DNP 815 Share an example describing the application of learning theory in relation to your DNP Project

DNP 815 Share an example describing the application of learning theory in relation to your DNP Project

DNP 815 Share an example describing the application of learning theory in relation to your DNP Project

The Cognitive Learning Theory focuses on perceptions, reasoning, memory, development, and processing. Thinking and reasoning develop in stages over the lifespan. Individuals’ approaches to learning reflect their level of cognitive development and past experiences. Information is incorporated, organized, and interpreted in relation to what the learner already knows.

In the Cognitive Learning Theory, learners are active and impacted by goals rather than rewards. Education is a social experience impacted by teachers and other students. Useful in clinical learning by rotation. Criticism includes concerns about unpredictability of learners’ minds and the exclusion of emotion and emotional intelligence.

Butts, J. B., & Rich, K. L. (Eds.). (2013). Philosophies and theories for advanced nursing practice. Sudbury, MA: Jones & Bartlett.

Cognitive learning theory focuses on how information is processed by the brain and how learning occurs through an internal processing of information (Mukhalalati & Taylor, 2019). The term often associated with this theory is metacognition, in which an individual thinks about their thinking. One benefit of the cognitive theory to health care is its encouragement of recognizing and appreciating individuality and diversity in how people learn and process experiences.  One way my organization uses this theory is in the simulation lab. The simulation lab allows nurses to get hand on training and allows for them to make mistakes. The nurses can then use their thought process to think about where they went wrong in their thinking so that they can correct their practice going forward.

Reference

Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: A quick guide for healthcare professional educators. Journal of Medical Education and Curricular Development6, 238212051984033. https://doi.org/10.1177/2382120519840332 

When it comes to my project, I chose Peplau’s Interpersonal Relations in Nursing theory. I chose this because it specifically revolved around communication and the building of a relationship between two parties. The theory itself was originally was meant to signify the relationship between a staff member and a patient; however, it can be applied to the relationship between two nurses during handoff. It involves four main areas: preorientation or preparation, orientation, working, and termination or resolution. In the preparation area, the nurse is gathering all necessary and pertinent information or data related to the client in question to ensure he or she is well-informed enough to speak about the case. In the orientation area, the communication between the two nurses begins and a rapport is built in a sense. In the working area, therapeutic communication occurs, or in this case, the handover is done. In the termination or resolution area, the interaction ends and final recommendations are given by the leaving nurse (Butts & Rich, 2018, chapter 12, p. 385). This relates to the handover process in the fact that nursing staff first collect information that is necessary to give during handover, then meet the on-coming nurse, commence handover communication, and then give recommendations and conclude the conversation.

References

Butts, J. B., & Rich, K. L. (Eds.). (2018). Philosophies and Theories for Advanced Nursing Practice (3rd ed.). Jones & Bartlett. ISBN-13: 9781284112245

Learning theories are the foundation of instructional design solutions to achieve desired learning outcomes. Models and theories provide a framework and foundation of any design project wherein theories serve as lenses to view the problem from different perspectives, and models provide guidance on how to build the solution (McDonald & West, 2021). It is very important to conduct a thorough analysis to ensure that the selected strategy or theory will support the goal outcomes and the learners targeted. Learning theories have main families, such as behaviorism, constructivism, connectivity, and cognitivism (McDonald & West, 2021). The two methods used for learning theories adapted from Morrison in 2013 are learner-focused and instructor-focused.

 

Behaviorism and cognitivism are both instructor and lecture-focused.  Behaviorism is based on drill and practice, role learning, and multiple-choice assessment, whereas cognitivism is about visual tools to facilitate memorization, multiple choice, and essay assessment. On the other side, constructivism and connectivism are both learner-focused. Constructivism facilitates student-guided learning, discovery learning, and collaborative peer learning and assessment. Connectivism collaboratively creates knowledge, spontaneous learning groups, and self-directed learning and sharing of resources. Motivation and engagement theories are important when discussing learning theory because keeping learners motivated and engaged is important, and that is how they learn best.

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Cognitive learning theory is an important application related to my DNP. Hemodialysis patients should be

DNP 815 Share an example describing the application of learning theory in relation to your DNP Project
DNP 815 Share an example describing the application of learning theory in relation to your DNP Project

empowered with appropriate infection control prevention education and must play an active role in self-care with the guidance and support of hemodialysis staff  (Sem, 2022). The main objective of patient education is to assess the knowledge of the patients, awareness, and understanding of bloodstream infection. Visual and tactile educational techniques not only cognitive was emphasized but tap into the patient’s affective learning domain. Self-efficacy is a determinant of engagement in self-care behavior.

 

References

 

McDonald, J.K., & West, R.E. (2021). Design for learning: principles, processes, and praxis (1st ed.). EDTech Books.

https://edtechbooks.org/id

 

Sen, L. (2022). Patient CLABSI prevention education among in-patient hemodialysis patients.American Nephrology Nurses Association (ANNA) National Symposium, May 22-25, 2022, Fort Worth, Texas. Nephrology Nursing Journal49(2), 174.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156612080&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

Learning theories are the foundation of instructional design solutions to achieve desired learning outcomes. Models and theories provide a framework and foundation of any design project wherein theories serve as lenses to view the problem from different perspectives, and models provide guidance on how to build the solution (McDonald & West, 2021). It is very important to conduct a thorough analysis to ensure that the selected strategy or theory will support the goal outcomes and the learners targeted. Learning theories have main families, such as behaviorism, constructivism, connectivity, and cognitivism (McDonald & West, 2021). The two methods used for learning theories adapted from Morrison in 2013 are learner-focused and instructor-focused.

 

Behaviorism and cognitivism are both instructor and lecture-focused.  Behaviorism is based on drill and practice, role learning, and multiple-choice assessment, whereas cognitivism is about visual tools to facilitate memorization, multiple choice, and essay assessment. On the other side, constructivism and connectivism are both learner-focused. Constructivism facilitates student-guided learning, discovery learning, and collaborative peer learning and assessment. Connectivism collaboratively creates knowledge, spontaneous learning groups, and self-directed learning and sharing of resources. Motivation and engagement theories are important when discussing learning theory because keeping learners motivated and engaged is important, and that is how they learn best.

 

Cognitive learning theory is an important application related to my DNP. Hemodialysis patients should be empowered with appropriate infection control prevention education and must play an active role in self-care with the guidance and support of hemodialysis staff  (Sem, 2022). The main objective of patient education is to assess the knowledge of the patients, awareness, and understanding of bloodstream infection. Visual and tactile educational techniques not only cognitive was emphasized but tap into the patient’s affective learning domain. Self-efficacy is a determinant of engagement in self-care behavior.

 

 

References

 

McDonald, J.K., & West, R.E. (2021). Design for learning: principles, processes, and praxis (1st ed.). EDTech Books.

https://edtechbooks.org/id

 

Sen, L. (2022). Patient CLABSI prevention education among in-patient hemodialysis patients.American Nephrology Nurses Association (ANNA) National Symposium, May 22-25, 2022, Fort Worth, Texas. Nephrology Nursing Journal49(2), 174.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156612080&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1