Constructivism in Practice

Constructivism is a way for the student to examine what more does he or she needs to know about the content in order to make their finding, According to (Pitler, et.al., 2007) doing a research study could be a way to construct new knowledge and add to previous knowledge. This activity presents students with no clinical placement to do clinical. So the student begins to think of underlying issue that relates to this problem. That issue could be no appropriate place to practice clinical procedures leading to the lack of practical and critical thinking skills. Then the student would determine what the problem and the significance of the problem. The student would have a chance to understand the process in finding a solution. The next step would lead to conduct a research project. The research would include gathering the data by reading relevant literature; identify the research questions, data analysis, and findings. The student is building on external artifact to build or construct on existing knowledge. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory

Cognitive Learning Theory Cognitive learning theory has a place in nursing education as well as behavior learning theory. We tend to do more with cognitive learning theory than behavior. I try to make connections so that the learner can make sense to new knowledge. There are so many facts to remember and our brain needs help to retain this information. Just today, I was talking on fetal alcohol syndrome and was able to YouTube and found some interesting images to help the student to process and make that connection between a normal baby and a fetal alcohol baby. The learner is mostly self-directed and use real lived experiences to connect theory with clinical practice. In nursing, we say this a lot, we just want our students to think outside the box. Concept is one way for the learner to see the big picture before his patient condition is not so good. The concept map helps the learner to gather up data, organize his thoughts from simple to complex. Also, helps to linked concepts and show a relationship between the two. This is a good collaborative activity for the student to brainstorm their ideas. According to Orey (2012) shorten memory has to have time to process, then move on to deeper learning that lead to long term memory. In general, this learning theory strategy would be helpful for the educator if she does the following: (a), have learners indicate how they believe they learn, (b), assess the student’s mistake, (c) be attentive on the student on their ability to remember things (Bastable, 2008). Bastable, S. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd Ed.). Mississauga, Ontario, Canada: Jones and Bartlett Publishers, LLC. Laureate Education, Inc. (Executive Producer). (2012). Cognitive learning theories [Motion picture]. Bridging learning theory, instruction, and technology. Los Angeles: Laureate Education, Inc.

Behaviorism In Practice

Behaviorist learning theory is applied in the classroom. According to Skinner, learning is observed through behavior. This process can be useful in structured activities. In higher education, students are involved in computer-assisted activities. Shield (2000) spoke about how instructional software being an example of behaviorism. I can definitely see this in my simulation instructional activities. The students are working through a computer. It offers a tutorial and a chance to practice before the required activity is graded. According to Shield, this type of learning is rewarded through encouraging comment and when that task is complete then you are able to move on to the next objective. The pace is based on the student’s level. Lastly, behaviorism is useful in case studies, problem-solve situations and memorization. I can definitely see the relevance in behaviorism in the early years of a student life as well as in higher education. Each faculty member needs to evaluate her students on what learning theories are more relevant in the classroom. Our goal should be,to leave no child or adult behind. Shield, G (2000). A critical appraisal of learning technology using information and communication technologies. Journal of Technology Studies.