LESSON 3.pptx

Theoretical Foundations of Nursing Theories that will build the foundation of the nurse in YOU!  THEORIES OF CHANGE LEARNING THEORIES CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018  THEORIES OF CHANGE Learning Theories Learning theories and mod...

Theoretical Foundations of Nursing Theories that will build the foundation of the nurse in YOU!  THEORIES OF CHANGE LEARNING THEORIES CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018  THEORIES OF CHANGE Learning Theories Learning theories and models explain how people learn. When nurses use these to guide client education process, they can use principles to structure meaningful client educational experiences, prevent overloading clients with information, and understand reasons for unsuccessful client education encounters.. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018 LEARNING a. Bandura’s Social Learning Theory THEORIES b. Hochbaum, Rosenstock and Becker’s Health Belief Model Green’s PRECEDE Framework for c. Health Education Planning and Evaluation d. Knowles’ Adult Learning Theory  THEORIES OF CHANGE Historical Perspectives Learning as the product of the stimulus conditions and the responses that follow. Respondent conditioning by Ivan Pavlov (Classical or pavlovian conditioning) emphasizes the importance of stimulus conditions and the associations formed in the learning process. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018  1. CLASSICAL CONDITIONING BEHAVIORIST is learned based on pairing of conditioned and unconditioned LEARNING stimuli resulting in a conditioned response. 2. OPERANT CONDITIONING is learning based on consequences meaning, behavior that is rewarded is most likely to be repeated.  THEORIES OF CHANGE Basis of Behaviorism Operant Conditioning by B.F. Skinner focuses on the behavior of the organism and the reinforcement that occurs after the response. Positive reinforcement or reward greatly enhances the likelihood that a response may be repeated in similar circumstances. Negative reinforcement or punishment- happens after a response is made. This involves the removal of an unpleasant stimulus through either escape conditioning or avoidance conditioning. The difference between the two is timing. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018 THEORIES OF CHANGE Cognitive learning Cognitive learning theorists stress the importance of what goes on inside the learner. The key to learning and changing is the individuals cognition (perception, thought, memory, and ways of processing and structuring information). E.C. Tolman (1930) conducted a classic experiment and found out that we can make mental or cognitive maps to reach a goal. He found out that learning can be faster in the presence of a reward. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018  THEORIES OF CHANGE Basis of Behaviorism The gestalt perspective of cognitive learning emphasizes the importance of perception in learning. Perception is selective. Individuals orient themselves to the experience while screening out or habituating to other features. Cognitive learning Cognitive and information processing perspectives emphasizes thinking processes: thought, reasoning, the way information is encountered and stored, and memory functioning. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018  SLT is the offshoots of Cognitive SOCIAL a. Learning. LEARNING THEORY Cognitive learning theories assume b. the individual must have direct Experiences in order to learn. Contends that much learning c. occurs by observation-watching other people and seeing what happens to them. d.Role modeling is a central concept.  THEORIES OF CHANGE Social Learning Theory Albert Bandura developed SLT. The SLT states that there is a continuous and reciprocal relationship between these factors: (1) a person’s behavior; (2) the environmental consequences of that behavior; and (3) the cognitive processes going on inside the person. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018  SOCIAL a. SLT was later called Social Cognitive Theory COGNITIVE THEORY b. According to Bandura, behavior is determined by expectancies and incentives c. Expectancies may include: Environmental cues Environmental cues beliefs about how events are connected.  SOCIAL COGNITIVE Outcome Expectation THEORY About the consequences of one’s actions or opinions about how individual behavior is likely to influence outcomes Efficacy expectation or self efficacy About one’s own competence to perform the behavior needed to influence outcomes  SOCIAL Incentive (or reinforcement) is d. defined as the value of a COGNITIVE particular object or outcome. THEORY e. When reinforcements or consequences of behavior are believed to operate by influencing expectations regarding the situation, such formulations are generally termed as “value- expectancy” theories.  THEORIES OF CHANGE Health Belief Model The model was originally proposed by Godfrey M. Hochbaum in 1958 as a theoretical model of preventive health behavior, later developed by Rosenstock in 1966 who coined the term “Health Belief Model” and further modified by Becker in 1974. It suggests that the decision whether or not to change behavior will be influenced by an evaluation of its feasibility and its benefits weighed against its costs. