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Behaviourism and nursing education
The major educational psychology and learning theories are behaviorism, cognitivism, and constructivism. These theories differ in their focus on aspects of learning. For example, behaviorists focus on people’s behavior associated with the learning process (Vandeveer & Norton, 2016). Cognitivism is related to the study of memory, traits, motivation, emotions, problem-solving, and so forth. Constructivism is concerned with people’s experiences, as well as cultural and social domains.
All these aspects are relevant to nursing education, but cognitivism and constructivism are primary paradigms to be applied. In nursing education, it is essential to focus on students’ cognitive peculiarities and take into account the social context they have found or will find themselves in. Nursing students’ behaviors related to learning can also facilitate the process of knowledge and skills acquisition, but problems solving, traits, and social contexts are more valuable determinants.
The most appealing educational theories
Educational psychologists develop frameworks that can be employed in various settings (DeYoung, 2014). I believe John Dewey’s paradigm and ideas should be used as primary guidance for educators. Progressive education was largely influenced by this theorist. Dewey believed that learning should be learner-oriented, which would enhance students’ motivation and facilitate the learning process. Formal learning should be the basis for people’s further life. The knowledge and skills students acquire in schools, and higher educational establishments should help them deals with specific challenges they will face in their career or family lives.
Nurse education incorporating these theories
Nursing education is evolving in terms of theoretical and technological advances. Educational and learning theories help nursing educators to enhance their students’ learning outcomes through the use of the most effective strategies that improve students’ academic performance, motivation, and so forth. Importantly, nursing educators apply an evidence-based approach and evaluate the effectiveness of theories in particular settings. For instance, Husmann and O’Loughlin (2018) found that the focus on learning styles was not effective in the anatomy course setting.
DeYoung, S. (2014). Teaching strategies for nurse educators (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Husmann, P., & O’Loughlin, V. (2018). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical Sciences Education, 1-14. Web.
Vandeveer, M., & Norton, B. (2016). From teaching to learning: Theoretical foundations. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed.) (pp. 231-281). St. Louis, MO: Elsevier Saunders.