Applying Learning Theories to Health Care

Practice

Principles of Learning
Learning Theories
Types of learning
Learning styles of different age
groups

term education has its origin in the

Latin words educo, educare &
.
educatum
Etymologically,
the word education is
derived from the Latin words educo
where e means out of duco means I
lead.
Accorsing to this view, education means
I lead out darkness into brightness.
The

Education means the training for the country

& love for the nation.
-Chanakya
Education is realization of self
-Shankaracharya
Education is an all-round drawing out of the
best in child & man-body, mind & spirit.
-Mahatma Gandhi
Education is the natural, harmonious &
progressive development of mans
innate power.
- Pestalozzi

Nursing education is a professional education

which is consciously & systematically planned
& implemented through instruction &
discipline & aims the harmonious
development of the physical, intellectual,
social, emotional, spiritual
& aesthetic powers or abilities of the students in
order to tender professional nursing care to
people of all ages, in all phases of health &
illness, in a variety of setting, in the best or
highest possible manner.

Aims
given by
different
commiss
i ons
Intellect
u
al aim

Mora
l
aim

Individua
l aim

Socia
l
aim

Aims of
educatio
n

Cultura
l aim

Spiritu
a
l aim

Vocati
o nal
aim

 Individual

aim:
Development as an individual of a human
being.
Moral & spiritual development.
Cultural development.
Harmonious development
Promote positive physical development
Development of a right personality
Development of good citizenship
Development of good leadership
Emotional & mental development
Character building, etc.

Social
Through
aim:
education the
individual child
should be
provided with
the require
assistance to
become a useful
member of the
society,
irrespective of
the socioeconomic status.

Vocational
aim:
Education
should
prepare the
child to earn
his livelihood
so that he
can
lead a
productive
life in the
society.

Intellectual
aim:
Development
of
intelligence
through
education will
enable the
child to lead
an
independen
t life with
confidence.

Cultural
aim:
By undergoing
education child
becomes
cultured
& civilized.
Cultural
development is
through
development of
aesthetic sense
& respect for
others culture

Moral aim:
Moral
values like
honesty,
loyalty,
tolerance,
justice, self
control &
sincerity
promote the
social
efficiency of
an
individual

Citizenship
Education
enable
the
children
to grow as
productive
citizens by
following the
social &
moral
standards set
by the
society.

Physical
health &
being:
well
Education
prepare the
child to lead
a healthy life
through
providing the
knowledge
required for a
healthy
living.

Character
development:
Education
assist the child
to develop
certain
human values,
attitudes &
habits which are
essential
for building
a desirable
character.

Education for
leisure:
Education
prepares the
child to use
his
leisure time
for doing
something
useful.

Aims of education as stated by

Secondary
Development
Education Commission
of democratic
citizenship
Improvement of vocational efficiency
Development of personality
Development of qualities leadership

 Harmonious
developmen
t
Inculcating
right attitude
Knowledge &
skill aim

Emphasis on hightech-high-touch
approach
Prepare students
to take
up a
proactive role in
nursing
Professional
development

Assist to build a
promising career
Social aim
citizenship
To prepare
global nurses
Leadership aim

Individual
functions

National
functions
Social
functions

Growth & development of individual

Direction & guidance
Preparation for adult
life
Conservation of traditional
knowledge Transmission of
culture Progressive
development
Achievement of self-sufficiency
Holistic personality
development Moral & character

Ensuring
national
developmen
t

Promotin
g
national
integrit
y

Continuous
supply of
skilled
workforce

Developin
g leaders
for nation

Improvin
g social
efficiency

Civilizatio
n
&
cultural
security

Preparin
g good
citizens

Reform &
progress
of
society

The term philosophy has a

Greek
origin, i.e. philosophia, which is
made up of two words, viz. phileo
.&
Phileo means love & sophia means
wisdom.
The literal meaning of philosophy is
love of wisdom or passion of
learning.

Philosophy is the science of

knowledge.

