Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Social Facilitation

Social Facilitation

Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.

Purposive Learning

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...

Cognitive Learning

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...

Long-term Potentiation

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre- and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.

Long-term Potentiation

Long-term Potentiation

Long-term potentiation, or LTP, is one of the ways by which synaptic plasticity—changes in the strength of chemical synapses—can occur in the brain. LTP is the process of synaptic strengthening that occurs over time between pre and postsynaptic neuronal connections. The synaptic strengthening of LTP works in opposition to the synaptic weakening of long-term depression (LTD) and together are the main mechanisms that underlie learning and memory.
Hebbian LTP
LTP can occur when...

Associative Learning

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

The use of LEGO® SERIOUS PLAY® within nurse education: A scoping review.

Nurse education today·2022

Same author

Service user involvement in teaching and learning: student nurse perspectives.

Journal of research in nursing : JRN·2021

Same author

Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies.

British journal of nursing (Mark Allen Publishing)·2020

Same author

Stigma towards non-suicidal self-harm: evaluating a brief educational intervention.

British journal of nursing (Mark Allen Publishing)·2019

Same author

Evaluation of the student learning experience.

Nursing standard (Royal College of Nursing (Great Britain) : 1987)·2016

Same author

Supporting students in practice: leadership.

Nursing standard (Royal College of Nursing (Great Britain) : 1987)·2016

Search research articles

Related Experiment Video

Updated: Mar 21, 2026

Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation

Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation

Published on: October 8, 2011

Facilitation of learning: part 2.

Tyler Warburton¹, Trish Houghton², Debbie Barry³

¹University of Salford, Salford, England.

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

|May 19, 2016

Summary

This article focuses on practical strategies for facilitating learning in clinical settings. It emphasizes how understanding learning theories and using appropriate tools are crucial for effective evidence-based support by mentors and practice teachers.

Keywords:

facilitation of learning learning domains learning styles mentor mentorship portfolio practice teacher student-centred learning

More Related Videos

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Related Experiment Videos

Last Updated: Mar 21, 2026

Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation

Using MazeSuite and Functional Near Infrared Spectroscopy to Study Learning in Spatial Navigation

Published on: October 8, 2011

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Area of Science:

Nursing Education
Clinical Mentorship
Learning Theories in Practice

Background:

Effective clinical learning support requires educators to understand learning theories and possess relevant teaching tools.
The Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice highlight the importance of facilitating learning.
Mentors and practice teachers must recognize learner needs and provide tailored support.

Purpose of the Study:

To expand on learning theories discussed in Part 1 from a practical viewpoint.
To introduce practical tools for supporting learning in clinical practice.
To guide mentors and practice teachers in fulfilling the Nursing and Midwifery Council's standards for learning facilitation.

Main Methods:

Review of learning theories and their application to clinical practice.
Discussion of practical strategies for evidence-based learning support.
Introduction of tools to aid learning facilitation.

Main Results:

Understanding learning theories is essential for evidence-based clinical education.
Mentors and practice teachers need to identify and address individual learner needs.
Practical tools can enhance the facilitation of learning in clinical environments.

Conclusions:

Mentors and practice teachers must integrate learning theories into their practice.
Recognizing and meeting learner needs is a key component of effective clinical facilitation.
The application of specific tools can improve the quality of learning support in practice settings.