By Sharon White For learning to be effective, practitioners need to understand, current thinking on how learningoccurs and the various ways in which adults learn. Learning can occur through observation and participation opposed toteaching through definition and theory, depending on the situation.How adults learn, is crucial to the whole learning and teachingprocess. This assignment will explore the teaching and learning process througha micro teaching relevant to practice. This will be evaluated throughpersonal reflection and linked supported by the relevant policies. The teaching process can be defined in many ways. A learningapproach/theory has been developed to cover each aspect, all of whichare outlined below. The behaviorist approach is more commonly known as classical andoperant conditioning and is based on a stimulus-response. Pavlov firstintroduced classical conditioning. He observed the behavior of dogsand their salivation at the sight of food. Pavlov deemed this anunconditional response. He developed this further and sounded a bellwith a meal and discovered the dog would salivate upon hearing thebell only. Pavlov called this a conditioned response. E.g. Food (US) ------------------------------------------Salivation (UR) - UNCONDITIONED TRIAL PAIRING OF FOOD WITH BELL Food (US) + Bell ----------------------------------Salivation (UR) Bell (CS) -------------------------------------------Salivation (CR) -CONDITIONED However, Skinner (1968) introduced operant conditioning. Skinnerexperimented with rats. He designed boxes for the rats, which housed amechanism that delivered food pellets each time the lever was pressed.In the rats' natural behavior, it makes accidental contact with thelever three or four times and food is delivered. After this the ratdemonstrates an intentional behavior. This indicates learning hasoccurred. Carl Rogers and Abraham Maslow developed the Humanistic approach inAmerica in the 1960's in a reaction against the two other prominentpsychology approaches. The emphasis is placed upon the individual andthe stimuli, which motivates individuals to perform certainbehaviors. Maslow's hierarchy of needs demonstrates this. Bruner developed the Cognitive approach, in the late 50's and early60's. Bruner compared the mind to a computer, stating that we too areinformation processors. He studied the internal mental processesbetween the stimuli we receive and the responses we make. Cognitionmeans to know and the cognitive processes refer to the ways in whichknowledge is gained, used and retained. Cognitive psychology is themost dominant approach to psychology today. Constructivist learning approach is a follow on to the cognitiveapproach. However the emphasis is placed upon the individuals selfawareness and view on their own learning. Bandura introduced the Social learning theory in 1977. The theorystates that we don't merely learn through positive and negativereinforcement but through imitation. We copy another individualsbehavior due to identification - we identify with them andinternalize - you become the person. Bandura demonstrates this byshowing a group of children a doll being physically attacked. Thechildren were later presented with a replication of the doll and werefound to imitate what they had observed. A domain of learning approach was developed by Bloom in 1972. Heidentified the three stages in which learning occurs as the: Cognitive - knowledge gain Psychomotor - skill development Affective - attitude formation. Research and evidence has proven that no single theory can cover allaspects of learning. Classical and operant conditioningstress the importance of immediate feedback in learning to maintain apositive attitude to learning. However, Cognitive and the domains oflearning, enable clients to develop problem solving skills and theunderpinning knowledge of theory and skills. Each theory has pros andcons, determining which theory relates to your personal situation,will assist in effective learning. To demonstrate this, I will analyzethe learning theories and teaching process, in accordance withplanning and delivering my own teaching. Planning and delivering teachings, is a complex procedureincorporating many factors. If these are covered in a logical order,then an effective teaching with positive outcomes should occur. To ensure this occurs, a process known, as APIE should be followed. Ifyou Assess, Plan, Implement and evaluate, then your teachingseffectiveness is measurable. One of the most important factors is to decide what to base yourteaching on and identify your target audience, learning environment,barriers to learning and relevant policies. My teaching was based upon Cardiac rehabilitation with regards toexercise, targeting adults from a multi cultural society who were dueto be discharged from hospital following Coronary Artery Bypass Graftsurgery. In order to make my teaching suitable for the adult learner,I understood it had to be flexible, with regards to date and timing ofthe meeting. Use learning theories/ styles with the emphasis ondiscussion and negotiation and place them in control as thiscontributes to the fundamental system of life long learning. Recognizing the individual is also extremely important, as understanding their individual needs is imperative. According toHudson 1968, research has been carried out by psychologists tohighlight the different ways in which we approach and processinformation. However, due to the nature of the teaching, it wasextremely important for me to maintain a degree of control, inorder to guide patients through an uneventful recovery. I planned for the teaching to take place within the hospitaladministration sections seminar rooms, in a hope to reduce the numberof distractions and attempt to increase the individual's attentionspan and concentrate on planning for discharge. My teaching was linked to the following policies, National serviceframework - cardiac rehabilitation, NHS plan - working in partnershipwith patients and care delivery in the 21st century. The National service framework is the most prevalent. This details theneed for client education and stresses the importance of prevention (DOH 2000). The first four standards emphasize the importance ofprevention and educating clients with regards to healthy eating,increasing physical activity, reducing obesity and the percentage ofsmokers in society. Standard 12, discusses the need for educationprior to discharge for patients whom have been admitted and diagnosedwith Coronary Heart disease. With my target group and teaching environment identified, I proceededto identify potential barriers to learning, with communication beingmy priority. I had to ensure that English was spoken and