- Fitch
Philosophy is the science of sciences.
- Coleridge
Philosophy is a search for
comprehensive view of nature, an
attempt at a universal explanation of
the nature of things.
- Alfred Weber

Educational philosophies

Traditional
philosophies

Naturalism
Idealism

Modern
contemporary
philosophies
Perennialism
Essentialism
Existentialis

Pragmatis
m Realism

m
Reconstructionis

Naturalism
Chief proponents: Rabindranath Tagore,
Jean Jacques Rousseau, Johann Heinrich
Concept: Educating the human generation
about
& in the nature rather than artificial
environment by keeping in mind the
individuality of each child.
Organization & Aims of education: Nature is
considered the classroom. Emphasis on open
air schools to teach through direct experience
with nature.

 Curriculum:

Basis of curriculum
was childs nature, interest & needs.
development
Stressed on subjects dealing with
nature such as physics, chemistry,
biology, language & mathematics.
Tagore also stressed on teaching
spiritual values of nature.
Methods of Education: As natural as
possible considering individual differences.
Noble efforts for planned living with nature.
Direct experience of nature through
observation, excursion, experimentation,
play-way.

Role of teacher: Teacher is an

observe
& facilitator of the child to develop in
nature; teacher facilitates best
possible natural environment for
prompt learning.
Discipline: No emphasis on
external rigid discipline;
recommended free discipline to
child in nature for optimum
desired learning.

Idealism
Chief proponents: Dr. Radhakrishan,
Sir
Auurobindo, Plato, Ross & Socrates
Concept: It believes that the act of knowing
takes place within the mind for three values,
i.e. intellectual, aesthetic & moral values & the
purpose of education is the development of the
students mind & self
Organization & Aims of Education: Wellplanned formal classrooms or formal place of
teaching- learning activity is recommended.

 Curriculum:

The basis of curriculum is

intellectual, aesthetic & moral values or
inculcating
discipline. The intellectual value is represented
by subjects such as language, literature,
science, mathematics, history & geography;
aesthetic through arts & poetry & moral through
religion, ethics. Dr. Radhakrishan also
advocated for physical education.
Methods of Education: Idealism
recommended formal classroom teaching
methods such as lecture, discussion,
presentation, & group interaction.
Knowledge is transferred from the more
mature person (teacher) to less mature
person (pupil) through formal & wellplanned teaching-learning methods.

 Role

of teacher: Teacher is considered as centre

ofeducation where pupil catches fire from teacher

who is himself a flame teacher must be ideal & a
role model for the child both intellectually &
morally. The teacher should exercise great
creative skills in providing opportunity for the
pupils mind to discover, analyze, unify,
synthesize & creative application of knowledge
to life.
Discipline: Idealism believes in interconnection
of discipline & interest. Advocates discipline for
self- realization of individual. It does not favor
rigid discipline but advocates spontaneous & self
discipline.

Pragmatism
Chief proponents: Williams James,
John
Dewey, Charles Sanders Pierce
Concept: It considers self-activity as the
basis of all teaching-learning processes in
context of cooperative activity; to create
optimistic men, who are the architects of
their own fate by the process of their efforts.
Education should be according to the childs
aptitudes & abilities; where he is respected
& education is planned to cater to his
inclinations & capacities.

 Organization

& Aims of Education: Aims

ofeducation is to teach one how to think so that

one can adjust to an ever-changing society. In
order to produce creative resourceful &
adaptable children we should have conditions
in the school which are conducive to the
creation of these qualities of mind.
Recommends formal schools to have activity
oriented learning based on the needs, interest,
aptitude & capabilities of the individual
student.
Curriculum: Pragmatists believe in a broad &
diversified curriculum, which is composed of
both content & process & subjects ranging
from humanities to geography & science.

 Methods

of education: Teaching-learning

is a social process where the sharing of

process
experiences between the teacher & the
student takes place. Preferred methods are
project method & activity oriented learning.
Role of teacher: Role of a teacher is not that of
a dictator or a task master but as a leader of
group activities. Teacher acts as catalyst where
he suggests a problem to students & stimulates
them to find a solution. Teacher is a mentor
with resources to guide the students
Discipline: Pragmatism does not believe in
traditional firm discipline. It advocates for
freedom of self-discipline in a free &
conducive teaching-learning environment.

