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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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Nursing Clinical Information System (NCIS)
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Implementation of Evidence-Based Practice From a Learning Perspective.

Per Nilsen1, Margit Neher2, Per-Erik Ellström3

  • 1Professor, Department of Medical and Health Sciences and HELIX VINN Excellence Centre, Linköping University, Linköping, Sweden.

Worldviews on Evidence-Based Nursing
|March 11, 2017
PubMed
Summary
This summary is machine-generated.

Implementing evidence-based practice (EBP) requires both adaptive learning to make EBP habitual and developmental learning to consciously adopt new evidence-based interventions and abandon old habits.

Keywords:
evidence-based practicenursing practiceresearch utilizationtheory

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Area of Science:

  • Nursing Education
  • Healthcare Practice Improvement
  • Learning Theory Application

Background:

  • Nurses and healthcare practitioners face challenges in adopting evidence-based practice (EBP).
  • Key challenges include acquiring EBP skills and replacing non-evidence-based practices with new interventions.

Purpose of the Study:

  • To describe two modes of learning: adaptive and developmental.
  • To analyze the challenges of implementing EBP through these learning lenses.

Main Methods:

  • Theoretical analysis drawing on learning and habit theory.
  • Conceptualizing adaptive and developmental learning processes.

Main Results:

  • Adaptive learning shifts behaviors from deliberate to automatic and efficient.
  • Developmental learning shifts automatic behaviors to deliberate and conscious ones.

Conclusions:

  • Effective EBP implementation relies on both adaptive and developmental learning.
  • This involves forming EBP habits and consciously disrupting non-evidence-based practices.