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Teaching in clinical practice - Essay Example

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The paper tells that learning refers to the relatively undeviating change in behaviour, poignant execution that results from individual experience in the environment. Learning is a lifelong dynamic process, where individuals acquire desired knowledge that can be used to perform an action. …
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Teaching in clinical practice
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Teaching in clinical practice

Download file to see previous pages... This study looks into teaching theory as a rational structure of incorporated constructs and doctrines that explain or forecast how individuals learn. There are several theories of learning that have been developed by psychologists that can be applied in teaching situation. Learning theories have contributed to the understanding of how people acquire knowledge and change their behaviours. Vygotsky states that teaching theory is an accepted principle that helps in understanding, explaining, predicting and controlling a particular concept. The human development theories vary in their approach, strength and weakness, but they possess one common aim, which is to give an important understanding of human development and behaviour. The theories are in four groups. Psychoanalytical is a social and personality theory, cognitive refers to the mind and its importance; behavioural relates to external factors while the humanistic deals with individual potential. According to Gagne, learning theories applied at the personal, class, and societal levels not only aid in understanding and educating on current material, but also get to the bottom of challenges, modify detrimental behaviour, put together productive associations, direct feelings, and expand efficient deeds. Cognitive, behaviourist and social teaching theories are mainly practical to medical learning as a feature of specialized nursing put into practice. Behaviorists picture learning as the outcome of the stimulus circumstances, and the responses that result sometimes known as the stimulus response form of learning. The learning in this notion is relatively simple (Hinchliff, 2009). Behaviorists view responses and then influence the surroundings to convey meanings on the proposed change. At present in teaching and clinical teaching, behaviorists are more liable to be used in amalgamation with other teaching theories, particularly in cognitive theory. In this case, it is justified to argue that behaviorist theory is more important in nursing and health care institutions. To adjust people’s feelings together with their responses, behaviorists moreover, modify the stimulus situation in the surroundings or transform what goes on subsequent to a response occurrence (Quinn & Hughes, 2007). Motivation is the need to diminish some feelings in an individual, therefore, content, self-satisfied, or replete persons have modest inspiration to be taught and revolutionize. Making conduct to change from the early teaching to condition to other behavior is mostly a substance of performance. Transition is supported by a correspondence in the stimuli and responses in the teaching condition comparative to prospect situations where the reply is to be created. To a great extent, behaviorist teaching is founded on respondent training and operant training actions. The Pavlovian, also called the Respondent conditioning considers the significance of stimulus surroundings and the relations created in the teaching procedure (Ormrod, 2004). It is essential that teaching goes beyond instilling an impartial stimulus which is a spur that has no scrupulous worth or implication to the student. This is corresponding to a logically happening uncontrolled or untaught stimulus and uncontrolled condition response. After a small number of such merging, the impartial stimulus unaided, devoid of the uncontrolled stimulus, produces the same uncontrolled response. Consequently, teaching takes shape when the current conditioned stimulus is connected. To conditioned responses, a course that might properly take place devoid of deliberations on consideration or alertness. For instance, a case from physical ...Download file to see next pagesRead More
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Teaching in clinical practice
One of the important tools for effective nursing education, both for tutors and for students is reflection. That is why reflection has been considered as a very efficient tool for development for nursing practitioners. Reflection, as such is a process through which a person evaluates and examines his/her own thoughts and actions (Alexander, Fawcett and Runciman, 2006, pg.2).
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