interprets and responds to learning in his/her own way
31
Q

Information Processing in Cognitive Theory

A
  1. Acquiring information/sensory stimuli
  2. Processing/thinking about information
  3. Find utility in what we learn
32
Q

3 Components of Sensory Register in Cognitive Learning

A
  1. Iconic: visual sensory
  2. Echoic: auditory sensory
  3. Haptic: tactile sensory
33
Q

Short Term Memory Definition

A
  • Limited capacity, can hold about 5-9 pieces of information & initially hold information for 30seconds unless further rehearsed
  • When actively used is known as “working memory”
34
Q

Long Term Memory

A

Large capacity, Stores info and then we retrieve it
* Only through “elaborate rehearsal” are things put into our long-term memory:
o Associations & practice
o Reorganization
o Repetition
o Testing

35
Q

Sensory, Short Term and Long Term Memory Last:

A

Following attention, processing, memory storage and action..

Sensory: less than one second
Short: less than 30 seconds
Long: enduring with retrieval issues

36
Q

Gagne’s Model of Instructional Design

A

Information Processing Model

Mental Event + Stimuli = learning outcomes

9 step model: a systematic process of strategies and activities for instruction.

Focuses on instructional events as actions that both teacher and learner do during a teaching session

37
Q

Social learning theory blends

A

cognition+ behavior+ social context

38
Q

Social learning theory states learning depends on

A

the perceived and created environment

39
Q

Social learning theory states learning is moderated by

A

person’s emotions, wishes, thoughts

40
Q

What kind of learning and teaching is most important in social learning theory?

A

Imitation and modelling

41
Q

Reinforcement and rewards of social learning theory

A
  • Reinforcement is social
  • Rewards may be intangible
42
Q

7 phases of internal processing in social learning

A
  • Attention Phase
  • Reflection Phase
  • Reproduction Phase
  • Mental rehearsal
  • Immediate enactment
  • Corrective feedback
  • Motivational Phase
43
Q

Central concept of social learning theory

A

Observational learning: Learning occurs by watching actions and behaviors of others- Role modeling a central concept.

The saying “Monkey see, monkey do!” is the same concept.

44
Q

Focus of humanism as learning theory

A

cognitive and affective state of the learner

45
Q

Learning focus and usefulness of humanism

A

self development and achievement of potential

Useful in health promotion and empowerment

46
Q

4 Adult Learning Principles

A
  1. Self-directed
  2. Past Experience
  3. Social Roles
  4. Immediacy of application
47
Q

Self Concept of Adult Learners

A

As a person matures his self concept moves from one of being a dependent personality toward one of being a self-directed human being

48
Q

Experience of Adult Learners

A

As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning

49
Q

Readiness to learn of Adult Learners

A

As a person matures his readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.

50
Q

Orientation to learning of Adult Learners

A

As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centredness.

51
Q

Motivation to learn of adult learners

A

As a person matures the motivation to learn is internal

52
Q

Psychodynamic learning theory

A

A theory of motivation and how motivation affects learner

53
Q

What forces drive learner behaviour in psychodynamic theory

A

Unconscious and conscious forces drive learner behavior

The learner may not be aware of their internal forces

54
Q

Id, ego, superego

A

id- seek pleasure/avoid pain

superego-conscience- internalized values

ego-mediates between

55
Q

According to psychodynamic theory, what is the driver for learning?

A

Ego

Patients with ego strength cope and engage

Patients with ego weakness may not

56
Q

Health Belief Model

A

Patient’s willingness to participate and belief that health is highly valued

57
Q

3 Interacting Components used to predict Health Behaviour in health belief model

A
  1. Individual perceptions: do they feel like the change can occur/motivated
  2. Modifying factors: things that predict whether or not they will stay with the change
  3. Likelihood of action
58
Q

What is the most influential factor to resisting behaviour change in the health belief model?

A

PERCEIVED barriers and threat; powerful effect on behaviour change

59
Q

Health Promotion Model

A

Focus on actualizing health potential and increasing level of well being – focus is on health promotion rather than disease prevention.

Focus on how a patient can reach ideal health

60
Q

4 Assumptions of Health Promotion Model

A

A. Patient strives to control their own behavior
B. Patient works to improve self and environment
C. Health professionals/nurses work in interpersonal environment with patient and influence patient behavior
D. Self- initiated change is essential in changing behavior

61
Q

Self Efficacy Theory

A

An individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments

Cycle of positive self-feedback fueling desire to continue

62
Q

Cycle of Positive Self Feedback in Self Efficacy Theory

A

1: performance accomplishments
2: vicarious experience
3. verbal persuasion
4. emotional arousal

63
Q

Protection Motivation Theory

A

If there is something I need to protect myself from, I will be motivated to do it

Example: fear of skin cancer > sunscreen

64
Q

The protection motivation theory proposes that people protect themselves based on four factors

A
  1. the perceived severity of a threatening event
  2. the perceived probability of the occurrence, or vulnerability,
  3. the efficacy of the recommended preventive behavior, and the
  4. perceived self efficacy
65
Q

Change Theory

A

You will not change somebody until they want to change
Constant movement through phases of progress and relapse

Pre-contemplation, contemplation, preparation, action, maintenance

66
Q

Theory of Reasoned Action

A
  • Prediction & understanding of behavior within a social context
  • People have a reason for doing what they do
  • People behave in a rational way that is consistent with their beliefs
67
Q

Theory of Reasoned Action believes behaviour is determined by:

A
  1. Beliefs & attitude towards behavior & Intention
  2. Person’s beliefs of that others/groups think should/should not perform behavior
68
Q

Therapeutic Alliance Model

A

Partnership of learning between nurse and patient- shift in power from provider to partnership- power in relationship is equalized by alliance.

Shift toward self- determination and control over one’s own life is fundamental- expected outcome is responsible self-care.

69
Q

Concordance definition

A

Component of therapeutic alliance model

consultation based on mutual respect for patient and nurse’s beliefs , allows negotiation to take place towards the best course of action for the patient.

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