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Learning Theories Help Individuals Learn New Behaviors And Deeds

The essay brings in teaching and learning theories/ practices that tend to help individuals learn new behaviours and deeds. Learning theories are theoretical frameworks recitation how knowledge is captivated, processed, and engaged in learning. Cognitive, expressive, and environmental stimuli, as well as preceding experience, all compose a part of how understanding, or a worldview, tends to be acquired or changed and acquaintance and skills recollected (Aliakbari et al. 2015).

Behaviourists guise learning as a feature of conditioning and will promote a system of plunders and objects in education. Educators who encirclement cognitive theory have confidence in that the description of learning as an alteration in behaviour is too slender and prefer to study the apprentice rather than their atmosphere and specifically the complexities of personal reminiscence. Those who support constructivism believe that an apprentice’s ability to learn counts on in no small amount what he/she already discerns and understands, and the attainment of knowledge should be an independently tailored procedure of construction. Transformative erudition theory emphasizes the often-necessary variation that is required in a novice’s preconceptions and worldview. Topographical learning theory efforts on the ways in which milieus and environments outline learning development (Hayes 2016).

The social learning model is a philosophy of learning and social behaviour that suggests that new practices can be assimilated by observing and emulating others. It shapes education as a cognitive development that takes dwelling in a social perspective and can transpire purely through surveillance or direct instruction, even in the absence of motor facsimile or immediate reinforcement. In addition to the observation of conduct, learning also befalls through the representation of booties and punishments, a development known as mediated reinforcement. When a specific behaviour is rewarded repeatedly, it will most probably persist; contrariwise, if a particular practice is penalized continuously, it will most likely discontinue. The theory inflates old behavioural approaches, in which behaviour is administered solely by cavalries by placing prominence on the crucial title role of various interior processes in the learning distinct.

The scenario under consideration is a teaching/learning process, which we undertook to measure the blood pressure process in a patient diagnosed with hypertension using the blood pressure screening capabilities. In various clinics around the globe, measuring blood pressure tends to be enhanced manually using an apparatus known as a sphygmomanometer, a computerized electronic stratagem, or realistic ambulatory blood pressure monitoring. It is frequently best to measure blood pressure on an empty bladder with the patient well placed, legs resting on the pulverized and arms sleeping contentedly on a table. Blood pressure tends to be measured in mutual arms using arm cuffs for precision. My justification for choosing this philosophy facet is that some patients identified with mental illness sometimes tend to face the risk of mounting physical health ailments, such as hypertension, because of their lifestyle. It is the responsibility of every healthcare specialist at all times to transmit out necessary physical fitness checks on patients and be intelligent in delivering appropriate interferences (Knowles et al. 2014). Also, it includes giving guidance as required in the administration of physical health situations such as hypertension in patients under their upkeep in order to guarantee the operative management and handling of such health disorders. In the circumstance of a hypertensive, persevering individual, checks tend to be carried out to ensure consistent blood pressure echelons and the control and management of hypertension. I performed all the explained processes above with the permission of the nurse in command to assist the first-year student who happened to lack real confidence in completing the task alone. Reasons for her inability to perform the work on the sole basis are likely brought by her not being used to finding herself in the situation since she had just been admitted to the college for a nursing course.

Moving on, teaching, as defined, is the process of aiding other individuals in attaining knowledge and taking on specific tactics and responsibilities without any exertion. It is agreed with these societal assessments and defined teaching as a set of proceedings outside the apprentices that are considered to support the internal practice of learning. However, attaining teaching skills is undoubtedly an excellent reputation in nursing courses, as it may be educating a patient on how to undertake a precise task by himself or herself or teaching another associate or student nurse skills. An illustration is teaching a patient or associate how to customize the blood pressure monitor and ration blood pressure. Unlike teaching, learning is a process by which a comparatively stable adjustment in stimulus-response relations is established because of functional environmental collaboration via the senses. This close connotation between teaching and learning impresses the manner in which coaching is provided in either an exercise setting or classroom setting.

According to Hayes (2016), it is of moderate significance to recognize each person’s attributes and necessities, as this is very significant if learning is to be efficacious. In the scenario, the learning theories acknowledged were social learning, cognitive development, behaviourism, stimulus-response, learning to think, and humanism, which are the dynamic nature of the learner. In the adoption of social learning theory, the student (1st year) was able to acquire through observation and learning to think. By observing me accomplish the task, she was ready to reiterate the actions I seized and was competent to demonstrate the technique successfully throughout the second endeavour.  She went further to report that she was thrilled to have learned a new ability, which made her self-assured, sanctioned and inspired, which in turn occasioned her offering to execute a similar task on a different patient. Therefore, she efficaciously applied the social learning theory, whereas I supervised her, and this resulted in the development of her related skills.

The practicality of social learning, when functional to nursing teaching, is of obvious importance and significance. As a handy learning implement, social learning runs transparency. The humanistic model is centred more on the student, and the outcome is easy to smear in nursing because of the dynamic nature of the apprentice. This was exhibited when she expressed anxiety when the clinical nurse in charge asked her to validate the whole blood pressure measuring process. Throughout the teaching incident, I certified that I came across as friendly, gracious, and inspirational, and I simultaneously made sure that I created an enabling atmosphere in which learning could take place. Studies have revealed that methods of learning are meticulously associated with the realization of the learner’s learning situation, as learners are self-directed and educators are implementers. Measuring the patient’s blood pressure and teaching sessions took place confidentially in a room, thereby perpetuating the patient’s self-esteem and, at the same time, endorsing stimulating and contented surroundings. The student felt safe and self-confident in her metiers due to the supportive protagonist, which I frolicked during the episode of learning in line with the Hierarchy of requests(Maslow’s).

