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Learning Theories helps Individuals Learn New Behaviors and Deeds

The essay brings in teaching and learning theory/ practices that tend to help individuals learn new behaviors 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 in how understanding, or a worldview, tend acquired or changed and acquaintance and skills recollected (Aliakbari et al. 2015).

Behaviorists guise of 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 behavior is too slender and prefer to study the apprentice rather than their atmosphere and in specific the complexities of personal reminiscence. Those who backer constructivism believe that an apprentice’s ability to learn count on in no small amount on what he/she already discerns and understands and the attainment of knowledge should be an independently tailored procedure of construction. Transformative erudition theory emphases upon the often-necessary variation that is required in a novice’s preconceptions and worldview. Topographical learning theory efforts on the ways in that milieus and environments outline the learning development (Hayes 2016).

The social learning model is a philosophy of learning and social behavior that suggests that new practices can be assimilated by observing and emulating others. It shapes that education is a cognitive development that takes dwelling in a social perspective and can transpire purely through surveillance or direct instruction, even in the absenteeism 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 behavior rewarded repeatedly, it will most probably persist; contrariwise, if a particular practice penalized continuously, it will most likely discontinue. The theory inflates on old behavioral approaches, in which behavior 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 teaching/learning process, which we undertook in measuring blood pressure process, in a particular patient diagnosed with hypertension using the blood pressure screening capabilities. In various clinics around the globe, measuring blood pressures tends enhancement manually using an apparatus known as sphygmomanometer or by using, computerized electronic stratagem or when realistic ambulatory blood pressure monitoring can also be used. 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 measurement in mutually 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 with the risk of mounting physical health ailment such as hypertension, because of their lifestyle. It is the accountability of every healthcare specialized at all times to transmit out necessary physical fitness checks on patients and be intelligent to deliver 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 other to guarantee the operative management and handling of such health disorders. In a circumstance of a hypertensive persevering individual, checks tend to carry out in ensuring consistent blood pressure echelons and the control and management of hypertension. I performed all the explained process above with 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 unable to perform the work on sole basis is likely brought by her not used in 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 aids to take 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 considered to support the internal practice of learning. However, attaining teaching skills is undoubted of excellent reputation in nurse course, as it may be educating a patient how to undertake a precise task by himself or herself or teaching another associate or student nurses skills. An illustration is teaching a patient or associate how to custom the blood pressure monitor, to ration blood pressure. Unlike teaching, learning is definite as 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 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, behaviorism; Stimulus – Response, Learning to think and Humanists; 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 reiteration the actions I seized and was competent to demonstrate the technique successfully throughout the second endeavor.  She went further to reported that she was thrilled to have learned a new ability, which made her self-assured, sanctioned and inspired, which in turn occasioned in her offering to executing a similar task on a different patient. Therefore, she efficaciously applied the social learning theory, whereas I supervised her and this stemmed 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 centered more on the student and as the outcome is easy to smear in nursing, because of the dynamic nature of the apprentice. This was exhibited when she expressed anxieties when the clinical nurse in charge asked her to validate the whole blood pressure measuring process. Throughout the teaching incidence, I certified that I came crossways as friendly, gracious and inspirational and at the simultaneously making sure that creation of an enabling atmosphere for learning to take place. Studies have revealed that methods of learning are meticulously associated with the realization of the learner with their learning situation, as learners are self-directed and educators are implementers. Measuring of the patient’s blood pressure and teaching session took place confidentially in a room, thereby perpetuating the patient’s self-esteem and at the identical 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  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 behavioral-cognitive learning dissertation. Social learning theory, also identified as observational learning, frequently seen in nurse education and though created on behaviorism emphasizes the role of internal cognitive processes. My tutor’s social learning theory method can be perceived through their practice of modeling conduct an observation within a communal context, the supposition that my conduct would change, and the consideration on my inner intellectual processes by assessing remembrance, understanding, and presentation.

It suggests that four constituent processes determine 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 modeled behavior, Masika, and Jones (2016). During the erudition event, I used a ‘transmission’ teaching prototypical 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 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, it reduced the potential skirmish and fear 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 ‘Retention’ process that involves the person’s memory of the exhibited behavior and its figurative coding from interim to permanent retention. As a Reflector philosopher, the Retention process supplemented my desired style and fixing learned behaviors by vocally verifying model manners and thought procedures and making associations with my general knowledge through replication reinforced my learning. My learning tends enhancement with a 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 suggestion feedback, repetition and modification are key for philosophical learners. Additionally, while as an adult learner she got empowerment 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 ‘Motivation’ process that is essential for effective modeling in the medical learning environment and comprises intrinsic and exterior factors such as individual standards and reward. The role model character is a significant part of learning from behaviorism as it considered behaviors more probable to adopted if the character model has 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’ of 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 that assists much in active learning new skills from them. Learned that mentoring and mentored goes in hand as no one is competent at hundred percentage level thus one needs to have a role model who is much 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 expending this to figure on and enhance exercise. It is the accountability of mentors to deliver this constructive feedback to assist students to identify their ongoing learning requests for meaningful involvement. The current learning occurrence, an action plan between the mentor and the student, tend 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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