Learning Theories Application in Nursing Education, Essay Example

Introduction

This essay discusses the application of theory to nursing practice. There was a time in nursing practice that philosophical thinking guided action. It was a situation of trial and error. However, thinkers of the time began formulating assumptions. In applying scientific research techniques to investigate perceptions they were able to either validate or dispute thoughts that emerged as philosophy. Today through profound evidence, theories have been formulated by which nursing practice has evolved into a science. A theory is a system of ideas designed to explain a phenomenon specifically related to general principles independent of the issue that is being explained.

For example, the metaparadigm theories seek to explain how illness is perceived from four levels person, environment, health and nursing. These phases indicate that concepts are utilized in explaining a phenomenon. Concept interpretation is an integral aspect of theory application in any scientific practice. Some nursing theorists argue that the metaparadigm of nursing is not theory in itself, but a set of concepts. If concepts make up theories what then distinguishes the metaparadigm from being theory?

It can be further contended that the environment phase of the metaparadigm existed as philosophy way back in Florence Nightingale era when she linked the environment to patient wellness. Therefore, explanation of this phenomenon attaching three more dimensions to the suppositions correctly defines the nursing metaparadigm as theory. In this discussion, a nursing problem will be cited. Specifically, it relates to nursing education. Subsequently, strategies derived from a theoretical perspective will be applied towards resolving the perceived nursing problem.

Problem/Issue

A nurse educator is assigned to take over a large class of undergraduate nursing students, with a mix of young adults and adults returning for a second degree. The subject is difficult, students have not been doing well, and frustration and tempers are impeding group work.  This problem seems complicated in itself from the paradigm of it encompassing a number of features. First, the class is large with two levels of students, young undergraduate adults and returning adults for a second degree. Giving instruction to two levels of students in the same classroom possess a huge difficulty for any educator. This should never occur in a classroom setting under no circumstances.

This challenge is termed differentiated instruction. However, the attempts are not all together consistent with the framework applied in this theoretical perspective. Importantly, it is offering different students various avenues for learning within the same classroom environment, but who are pursuing the same academic course. In this situation, they are undergraduates and postgraduates receiving the same instruction.  Besides, differentiated instruction is only effectively utilized among students with varying learning abilities. Consequently, the first issue pertains to regulating the class composition to one that is realistic (Chua  & Barnet  2012).

The second issue assumes that the subject being taught is difficult. In education could a subject being taught be difficult or are instructors responsible, as facilitators, equipped with skills to make learning easier. In our current evolutionary healthcare environment, nurse educators are expected to function exemplary redefining processes to ensure more efficiency in delivery of interventions. They are responsible for leading their students towards excellence and improved outcomes in the classroom instruction. The problem/issue highlighted in the scenario depicts an educator who is inadequately prepared to function in the capacity of an advanced practice nurse (Chua & Barnet, 2012).

Educational programs are guideposts for continuing education staff. As such, there should be no program or subject in a program deemed very difficult to teach or receive. Health educators are recognized as the most effective communicators. The aim is for nursing education is to produce quality health care professional who have the capacity to appropriately manage disease prevention among populations. In many modern institutions secondary level Clinical Nurse Educators have become the pillars in designing and implementing programs, which address very difficult nursing issues in the profession (Chua & Barnet, 2012).

Therefore, to say a subject matter is difficult to teach expresses a very low level of competence as a nursing educator in the twenty first century. Nurse educators become aligned with other healthcare professionals in improving disease outcomes through interactive instruction with students in a classroom setting.  Together through the teaching learning process, innovative approaches towards management of patients are embraced. In the classroom where students have not been doing well, frustration and tempers are impeding group work it is obvious that neither the program nor facilitators are productive in fulfilling this feature in the scope of nursing practice. Herein lays a third issue of ineffective program and coordination in nursing education. For emphasis, this scope encompasses educating professionals on new treatment protocols in nursing interventions, medicine and surgical approaches. Besides, the educator is expected to train, educate, offer clinical support and be a role model in the profession (Chua & Barnet, 2012).

Strategy

There are three distinct sections of the problem /issue mentioned above requiring specific strategies for their resolution. First, is the inconsistency regarding attempts at differential instruction; second is expression of the subject matter being difficult and thirdly students’ inability to perform adequately due to classroom environmental irregularities that produce stress.  As such, the goal pertains towards reorganizing the classroom atmosphere that students and instructors can be more productive in their roles to facilitate instruction delivery and receptivity.

