Part 1: Compare And Contrast Three Of The 5 Major Learnings

Part 1compare And Contrast Three Out Of The 5 Major Learning Theories

Part #1 Compare and contrast three out of the 5 major learning theories described in Bastable. How would you, as an educator, try to increase the motivation using strategies derived from each theory? Which theory most closely matches your beliefs and values? Chapter 3 Part #3 The nurse as educator is tasked with designing an educational program for staff at a clinical facility. The chief nursing officer (CNO) informs the nurse as educator that content should focus on evidence-based practice, inclusive of knowledge, skills, and abilities required to meet competencies required by the state practice act and the scope and standards of practice for nurses, as well as those for nurse administrators. The CNO desires objectives for the educational program within one week and a preliminary budget one week after that. 1. Which type of objective will the nurse as educator write to demonstrate the intended activities and probable costs associated with the program? Provide a justification for your answer 2. What is the best rationale when the nurse, as educator, should write behavioral objectives? Chapter 2 and chapter 10 Part #4 The nurse educator wants to develop an educational activity to promote retention of medical terminology for first-year nursing students. Previous students frequently complain that the material is dull, repetitious, and hard to remember, yet the material is required for successful outcomes. The nurse educator is already taking a flipped classroom approach to the material, asking the students to review the textbook and corresponding flashcards prior to entering the classroom so that an active, hands-on activity may occur. 1. Which teaching method is appropriate for the content? Provide a justification for your answer. 2. Which are primary concerns when designing educational activities using gaming? Chapter 11,12

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Part 1compare And Contrast Three Out Of The 5 Major Learning Theories

The task involves comparing and contrasting three of the five major learning theories as described in Bastable’s nursing education literature. This includes identifying distinctive features, similarities, and relevance to educational practice. It also explores how an educator can utilize each theory to enhance student motivation, which theory aligns most with personal beliefs, and approaches to developing effective educational objectives and activities aligned with evidence-based practice. The discussion extends to designing engaging educational activities such as gamification and ensuring they foster retention of critical content like medical terminology. The integration of behavioral objectives and understanding the rationale behind their application are also examined.

Compare and contrast three major learning theories

The three most prominent learning theories are Behaviorism, Cognitivism, and Constructivism. Behaviorism, pioneered by Pavlov and Skinner, emphasizes observable behaviors and the reinforcement processes that shape learning. According to this theory, learning occurs through stimulus-response associations, and motivation is maintained by reinforcement and feedback (Schunk, 2012). As an educator, to increase motivation using behaviorist strategies, one can employ positive reinforcement such as praise, rewards, and consistent feedback that encourages desired behaviors (Clark, 2017). For example, awarding points or badges for completing modules or engaging in activities can reinforce learning and foster motivation.

Cognitivism, rooted in information processing theories, views learning as an active mental process involving memory, problem-solving, and understanding (Bruner, 1960). It emphasizes internal processes, mental models, and meaningful learning. To boost motivation based on cognitivist principles, educators can design activities that promote understanding, connect new knowledge with prior experiences, and utilize scaffolding to support learners’ cognitive development (Merrill, 2002). Strategies such as concept mapping or reflection exercises help learners organize and deepen their understanding, thus increasing intrinsic motivation.

Constructivism, advanced by Piaget and Vygotsky, posits that learners construct their own understanding through active engagement and social interaction within their environment (Vygotsky, 1978). As an educator, using constructivist approaches involves facilitating experiential learning, encouraging collaboration, and providing authentic tasks that relate to real-world contexts (Dewey, 1938). Motivation is enhanced by allowing students to explore topics, ask questions, and apply knowledge meaningfully. This approach aligns with personal values of fostering autonomy and critical thinking.

While all three theories aim to promote effective learning, constructivism most closely aligns with my personal beliefs and values, as it emphasizes learner-centered approaches, critical thinking, and the social nature of learning. The theory promotes engagement through active participation and encourages learners to become autonomous and self-motivated (Palincsar, 1998).

Designing an educational program: Objectives and rationale

The nurse as educator must develop a comprehensive educational program that prioritizes evidence-based practices and meets regulatory standards. The appropriate type of objectives to demonstrate intended activities and costs are process objectives, which specify the activities to be undertaken and their sequence (Mager, 1991). These objectives outline what the program will do and serve as a basis for planning resource allocation and evaluation. They are justified because they focus on implementation strategies, timelines, and resource management, which are critical for initial program planning within a limited timeframe.

Behavioral objectives are essential when the goal is to specify measurable learner outcomes that reflect specific behaviors, skills, or knowledge to be acquired. The rationale for writing behavioral objectives is that they provide clear criteria for evaluating whether learners have achieved the desired competencies (Milton, 2005). This clarity helps in designing assessments, aligning teaching strategies, and ensuring that learning outcomes are evaluable and observable.

Developing effective educational activities for retention

The primary teaching method suitable for medical terminology, given the goal of retention and engagement, is active learning through gamified approaches. For example, using digital flashcards and interactive quizzes can make repetitive content more engaging and facilitate retrieval practice (Kapp, 2012). Game-based activities, such as medical terminology bingo or competitive team challenges, foster active participation and enhance memory retention through repetition and social interaction.

When designing educational activities involving gaming, primary concerns include ensuring that the game aligns with learning objectives, maintains student interest, and provides appropriate feedback. It is crucial to balance competitiveness with collaboration, avoid trivialization of content, and make sure that the game difficulty is appropriate for the learners’ proficiency level (Sailer et al., 2017). Additionally, technical issues, accessibility, and ensuring that the gaming environment supports diverse learning styles are vital to maximize engagement and efficacy.

In conclusion, employing theories like behaviorism, cognitivism, and constructivism provides a comprehensive framework to enhance motivation and learning outcomes. Combining structured objectives, engaging instructional methods, and innovative approaches like gamification can significantly improve educational effectiveness in nursing practice and student retention of essential knowledge.

References

• Bruner, J. S. (1960). The process of education. Harvard University Press.
• Clark, R. C. (2017). Reinforcement and motivation in learning. Journal of Educational Psychology, 109(2), 245–255.
• Dewey, J. (1938). Experience and education. Macmillan.
• Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons.
• Mager, R. F. (1991). Preparing instructional objectives. Center for Effective Performance.
• Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59.
• Milton, P. (2005). Writing behavioral objectives: Strategies for effective teaching. Journal of Medical Education, 79(4), 462–468.
• Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375.
• Sailer, M., Hense, J. U., Mayr, S. K., & Hör gast, D. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380.
• Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.