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Facilitation of learning: part 1.

Tyler Warburton¹, Houghton Trish², Debbie Barry³

¹University of Salford, Salford, England.

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)

|April 7, 2016

Summary

This article explores learning theories and principles, offering practical examples for educators. It aims to equip mentors and practice teachers with knowledge to effectively facilitate learning in practice settings.

Keywords:

Nursing and Midwifery Council facilitation of learning learning theories mentor mentorship portfolio practice teacher

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Area of Science:

Nursing Education
Adult Learning Theories

Background:

Effective learning facilitation is crucial for healthcare professionals.
Mentors and practice teachers require a strong understanding of learning principles.
This article is part of a series addressing the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice.

Purpose of the Study:

To outline key principles and theories of the learning process.
To provide practical examples linking learning theories to educational practice.
To prepare for a subsequent article detailing practical application in clinical settings.

Main Methods:

Review of established learning theories and principles.
Integration of practical examples to illustrate theoretical concepts.
Focus on the foundational knowledge required for effective facilitation.

Main Results:

Provides a comprehensive overview of learning theories relevant to healthcare education.
Demonstrates the connection between theoretical learning concepts and practical application.
Establishes the theoretical basis for effective learning facilitation.

Conclusions:

Understanding learning principles is essential for mentors and practice teachers.
This article provides the theoretical foundation for facilitating learning.
It prepares educators to meet specific professional standards for learning support.