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Related Concept Videos

Purposive Learning01:22

Purposive Learning

570
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...
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Introduction to Learning01:18

Introduction to Learning

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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...
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Longitudinal Research02:20

Longitudinal Research

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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
13.6K
Cognitive Learning01:21

Cognitive Learning

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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...
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Cognitive Development During Adulthood01:30

Cognitive Development During Adulthood

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Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
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Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

2.8K
Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Leading Through Lifelong Learning.

Dawn Lambert1

  • 1Assistant Professor of Nursing, Eastern Mennonite University, Lancaster, PA.

NASN School Nurse (Print)
|May 20, 2016
PubMed
Summary
This summary is machine-generated.

School nurses demonstrate leadership by committing to lifelong learning. Continuous education is vital for expertise and practice amidst evolving healthcare and technology.

Keywords:
certificationhigher educationlifelong learningprofessional development

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Area of Science:

  • Nursing Leadership
  • Professional Development

Background:

  • Healthcare and technology are constantly evolving.
  • School nurses require up-to-date knowledge and skills.
  • Leadership is a key component of effective school nursing practice.

Purpose of the Study:

  • To explore continuing education opportunities for school nurses.
  • To connect ongoing learning with leadership principles.
  • To emphasize the importance of lifelong learning for school nurse leaders.

Main Methods:

  • Literature review on continuing education.
  • Analysis of leadership theories in nursing.
  • Discussion of practical application for school nurses.

Main Results:

  • Lifelong learning is integral to school nurse leadership.
  • Various continuing education avenues exist for professional growth.
  • Commitment to learning enhances expertise and practice standards.

Conclusions:

  • School nurses can enhance leadership by embracing lifelong learning.
  • Advocacy for and demonstration of continuous education are crucial.
  • Ongoing education is essential for maintaining high standards in school nursing.