Please enable JavaScript.

Coggle requires JavaScript to display documents.

The influence and application of learning theories and styles upon…

- - - - Bastable (2023) argues this promotes self-centredness which is not a value in healthcare
  - - - Cognitive-Constructivist
        (Piaget, 1976)
        
        Constructing knowledge built upon experiences for deeper understanding (Piaget, 1976)
        
        Places more responsibility on the learner for self-directed learning rather than solely received (Bates, 2023)
      - Socio-constructivism (Vygotsky, 1978)
        
        Emphasises value of Peer-Assisted Learning (PAL) with Most Knowledgeable Others (MKO) in The Zone of Proximal Development (Vygotsky, 1978)
        
        Interprofessional education to learn from MKO's (Spencer et al., 2019)
        
        PBL groups to contribute MKO's varying experiences
        
        Simulation of PM practice to learn MKO's roles
        
        Addressing Piaget's (1976) focus upon cognition which undermines collaboration
    - - Argued as an instructional theory rather than learning theory (Goldhawk, 2023)
        
        Not applicable with carers without digital resources
      - Reflects digitalisation of healthcare (Health Education and Improvement Wales, 2023)
        
        Blended learning for virtual opportunities (Helyer et al., 2021)
    - - Responsive learning by using Cognitive Load Theory to organise learning
        (Sweller, 2020)
        
        Case-based learning of clinical scenarios for carers to recall experience and apply new PM theory (Garnett, 2020)
        
        Chunking and concept-mapping PM terminology to reduce extraneous cognitive load (Garnett, 2020)
- - - - Commonly adopted by teachers however minimal evidence that this improves educational outcomes (Newton & Salvi, 2020)
- - - - Assumptions of adult learning
        
        Aimed to acquire knowledge through problem-based learning (PBL) (Mohanna et al. 2023)
    - - Intrinsic
        
        Driven by desire to
        improve PM practice
        
        Though some extrinsic motivation for promotion (Bastable, 2023)
    - - Values learners' previous experience (Knowles et al., 2020)
        
        Building upon knowledge from experience to construct new meaning of their PM practice
    - - Student-centred
        
        Promotes student-directed learning (SDL) (Knowles et al., 2020)
  - - - Traditionally but not exclusively applied
        to children (Goldhawk, 2023)
        
        Aimed at acquiring subject matter to pass session, like Manual Handling training
    - - Extrinsic
        
        motivated by approval / rewards
    - - Not concerned by learner's experience (Bates, 2023)
        
        Conducive when carers are new to PM
    - - Teacher-centred
        
        Too focused upon teacher delivering pre-ordained knowledge (Bates, 2023)
        
        Can be balanced when the next stage is underpinned by pragmatism (Bates, 2023).
- - - - Self/group reflection
      - Aligning with Diverging (Kolb 1976)
    - - Structured learning, set objectives
      - Aligning with Assimilating (Kolb 1976)
    - - Case-based learning Concept mapping (Mohammedi et al., 2019)
      - Aligning with Converging (Kolb 1976)
    - - PBL groups
        Clinical Simulations
      - Aligning with
        Accomodating (Kolb 1976)
- - - - Illustrations of anatomy (Pope, 1997)
      - Concept-mapping key benefits of PM
        (Mohammedi et al., 2019)
  - - - Whole-class lecture on Pope's (1997) theory
      - PBL group discussion of PM issues and practices (Mohanna et al., 2023)
  - - - Handouts of key PM terminology (Pope 1997)
- - - - Diverging
    - - Assimilating
    - - Converger
    - - Accommodating