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018  HEALTH 1. perceived susceptibility or BELIEF perceived threat. MODEL 2. perceived severity HBM hypothesizes that 3. perceived benefits or health related effectiveness of treatment action depends upon the simultaneous 4. perceived cost or barriers occurrence of three classes of factors 5. cue to action  THEORIES OF CHANGE Theory of Reasoned Action The theory is developed by Fishbein and Ajzen in 1975 argues that perceived social norms also play a role in determining motivation. Motivation to act is seen as a product of perceived group norms and one’s private beliefs about the action. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018  THEORIES OF CHANGE The PRECEDE-PROCEED Framework This was developed by Lawrence W. Green in 1980 as a comprehensive model for planning and evaluating health education and heath promotion programs. The framework recognized the integration of health promotion as an extension of health education. Green (1980) defined Health Education as “any combination of learning experiences designed to facilitate voluntary adaptations of behavior conducive to health”. Green (1991) defined health promotion as “the combination of educational and environmental supports for actions and conditions of living conducive to health”. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018  THE a. PRECEDE is an acronym for Predisposing, Reinforcing, and Enabling PRECEDE causes in Educational Diagnosis and Evaluation b. It is a model intended for the planning and evaluation of health education and addresses the acknowledged problem of disjointed planning (Green, 1980). c. The PRECEDE component of the model begins ideally with an appraisal of the quality-of-life in the population of interest and the education factors affecting the behavior of interest THE 7 PHASES 1. SOCIAL DIAGNOSIS OF PRECEDE quality of life in a community 2. EPIDEMIOLOGICAL DIAGNOSIS identify specific health problems 3. BEHAVIORAL DIAGNOSIS identify specific health related behaviors 4-5. EDUCATIONAL DIAGNOSIS identified 3 classes of factors that affect health behaviors: THE 7 PHASES a. PREDISPOSING FACTOR OF PRECEDE includes a person’s attitudes, beliefs, values and perceptions b. ENABLING FACTOR are barriers created mainly by societal forces or systems such as limited facilities & inadequate resources c. REINFORCING FACTOR are those related to the feedback the learner receives from others THE 7 PHASES 6. ADMINISTRATIVE DIAGNOSIS OF PRECEDE actual development and implementation of a health education program. 7. EVALUATION is an integral and continuous part of working with the entire framework. Evaluation proceeds from process evaluation of the program, to impact evaluation in terms of changing the predisposing, enabling, reinforcing factors as well as the behavior itself; lastly to outcome evaluation dealing with changes in health status and quality of life. PRECEED PRECEDE – PROCEED Model for health promotion, planning and TO evaluation in 1991 with a more comprehensive field of health PROCEED promotion MODEL PROCEED is an acronym for Policy, Regulatory and Organization Constructs in Educational and Environmental Developments This phase reviews and reconciles existing and required resources such as personnel, time and finances  THEORIES OF CHANGE PRECEDE to PROCEED Model Green (1991) “Behavior is seen increasingly not as isolated acts under the autonomous control of the individual, but rather as socially conditioned, culturally embedded, economically constrained patterns of living”. Heath promotion emerged out of health education and is aimed at encouraging complementary social and political actions that will facilitate the necessary organizational, economic and environmental supports for the conversion of individual actions into health enhancements and quality of life gains. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018  ADULT Malcolm Knowles (1967) recognized the need for a unifying theory for adult education. LEARNING Andragogical theory is based on 4 main assumptions: THEORY 1. CHANGES IN SELF-CONCEPT 2. THE ROLE OF EXPERIENCE 3. READINESS TO LEARN 4. ORIENTATION TO LEARNING Adults learn best when learning is problem- centered, meaningful and experiential THEORIES OF CHANGE Psychodynamic Learning A theory of motivation stressing emotions rather than cognition and responses, the psychodynamic perspective emphasizes the importance of conscious and unconscious forces in guiding behavior, personality conflicts, and the enduring impact of childhood experiences. Humanistic Learning Underlying the humanistic perspective on learning is the assumption that each individual is unique and that all individuals have a desire to grow in a positive way. CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018 PRESENTATION TITLE LINE THANK YOU! CENTRO ESCOLAR UNIVERSITY FOR INTERNAL CIRCULATION ONLY 2018