Adult Learning Theory: The Notion That Adults Learn Differ

Adult Learning Theory Is The Notion That Adults Learn Differently Than

Adult learning theory posits that adults learn differently than children and adolescents. According to Keating (2014), adults tend to be more capable of self-direction and goal-oriented learning. They are more likely to engage with materials if the content is relevant to their personal and professional lives. West Coast University emphasizes this by stating that they combine student-centric learning with advanced training opportunities aimed at transforming healthcare education. Since WCU caters primarily to adult learners pursuing specific professions, adult learning theory aligns well with its educational approach. An important aspect of this theory is its compatibility with other learning theories, such as cognitivism, which provides instructors with flexibility in their teaching strategies.

Another influential learning theory is transformative learning, which suggests that education occurs through the transformation of an individual's perspective. Keating (2014) asserts that students engaging in transformative learning make their own interpretations rather than relying solely on the judgments and beliefs held by others. This concept is particularly pertinent to educational settings like a local nursing school whose mission focuses on educating and transforming nurses to work effectively in diverse healthcare environments. Transformative learning encourages students to draw on their own experiences and make independent decisions, which is essential for providing patient-centered care in diverse populations. This approach ensures that healthcare professionals treat each patient as an individual and adapt their practice accordingly.

Additionally, two significant learning theories analyzed are metacognition and social cognitive learning. Social cognitive theory, as described by bandura, emphasizes the importance of observing and modeling behaviors, attitudes, and emotional responses of others. Bandura (Keating, 2015) argues that individuals are not solely driven by internal forces or external stimuli but are influenced by the interplay of cognitive, behavioral, and environmental factors. This theory is particularly relevant to nursing education, where hands-on clinical experiences, simulation labs, and real-world practice serve as critical learning environments. The observational nature of social cognitive learning underscores the role of clinical practice and simulation labs in shaping nursing students' skills and attitudes.

Metacognition, on the other hand, involves a person's ability to assess their own skills, knowledge, and learning process. Keating (2015) emphasizes that metacognition allows learners to monitor and evaluate their understanding, effectiveness of learning strategies, and make adjustments as necessary. In a nursing curriculum, this self-assessment process enables educators to gauge student progress and tailor instruction accordingly. It also empowers students to take control of their learning, leading to deeper understanding and better retention of material. The integration of metacognitive strategies into nursing education enhances critical thinking, clinical reasoning, and adaptive learning—skills essential for effective healthcare practice.

Paper For Above instruction

Critical thinking is a fundamental skill in nursing, often regarded as essential for safe and effective practice. Experienced nurses frequently exemplify critical thinking automatically, employing it to assess, diagnose, and intervene in complex patient situations. Ghazivakili et al. (2014) describe critical thinking as a process involving generating and evaluating potential solutions based on past knowledge and experiences, which they colloquially refer to as "common sense." Teaching this skill poses challenges because it involves a combination of judgment, experience, and reasoning, which must be cultivated over time.

In my teaching practice, I incorporate several strategies to foster critical thinking among nursing students. Beginning with foundational concepts, I progressively introduce more complex scenarios that require students to apply their knowledge creatively and analytically. For collaboration and assessment, I utilize simulation labs and clinical experiences, which serve as practical platforms to observe and evaluate students’ decision-making and problem-solving abilities. For example, I design simulations with "trainwreck" scenarios—unexpected and challenging patient crises—to gauge how well students can synthesize their theoretical knowledge with clinical judgment under pressure. This approach promotes active engagement, quick thinking, and adaptability—core components of critical thinking in nursing.

Assessment of critical thinking extends beyond standardized testing like the NCLEX. I prefer to evaluate students through dynamic, scenario-based questioning and their performance during simulations. De-briefing sessions after simulations are crucial, providing students with feedback and an opportunity to verbalize their thought processes. During these discussions, students analyze their actions and reasoning, identifying areas for improvement and reinforcing critical thinking skills. The Creighton Competency Evaluation Instrument, for instance, helps assess students’ prioritization and clinical reasoning during simulations, as these are direct indicators of their critical thinking capacity.

Keating (2015) underscores the importance of integrating critical thinking into nursing curriculum planning. Educators must intentionally embed opportunities for students to develop these skills through case studies, simulations, clinical practicums, and reflective exercises. The ultimate goal is for students to move beyond rote memorization to become reflective practitioners capable of complex reasoning and ethical decision-making. Problem-solving and critical thinking are particularly vital in the evolving healthcare landscape, where nurses encounter unpredictable and complex situations requiring swift, evidence-based responses.

Reinforcement strategies such as providing positive feedback and encouragement further cultivate critical thinking. Teaching approaches that challenge students with progressively difficult scenarios help develop their analytical and evaluative skills. Keating (2015) advocates for active learning models that promote inquiry, discussion, and reflection, which are effective in nurturing critical thinking. Ultimately, fostering these skills ensures that nurses are equipped to deliver high-quality, safe, and patient-centered care in diverse and dynamic healthcare environments.

References

• Ghazivakili, Z., Norouzi Nia, R., Panahi, F., Karimi, M., Gholsorkhi, H., & Ahmadi, Z. (2014). The role of critical thinking skills and learning styles of university students in their academic performance. Journal of Advances in Medical Education & Professionalism, 2(3), 95–102.
• Keating, S. B. (2015). Curriculum development and evaluation in nursing (3rd ed.). Springer Publishing.
• Bandura, A. (1986). Social cognitive theory. In J. H. Harvey (Ed.), Handbook of social psychology. Erlbaum.
• Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Jossey-Bass.
• Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformative learning. In E. W. Taylor & P. B. Cranton (Eds.), The handbook of transformative learning: Theory, research, and practice. Jossey-Bass.
• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. Routledge.
• Lan, P. (2010). Critical thinking and clinical reasoning in nursing. Nursing Education Perspectives, 31(3), 188–191.
• Paul, R., & Elder, L. (2014). The Miniature Guide to Critical Thinking Concepts & Tools. Foundation for Critical Thinking.
• Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Addison-Wesley.
• Preston, C. C., & Speers, J. (2013). Developing critical thinking in nursing students: Challenging the tradition. Journal of Nursing Education, 52(8), 448–453.