DNP-815A Topic 5 DQ 1 Learning theories have implications for advanced practice nurses outside the classroom

DNP-815A Topic 5 DQ 1 Learning theories have implications for advanced practice nurses outside the classroom

DNP-815A Topic 5 DQ 1 Learning theories have implications for advanced practice nurses outside the classroom

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP-815A Topic 5 DQ 1 Learning theories have implications for advanced practice nurses outside the classroom

Topic 5 DQ 1

Aug 4-6, 2022

Learning theories have implications for advanced practice nurses outside the classroom. Share an example describing the application of learning theory in relation to your DNP Project.

REPLY TO DISCUSSION

US

Usama Saleh

Aug 7, 2022, 4:01 PM

Unread

Replies to Usama Saleh

Cognitive Learning Theory

Students,

The Cognitive Learning Theory focuses on perceptions, reasoning, memory, development, and processing. Thinking and reasoning develop in stages over the lifespan. Individuals’ approaches to learning reflect their level of cognitive development and past experiences. Information is incorporated, organized, and interpreted in relation to what the learner already knows.

In the Cognitive Learning Theory, learners are active and impacted by goals rather than rewards. Education is a social experience impacted by teachers and other students. Useful in clinical learning by rotation. Criticism includes concerns about unpredictability of learners’ minds and the exclusion of emotion and emotional intelligence.

Butts, J. B., & Rich, K. L. (Eds.). (2013). Philosophies and theories for advanced nursing practice. Sudbury, MA: Jones & Bartlett.

  • CW

Chandra Woka

replied toUsama Saleh

Aug 8, 2022, 10:08 AM

Unread

Replies to Usama Saleh

Cognitive learning theory focuses on how information is processed by the brain and how learning occurs through an internal processing of information (Mukhalalati & Taylor, 2019). The term often associated with this theory is metacognition, in which an individual thinks about their thinking. One benefit of the cognitive theory to health care is its encouragement of recognizing and appreciating individuality and diversity in how people learn and process experiences.  One way my organization uses this theory is in the simulation lab. The simulation lab allows nurses to get hand on training and allows for them to make mistakes. The nurses can then use their thought process to think about where they went wrong in their thinking so that they can correct their practice going forward.

Reference

Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: A quick guide for healthcare professional educators. Journal of Medical Education and Curricular Development, 6, 238212051984033. https://doi.org/10.1177/2382120519840332

  • DG

Diana Goulart

replied toUsama Saleh

Aug 8, 2022, 6:45 PM

Unread

Replies to Usama Saleh

Thank you for this post. I see this most often in our undergraduate nursing students. These individuals chose a path involving life-long learning, and you can tell they are passionate and determined to make a future for themselves in this nursing world. Aside from that, in many nursing programs, it is important first to determine where a student lands to determine if he or she will be able to handle the new information given. This is why many programs have entry exams. They utilize this to better understand who is or is not where they need to be academic to appropriately comprehend the information that will be quickly taught in the following two years. Within the program, I consistently remind my learners never to be afraid to ask questions and always be open to constructive criticism. This is because non of us are true experts who never have a question or something new to learn, and many of us can benefit from constructive criticism. These help us grow as young nurses and future leaders and teachers for future generations of nurses.

DG

Diana Goulart

Aug 7, 2022, 12:02 PM

Unread

Replies to Usama Saleh

When it comes to my project, I chose Peplau’s Interpersonal Relations in Nursing theory. I chose this because it specifically revolved around communication and the building of a relationship between two parties. The theory itself was originally was meant to signify the relationship between a staff member and a patient; however, it can be applied to the relationship between two nurses during handoff. It involves four main areas: preorientation or preparation, orientation, working, and termination or resolution. In the preparation area, the nurse is gathering all necessary and pertinent information or data related to the client in question to ensure he or she is well-informed enough to speak about the case. In the orientation area, the communication between the two nurses begins and a rapport is built in a sense. In the working area, therapeutic communication occurs, or in this case, the handover is done. In the termination or resolution area, the interaction ends and final recommendations are given by the leaving nurse (Butts & Rich, 2018, chapter 12, p. 385). This relates to the handover process in the fact that nursing staff first collect information that is necessary to give during handover, then meet the on-coming nurse, commence handover communication, and then give recommendations and conclude the conversation.