Problem/issue – strategy #1: Inappropriate class composition

This would need some administrative intervention, which encompasses the nurse educator meeting with administration. The specifics of this segment of the problem/issue are that the two sets of adult students must to be separated to different classrooms and given instruction according to their distinct course content. Even if the same subject is taught due to their diverse academic levels, giving instruction in the same classroom does not constitute principles contained in differentiated learning theory or models.

In a meeting with administration (nursing education), an evaluation of each student’s progress since exposure to this unique teaching learning style must be conducted. It should follow both formative and summative models. This assessment will determine both the damage created by this process and progress made through interventions. A performance evaluation of the nursing educator must also be conducted in determining suitability to function within this capacity. Based on these fin digs nursing administration is left with the responsibility of designing new educational models for enhancing students’ professional development under better conditions.

Problem/issue strategy # 2- difficult subject content subject delivery

This is a sequel to problem/issue number one. It is quite obvious that if the classroom composition is inappropriate students will find it difficult grasping content and instructors experience the same discomfort in content delivery. It is my belief that once problem number one is adequately addressed the same strategies could be applied towards issue problem number two for amicable resolution. At the same meeting with administration, this irregularity could be raised and they are resolved simultaneously.

Problem/issue strategy #3 – ineffective program and coordination

To say that these three problem/issues are integrated or squeal each other would be an understatement. Importantly, it is more accurate to describe the situation as one of learning disability in healthcare practice. Strategies applied in resolving this dysfunction require integrating learning theories into programs and instruction models in this particular institution.

Concepts and principles of selected theory

The theory selected for resolving this problem/issue relates to social learning in health care. This theory examines both external and internal processes addressing a learning deficit.  According to this theory the internal process encompasses self- regulation and control, which  in turn has four phases. They embody attentional, retention, reproduction and motivational.  In the attentional phase there is alignment with observation of a role model; retention with processing and representation in memory. Reproduction is linked to application of memory towards guiding performance of role model. The fourth is motivational, which is influenced by a series of reinforcements and punishments. Further, covert cognitive activity surfaces due to behavior consequences, self – reinforcement and punishment (Aliakbari,  Parvin &  Heidari, 2015).

This external process involves the role model behavior being exemplary and reinforceable by the learner. Importantly, the learner according to these theoretical perspectives is the agent through which learning experiences are filtered. A transactional relationship is established between the learner and their environment including persons dwelling within that space. Further, it is posited within the theoretical framework that the human mind is not merely reactive, but generative, creative and reflective (Aliakbari et.al, 2015).

Rationale for strategy/ies

With respect to reorganizing of the classroom this theoretical assumption is very applicable, especially, when learning is examined from both internal and external processes. Students were not doing well in a mixed classroom situation where differential instruction approach was attempted. Students do not learn merely through reaction, but generative, creative and reflective interactions with persons they admire as role models (Bethards, 2013).

Learning is a transactional relationship whereby the instructor must establish self- regulation and control. In inviting administration to evaluate students’ progress and the nursing educator’s performance is compatible with establishing self regulation and control, which seems to be absent in the institutional practice. Application of the social learning theory is a valuable intervention in an apparently dysfunctional nursing education program. The subject was identified as difficult. Students seemed to lack the effective role models for initiating the attentional phase of the internal learning process, which requires alignment with observation of a role model. Retention follows with processing and representation in memory of perceptions obtained from role model observations (Bethards, 2013).

Ethical/legal aspect of strategy

The legal ethical aspect of the foregoing strategy/ies relates to fairness of students as well as the nursing educator who is experiencing immense difficulties functioning in a difficult classroom   environment. There are two different sets of adult students who are at various levels of their nursing education career. Inviting nursing administration (education) to intervene and resolve the irregularity in my opinion is both legal and ethical.

Conclusion

This exercise has helped me to view theory as being the foundation of nursing practice. Even when a theory does not originate as a nursing model its applicability could extend out of its original discipline in making sense to nursing interventions. For example, social learning theory while not directly applicable to nursing care has its significance in patient education, health promotion as well as nursing classroom education.

References

Aliakbari, F.  Parvin, N., &  Heidari, M. (2015). Learning theories application in nursing Education. J Educ Health Promot 4(2);

Bethards, M. (2013). Applying Social Learning Theory to the Observer Role in Simulation. Clinical Simulation in Nursing.10 (2); e65–e69

Chua, O., & Barnett, T. (2012). Student, Tutor and staff nurse perceptions of clinical learning. Environment. Nurse educator. 12(4); 192 -197