understoodclearly amongst the patients, which in this case was; otherwiseprovisions for an interpreter would have been arranged. Ensuringpatients with a hearing impairment, would hear me, I would speakslowly, loudly and clearly and patients with a visual impairment couldsee me. Handouts would be made available in large print and onaudiotape. The less abled amongst the group would be accompanied bynursing staff. The seminar room was accessible for all, includingwheelchair users. Having covered all aspects of the initial planning stages, I devised astructured and detailed teaching plan incorporating the teachingmethods to be used and aims and objectives for the session. The aimsand objectives were to be specific, measurable, attainable andrecordable targets. I finalized the time scale for the teaching andall relevant handouts (copy enclosed for your perusal), well inadvance. I had the teaching proof read by an independent source, toensure it was clear and precise. Access to the seminar room, was arranged in advance, so I couldarrange the furniture accordingly and remove any potentialcommunication barriers (Maslow 1964 cited in Atkinson etal 1987)). On the day of the teaching, I arrived early, to ensure everything wasin place, greeting patients as they arrived, in attempt to put them atease. Once everyone had arrived, I welcomed them and explained who Iwas, exactly what my role entailed and what my plans for the sessionwere. My objectives were: 1. For the patients to understand what exercises they could do andover what duration. 2. Know the underpinning knowledge and the positive/negative effects. 3. For everyone to feel comfortable with one another and to askquestions at any time. The teaching followed an active format, with group participation anddemonstrations and knowledge at the same time. The teaching sessionwas based upon the Social learning theory and the cognitive approach.The social learning theory was most relevant due to its components ofpositive and negative reinforcement and imitation. When learningwithin the group situation, individuals often can feel intimidated byothers, however if all patients worked together, then they copied eachother, imitated and internalized with one another. This was a positiveoutcome from the participation perspective of the session, however thepatient or patients who began to stray from the exercise regime forexample, exercised more than was recommended, then their recovery hada possibility of being delayed and other patients sometimes imitatedthis behavior or felt belittled and depressed as they couldn'texercise as much or as often. In order to reduce these factors,positive and negative reinforcement were used. Patients were praisedon their achievements and progression and a more negative approach wasused to those who were straying from the programme although praise wasgiven for their commitment and enthusiasm. The cognitive approach wasused as a guide for ensuring the patients had the underpinningknowledge about the exercises. This approach likens the human mind toa computer, using a stimulus-response mechanism, also similar toclassical and operant conditioning. One hoped the patients wouldinternalize the theory given to them, which included exercises andpossible side effects if too much or too little was carried out andliken it to themselves with the response being any side effects theyincurred. The two theories were used accordingly as one thought the cognitiveapproach reduced the number of negative factors with the sociallearning theory. The pros and cons with each theory and found thesocial learning theory to be essential for group participation butdidn't account for individualization, which the cognitive processaccounted for. When used together, they supported my teaching styleappropriately. Not all theories work together, it is determining yourpersonal teaching style, target audience and teaching subject which ismost important and the theories are a reference. Having completed the teaching on Cardiac rehabilitation with regardsto exercise following surgery, feedback was received. The feedback wasof a written format from 7 independent clients, evaluating theeffectiveness of the teaching, including interest in the topic, eyecontact, information given and amount of client participation. Thefeedback was all of a positive perspective, especially highlightingthe motivation and interest shown towards the topic. Due to the feedback, received, being from a small proportion ofsociety participating in these classes, the results demonstratedcannot highlight a true reflection of the teaching. In order toachieve this, the teaching would have to be delivered to a number ofclients and other rehabilitation nurses from across the area forcomparison, however due to time constraints, this was not possible. If the teaching session were to be repeated in the future, one wouldhope to be able to capture a wider audience from within and outside ofthe healthcare profession, using current feedback to build upon andconstruct a more effective teaching. One believes the teaching, whichhas been delivered, was of a positive outcome as the focus wasconcentrated on demonstrating motivation and a high degree ofinterest, which was shown in the feedback. The ideal teaching would incorporate every aspect required, howeverdue to time restrictions and limited facilities it is virtuallyimpossible to deliver a teaching which is suitable to every client.The one solution to this would be to divide clients into groups, ofsimilar age, ethnic groups and physical and mental ability, howeverdue to equal opportunities, disability acts and race relations, thiscould never occur. One hopes this would never happen in the future asevery client brings something unique and positive to them to eachsession. We all learn from one another and one believes if anotherteaching were to be, carried out it would be improved, due toexperience. Having carried out the research and undertaken the teaching, theimportance of client education is extremely important. Governmentpolicies are beginning to highlight this loophole and healthprofessionals are beginning to visualize society in the future ifclient education doesn't occur. The article was produced by the member of masterpapers.com. Sharon White has many years of a vast experience in Essay Writing and custom essays writing consulting. Get free samples of essays and courseworks and buy essays . Article Source: http://EzineArticles.com/?expert=Sharon_White http://EzineArticles.com/?Importance-Of-Involvement-In-The-Process-Of-Learning&id=310704 how can i boost my credit score auto financing for purchase at independent dealer bad credit how to fix credit score bad credit guaranteed approved now
