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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem: self-efficacy,...
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Real-World Application of Classical Conditioning01:15

Real-World Application of Classical Conditioning

Classical conditioning not only includes the initial pairing of stimuli but also extends to more complex forms, such as higher-order conditioning. Higher-order conditioning involves creating associations beyond the primary conditioned stimulus, resulting in a chain of conditioned responses.
Higher-order, or second-order, conditioning occurs when a neutral stimulus becomes associated with an already established conditioned stimulus through repeated pairings. For instance, if a dog has been...
Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values, beliefs, and...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...

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Related Experiment Videos

Linking learning and confidence in developing expert practice.

Kay Currie1

  • 1Glasgow Caledonian University. k.currie@gcal.ac.uk

International Journal of Nursing Education Scholarship
|September 4, 2008
PubMed
Summary
This summary is machine-generated.

Graduate specialist practitioners

Related Experiment Videos

Area of Science:

  • Nursing Education
  • Professional Development
  • Grounded Theory Methodology

Background:

  • The practice development role of graduate specialist practitioners is crucial.
  • Existing literature offers limited analysis of confidence's influence on practice.
  • Understanding practitioner development is key for healthcare advancement.

Purpose of the Study:

  • To explore the practice development role of graduate specialist practitioners.
  • To investigate the influence of learning and confidence on practitioner journeys.
  • To address the gap in literature regarding confidence in specialist practice.

Main Methods:

  • Grounded theory study methodology.
  • In-depth analysis of practitioner experiences.
  • Qualitative data interpretation to develop a theory.

Main Results:

  • Confidence is a central concept, acting as a motivational driver.
  • Confidence is gained through learning and professional respect.
  • Confidence is essential for practitioners to impact practice development.

Conclusions:

  • Learning and confidence are central to developing expert specialist practice.
  • Findings are relevant to clinicians and faculty globally.
  • Increased awareness of confidence development can enhance nursing programs.