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Related Concept Videos

Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
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...
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data from the...
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Steps in the Modeling Process01:14

Steps in the Modeling Process

Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...

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Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
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Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

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Comparison of self-directed learning versus instructor-modeled learning during a simulated clinical experience.

Judy L LeFlore1, Mindi Anderson, Jacqueline L Michael

  • 1Pediatric and Acute Care Pediatric Nurse Practitioner Program, The University of Texas, Arlington, TX 76019, USA. jleflore@uta.edu

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|December 18, 2008
PubMed
Summary

Instructor-modeled learning may enhance self-confidence and behaviors more effectively than self-directed learning in simulated clinical experiences. Further research is needed due to the pilot study

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Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Healthcare Simulation

Background:

  • No prior studies compare instructor-modeled vs. self-directed learning in simulation.
  • Evidence is lacking on the superior learning approach in simulated clinical settings.

Purpose of the Study:

  • To test if instructor-modeled learning is more effective than self-directed learning.
  • To compare learning outcomes during a simulated clinical experience.

Main Methods:

  • Descriptive pilot study comparing two learning modalities.
  • Utilized four evaluation tools assessing knowledge, self-efficacy, and behaviors.
  • Data collected at three distinct time points.

Main Results:

  • No significant difference in knowledge acquisition between groups.
  • Instructor-modeled learning showed significant improvements in self-efficacy and behavioral components.
  • Strong correlation found between behavioral assessment and self-efficacy scores.

Conclusions:

  • Instructor-modeled learning may offer advantages over self-directed learning for specific learning outcomes.
  • Pilot study limitations include a small sample size, precluding definitive conclusions.
  • Findings suggest potential benefits of guided instruction in simulation-based education.