References

Butts, J. B., & Rich, K. L. (Eds.). (2018). Philosophies and Theories for Advanced Nursing Practice (3rd ed.). Jones & Bartlett. ISBN-13: 9781284112245

  • US

Usama Saleh

replied toDiana Goulart

Aug 7, 2022, 4:01 PM

Unread

Replies to Diana Goulart

Thank you for your interesting post! Learning is gaining knowledge, understanding, or skills through experience. Nurses spend much time involved in learning personally and teaching others. For advanced practice nurses, this process is reflective of leadership, administration, and planning roles. As you discussed in your post, success depends upon effective teaching and learning methods based on motivation.

  • DG

Diana Goulart

replied toUsama Saleh

Aug 8, 2022, 6:47 PM

Unread

Replies to Usama Saleh

Thank you for the kind words. I absolutely agree that success is possible with a good foundation of education. This is why I find this program so useful for my future goals. To lead education, I must first learn what is necessary to be a successful leader myself. We hear the old saying of to lead we must learn to follow. Well, that is true in most things. We must first learn before we can teach.

  • EV

Elizabeth Vidales

replied toDiana Goulart

Aug 9, 2022, 7:24 AM

Unread

Replies to Diana Goulart

Learning theories are a guidance tool to plan training and in classroom learning. One that is on my own personal interest is constructivism. This is when a learner will build, and concepts based on prior experience or knowledge (Clark, 2018). I find this important because if an individual has a previous negative experience this can negatively impact the outcome as he or she may decline to participate. In some cases, it can also be in favor, if he or she recalls a negative experience, but the individual is open to relive the experience they may be pleased and thankful if the second interaction meet or exceeded their needs. An example an include doctor or dental visits. If a person had a negative experience as a child, they may be less likely to seek heath care services as an adult despite being aware that routine care is important. The idea of constructivism reminds me how important first impression can be.

References:

Clark, K. R. (2018). Learning Theories: Constructivism. Radiologic Technology, 90(2), 180–182.

RD

Ruby Minda Dangan

Aug 6, 2022, 11:59 PM

Unread

Replies to Usama Saleh

Learning theories are the foundation of instructional design solutions to achieve desired learning outcomes. Models and theories provide a framework and foundation of any design project wherein theories serve as lenses to view the problem from different perspectives, and models provide guidance on how to build the solution (McDonald & West, 2021). It is very important to conduct a thorough analysis to ensure that the selected strategy or theory will support the goal outcomes and the learners targeted. Learning theories have main families, such as behaviorism, constructivism, connectivity, and cognitivism (McDonald & West, 2021). The two methods used for learning theories adapted from Morrison in 2013 are learner-focused and instructor-focused.

 

Behaviorism and cognitivism are both instructor and lecture-focused.  Behaviorism is based on drill and practice, role learning, and multiple-choice assessment, whereas cognitivism is about visual tools to facilitate memorization, multiple choice, and essay assessment. On the other side, constructivism and connectivism are both learner-focused. Constructivism facilitates student-guided learning, discovery learning, and collaborative peer learning and assessment. Connectivism collaboratively creates knowledge, spontaneous learning groups, and self-directed learning and sharing of resources. Motivation and engagement theories are important when discussing learning theory because keeping learners motivated and engaged is important, and that is how they learn best.

 

Cognitive learning theory is an important application related to my DNP. Hemodialysis patients should be empowered with appropriate infection control prevention education and must play an active role in self-care with the guidance and support of hemodialysis staff  (Sem, 2022). The main objective of patient education is to assess the knowledge of the patients, awareness, and understanding of bloodstream infection. Visual and tactile educational techniques not only cognitive was emphasized but tap into the patient’s affective learning domain. Self-efficacy is a determinant of engagement in self-care behavior.

 

 

References

DNP-815A Topic 5 DQ 1 Learning theories have implications for advanced practice nurses outside the classroom
DNP-815A Topic 5 DQ 1 Learning theories have implications for advanced practice nurses outside the classroom

 

McDonald, J.K., & West, R.E. (2021). Design for learning: principles, processes, and praxis (1st ed.). EDTech Books.

https://edtechbooks.org/id

 

Sen, L. (2022). Patient CLABSI prevention education among in-patient hemodialysis patients.American Nephrology Nurses Association (ANNA) National Symposium, May 22-25, 2022, Fort Worth, Texas. Nephrology Nursing Journal, 49(2), 174.

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=156612080&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: DNP-815A Topic 5 DQ 1 Learning theories have implications for advanced practice nurses outside the classroom

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)
  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition
  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

 The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

 The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Check Out Also: DNP-815A Topic 4 DQ 2 Based on your response to Topic 4 DQ 1, provide a decision tree of how you came to the decision of ethical theory application