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Related Concept Videos

Evolutionary Psychology01:20

Evolutionary Psychology

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Evolutionary psychology explores the origins of human behavior and mental processes by framing them within the context of natural selection, a theory famously propounded by Charles Darwin. This field asserts that many behaviors common across human societies — ranging from instinctive fear reactions to complex social interactions — arose as evolutionary adaptations. These adaptations enhanced the survival and reproductive success of our ancestors, thereby becoming embedded in the...
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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.
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Purposive Learning01:22

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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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Criticisms of the Evolutionary Perspective01:23

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In a study where individuals posing as strangers offered compliments and proposed casual sex to students, the responses differed significantly based on gender. Not a single woman accepted the proposal, while 70% of the men agreed. This outcome provides a useful scenario to explore through the lens of evolutionary psychology and social learning theory, highlighting the diverse perspectives on human sexual behaviors.
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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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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.
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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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.
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An evolutionary concept analysis of learner-centered teaching.

Olabisi O Oyelana1, Joanne Olson2, Vera Caine1

  • 15-021 Edmonton Clinic Health Academy, Faculty of Nursing University of Alberta, Edmonton, AB, Canada.

Nurse Education Today
|November 6, 2021
PubMed
Summary

Learner-centered teaching in nursing education is complex. This analysis identified key attributes like autonomy and engagement, providing a foundation for its application and further development in nursing practice and research.

Keywords:
Concept analysisEvolutionary concept analysisLearner-centered teachingNursing educationTheory development

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Area of Science:

  • Nursing Education
  • Pedagogy
  • Concept Analysis

Background:

  • The shift towards learner-centered teaching in nursing education lacks a clear, unified definition.
  • This ambiguity necessitates a thorough analysis to establish a common understanding.

Purpose of the Study:

  • To clarify the concept of learner-centered teaching within the context of nursing education and research.
  • To identify the defining attributes, antecedents, and consequences of learner-centered teaching.

Main Methods:

  • An evolutionary concept analysis framework was employed.
  • A comprehensive review of theoretical and empirical literature from education, nursing, and medicine was conducted.

Main Results:

  • Four defining attributes of learner-centered teaching were identified: autonomy, empowerment, collaboration, and engagement.
  • Antecedents, surrogate terms, related concepts, and consequences were also detailed.
  • Exemplar cases were derived from practice and literature.

Conclusions:

  • Learner-centered teaching is a multifaceted concept, challenging definitive, authoritative descriptions.
  • The identified features provide a robust basis for evaluating, applying, and advancing learner-centered teaching in nursing.