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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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
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“Teaching in Clinical Practice Essay Example | Topics and Well Written Essays - 3000 Words”, n.d. https://studentshare.org/health-sciences-medicine/1395737-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).
This means that the positive and negative reinforcements are all about being good when the student is good at his studies through the teaching practice while scolding the student in the wake of the wrong deeds and practices. The latter is so done because the student needs to pull up is socks and become a better student as his norms need to be upgraded all the time.
As their clinical teacher, I am fully liable of my student’s action and any errors committed might put my license subject for revocation. In addition, teaching in clinical settings is different from classroom environments as it requires different approaches to teaching and the environment is complex and rapidly changing.
(Ross, 1994, 56) Through this illustration, it could be noted that teacher efficacy is indeed a matter of importance in terms of educational development. However, as per noted through the researches further pursued with regards the issue, it is undeniable that as diverse the behaviors of teachers are towards their profession, the more difficult it becomes for the researchers to understand the main elements that enhances teacher efficacy.
The system ensures support for one another within the discipline of nursing. By establishing patterns of engagement within the clinical workspace, the seasoned veterans connect with their novice colleagues to promote standards of excellence and scholarship based on evidence-based knowledge.
Therefore clinical reasoning in any particular case must also support and credibility from evidence. For a practitioner, clinical reasoning has been defined as the cognitive processes and intelligent strategies used to comprehend the significance of patient information (Edwards et al., 2004).
Infact, reflection is a very important tool for development which challenges the practitioner to think in new ways, raise doubts about effective clinical practice and explore various new methods of solving problems encountered in day-to-day practice.
udents share” their experience is insightful as the blog will create a reference base for future students who are interested in community health by painting a picture of what to expect in community health (Billings and Halstead, 2009).
“As an instructor you must understand
These ways are achievable by breaking down the roles of a mentor in clinical practice. Roles played by mentors create a serious aspect in making sure that a student grasps the best experience of the clinical education program.
Furthermore they need to be provided with an overview of the course they will be teaching and its curriculum and the overview of the program for which they are going to teach. Furthermore they should be informed about the student handbook
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