Realism
Chief proponents: Aristotle, Johann
Herbart, Herbert Spencer
Friedrich
Concept: Realism makes the human being
understand & enjoy society in the true
sense by getting the multidimensional real
joy of life in reality. It also aims for
education to make the life of a man useful;
where a man can enjoy his activities &
comfort in reality.
Education should equip individuals to a best
possible meaningful life through
vocational skills.

 Organization

& Aims of Education:

emphasizes on scientific attitude based on

Realism
realistic principles, where the child can extend his
knowledge, which he learns through books. It has
given due emphasis on formal schools, which
provides adequate opportunity for learners to
learn the vocational skills through observation,
experimentations & examinations.
Curriculum: Selection of the curriculum for the
students must based on their abilities, interest &
capabilities so that education helps the student
to adjust to changing circumstances of the
society. It also emphasis on subject matter of
real-life use such as science, mathematics,
hygiene & vocational subjects.

 Methods

of Education: Realism believe in

knowledge of scientific evidences & reality. Methods
objectivity,
of teaching should be according to needs, interest &
capabilities of students. Vocational education should
equip the individual with capacities to earn livelihood
such as experimentation, examination & observation,
etc.
Role of Teacher: Teacher must focus on the
development of vocational skills in the learners, so
that they can be equipped with qualities of race
preservation & vocational behavior activities. Teacher
acts as a mentor, & must be a role model & skilled to
demonstrate vocational skills to the learners
Discipline: Realism believes in an optimum level
of discipline without imposing undue stress on
the learners

Perennialism
Chief proponents: Thomas Aquinas,
Robert
Hutchins & Mortimer Adler
Concept: Education ensures that students
acquire an understanding about the great ideas
of civilization. These ideas have the potential
for solving problems in any era. The focus is to
teach ideas that are everlasting to seek
ensuring truths which are constant, as the
natural & human worlds at their most essential
level.

 Organization

& Aims of Education: The aim

ofeducation is to develop the rational person,

who has intellectual abilities to uncover
universal truth. Character training is also
important for moral & spiritual development of
an individual
Curriculum: Accepts little flexibility in
the curriculum that emphasizes on
language, literature, mathematics, arts
& sciences.
Common curriculum for all the students with
minimal opportunities for elective subjects.
Teaching-learning process must create
liberalism, tolerance & discretion
among learners.

 Methods

of Education: Perennialism portages for

educational methods, which promotes constant
the
teacher-taught interaction such as oral exposition,
lecture & explication. Emphasis is placed on teacherguided seminars, where students & teachers engage
in mutual inquiry sessions. Students may also learn
directly from reading & analyzing the great books.
Role of teacher: Teacher must be competent &
master of his subject so that he can help their
students to develop the power to think deeply,
analytically, flexibly & imaginatively. Teacher is also
authoritative
& a guide of the students.
Discipline: Education should be organized &
conducted in a manner that problem of
indiscipline does not arise at all.

Essentialism
Chief proponents: William Bagley, Arthur
Bestor, Admiral Hyman Rickover, James D.
Koermer
Concept: Essentialism
believe that there is
common core of knowledge that needs to e
transmitted to students in a systematic,
disciplined way. The emphasis placed on
intellectual & moral standards that schools
should teach & preparing students to
become valuable members of society.

 Organization

& Aims of Education:

has recommended for the formal schools or

Essentialism
teaching-learning places. The aims of
education is to promote intellectual growth &
academic competitiveness of the individual to
become a model citizen.
Curriculum: This philosophy recommended
intellectual content with quality & capacity of
the learner. The recommended subjects are
English, mathematics, natural science, history
& foreign languages.

 Methods

of Education:

recommended formal & well-planned

Essentialism
classroom teaching methods such as
lectures, discussions, presentations & group
interaction
Role of Teacher: Teacher must be a master
of subject matter & role model for learners
with high level of authority & control over
teaching-learning process & learner.
Discipline: Essentialism believes in rigid
discipline & devoted hard work of learners
in his studies.