In my case, an assessment of the learning event recognized that my mentor used a primarily social learning theory style to teaching, with a behavioural-cognitive learning dissertation. Social learning theory, also identified as observational learning, is frequently seen in nurse education and, though created on behaviourism, emphasizes the role of internal cognitive processes. My tutor’s social learning theory method can be perceived through their practice of modelling, conducting an observation within a communal context, the supposition that my conduct would change, and the consideration of my inner intellectual processes by assessing remembrance, understanding, and presentation.

It suggests that four constituent processes determine the developmental outcomes of a social observational learning event. The ‘Attention’ progression involves the accurate perception of the occasion and the courtesy paid to important structures of the modelled behaviour, Masika and Jones (2016). During the erudition event, I used a ‘transmission’ teaching prototype to convey knowledge, skills, and insolences, whereas this system may render the andragogic adult learner too submissive. Theoretician learning preference was advantageous and encouraged the first-year student’s responsiveness as she acquired best from observation and appraisal, taking an investigative approach, and making new acquaintances with an existing acquaintance. Additionally, having a trusted association with the student reduced the potential skirmish, and I feared that I would be bidden to take an ‘active’ role. Conversely, there was a menace that she would not be competent to identify what performances to pay courtesy to, and my learning may have been heightened by having a preceding awareness of the theory to edifice the event and permit greater critical thinking. The next stage, in theory, is the ‘Retention’ process that involves the person’s memory of the exhibited behaviour and its figurative coding from interim to permanent retention. As a Reflector philosopher, the Retention process supplemented my desired style and fixed learned behaviours by vocally verifying model manners and thought procedures and making associations with my general knowledge through replication, reinforcing my learning. My learning tends to be enhanced with symbolic spoken and imaginal practice to facilitate more profound learning and the opportunity to give and take views with others to deliberate different perceptions, such as the amenity user (Taylor 2017). Whereas reflection improved, the tacit ‘values’ acquaintance, as a Theorist, my unambiguous ‘skills’ knowledge may have urbanized with more justification behind the inquisitorial technique.

The ‘Reproduction’ progression involves the changeover of symbolic depictions into action and a period of self-corrective alteration responding to a response. During the learning event, the ‘reproduction’ procedure was not facilitated, which trials the efficacy of the learning event, as the handover from the surface to yawning learning is not unconscious but rather the upshot of exposure to numerous applications. It tends to suggest that feedback, repetition and modification are key for philosophical learners. Additionally, as an adult learner, she was empowered to seek out ‘reproduction’ opportunities given the decent connotations of ‘trialling’ new abilities with service consumers and her cautious reflector learning panache.

The last process, in theory, is the ‘Motivation’ process, which is essential for effective modelling in the medical learning environment and comprises intrinsic and exterior factors such as individual standards and rewards. The role model character is a significant part of learning from behaviourism as it considers behaviours more probable to be adopted if the character model has a revered status (Thomas and Simpson 2014). Throughout the learning involvement, the student was intrinsically inspired to learn by being tentatively challenged and as the upshot of an unconscious craving for corroboration through constructive strengthening, as she held me in high prestige. Furthermore, I had a beneficial stimulus on my learning involvement as they held a strong sense of self-efficacy and certainty that I could appreciate the learning objective. Nevertheless, the learning experience was profoundly reliant on the ‘expert opinion’ me, and as a Reflector Theorist, the overview and discussion of alternative tactics may have enhanced her learning.

As a qualified nurse, I need to learn that observations from my peer-in-charge officers are vital in the aspect of assisting in actively learning new skills from them. I learned that mentoring and mentoring go in hand as no one is competent at a hundred per cent level; thus, one needs to have a role model who is much more qualified in the institution. It is indispensable that students take responsibility for their learning, uninterruptedly striving to advance their practice and abilities in preparation for qualification. This can best be attained through obtaining the response from mentors and expanding this to figure out and enhance exercise. It is the accountability of mentors to deliver this constructive feedback to assist students in identifying their ongoing learning requests for meaningful involvement. The current learning occurrence, an action plan between the mentor and the student, tends to formulate with productive and achievable purposes to work towards achievements.


Aliakbari, F., Parvin, N., Heidari, M. and Haghani, F., 2015. Learning theories application in nursing education. Journal of education and health promotion, 4.

Hayes, S.C., 2016. Acceptance and Commitment Therapy, Relational Frame Theory, and the Knowles, M.S., Holton III, E.F. and Swanson, R.A., 2014. The adult learner: The definitive classic in adult education and human resource development. Routledge.

Masika, R. and Jones, J., 2016. Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together. Teaching in Higher Education, 21(2), pp.138-150.

Third Wave of Behavioral and Cognitive Therapies–Republished Article. Behavior therapy, 47(6), pp.869-885.

Taylor, E.W., 2017. Transformative learning theory. In Transformative Learning Meets Bildung (pp. 17-29). SensePublishers, Rotterdam.

Thomas, K.J. and Simpson, S.S., 2014. Social learning theory. Encyclopedia of Criminology and Criminal Justice, pp.4951-4963.



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