Existentialism
Chief proponents: Soren Kierkegaard,
Friedrich
Nietzsche, Maxine Greene
Concept: This philosophy believes that education
must develop the consciousness about the freedom
of choices among learners because a man becomes
what he chooses for his self. Education must equip
the individual for better choices
Organization & Aims of Education: The ultimate aim
of education is to develop childs knowledge about
human conditions & the choices that person has to
make for self. Therefore organization of education
must be formal with sufficient opportunities of
choices

 Curriculum:

Curriculum must be that which

provides the free opportunities for children to
select from many available learning situations &
choosing the subjects that learner wish to learn.
Humanities are commonly given tremendous
emphasis, which helps the student to unleash their
own creativity & self- expression.
Methods of Education: Existentialism promotes
the methods of education which emphasizes on
self- activity of the learner such as selfexpressive activities, experimentation, methods
& media that illustrate emotions feelings &
insight
Role of Teacher: Teacher must promote freedom
for a learner to make personal choices & individual
self- definition

Discipline: Existentialism believe in selfdiscipline but not in the strict discipline. Teacher
creates an environment in which students may
freely choose their own preferred way

Reconstructionism
Chief

proponents: Theodore Brameld, George

& Paulo Freire
Counts
Concept: This philosophy of education believes on
reorganizing & restructuring the process of
education to being about social & cultural
contrastive changes in community, society &
country, where emphasis is placed on cultural
pluralism, equality, futurism, national interest
oriented education
Organization & Aims of Education: This philosophy
recommended for formal as well as informal ways of
organizing the education so that desired aim of
education
can be achieved to bring the
of
the
reconstruction

 Curriculum:

Curriculum should be conceived with

a new socioeconomic & political interest. The
subject content must be oriented towards aspects
of new changes expected social, economic &
political discipline such as sociology, economics,
science & technology, etc.
Methods of Education: This philosophy of
education believes that teaching methods must be
organized in manner that student become selfreliant, education must be activity oriented to
develop necessary activities & abilities
Role of Teacher: The role of a teacher is to take
the social responsibilities & along with students
must become the agent to improve society.
Discipline: This philosophy of education
propagates
discipline
about
optimum level of discipline but not a rigid

Progressivism
Chief

proponents: Horace Mann, Henry Barnard

&Johan Dewey
Concept: Progressivism believe that learning
must be through problem solving & scientific
inquiry in a cooperative & self-discipline way,
which promote democratic living & transmits
the culture of society while preparing students
to adapt in changing world
Organization

& Aims of Education:

Progressivism recommended democratic

school procedures, which promote the
community & social reforms.
democratic social
The aim of education is to promote the
living

 Curriculum:

Progressivism
curriculum, which is interdisciplinary in nature,
recommended
which promotes written textbooks subject
content that are the part & process of learning
rather than ultimate source of knowledge.
Further curriculum is based on childs interest,
problems & life affairs
Methods of Education: Child is considered as
learner rather than subject, who primarily
learned through cooperative group activities &
experiences
Role of Teacher: Teacher must act as guide
for problem solving, leader for group
activities & partner in planning the learning
activities
Discipline: Has not recommended any sort of

 Any

activity can be called learning so far

as it develops the individual & makes
his/her behavior & experiences different
from what that would otherwise have
been.
-Woodworth R. S.
Learning is a process that result in
the modification of behavior.
-J. F. Travers

 Behaviorist

view: Learning is a change in behavior

a
asresult of experience. Men & other living being
react to the environment.
Gestalt view: According to this, learning depends
on gestalt or configuration (wholeness of the
situation). Learning is a total reaction to the total
situation.
Hormic view: This view was developed by
McDougall. It stresses on the purposeful nature of
learning, i.e. learning is a goral-directed activity.
Trail & error view: This view was put forward
by Thorndike. He conducted many experiments
on dogs, cats & fish & concluded that most
learning takes place by trial & error.

 Learning

is a process which involves a series

of steps:
1. Motive
of
learner
5. Fixation
or
stabilizatio
n of
behavior

4. Change
in behavior
of
pupil

2.
Establishin
g the goals

3. Teacherstudent
adjustment

 Learning

is cooperative

process:

Elements of cooperative
learning
Group
processin
g

Individual & Promote facegroup

to-face
accountabilit
interaction
y

Positive
interdependenc
e

Learning
social
skills

 It is unitary
It is individual
It is
purposive

It is creative
It modifies the behavior of individual
It helps in the organization of
experiences

It helps to make choices in life

It helps to bring changes in life
It helps in continuous professional development
It tunes with the trends & development in particular
fields

Next Theory of Learning