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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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Introduction to Learning01:18

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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.
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Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Updated: May 1, 2026

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Modelado del aprendizaje permanente: Exploración del desarrollo de habilidades de los docentes clínicos a través de

H Barrett Fromme1, Victoria Mitre2, Reena Karani3

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Resumen

Los docentes clínicos maestros desarrollan intencionalmente sus habilidades utilizando un marco de Aprendiz Maestro Adaptativo (MAL). Este proceso implica planificar, aprender, evaluar y adaptar los métodos de enseñanza basándose en la retroalimentación y la reflexión.

Palabras clave:
pericia adaptativadesarrollo del profesoradoretroalimentacióncentrado en el alumnoreflexión

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Área de la Ciencia:

  • Educación Médica
  • Desarrollo del Profesorado
  • Aprendizaje Profesional

Sus antecedentes:

  • Los docentes clínicos requieren habilidades en evolución para los alumnos modernos.
  • Los Hitos del Educador Clínico carecen de orientación sobre el desarrollo de habilidades.
  • Se desconoce la aplicación del marco del Aprendiz Maestro Adaptativo (MAL) a las habilidades de enseñanza.

Objetivo del estudio:

  • Explorar cómo los docentes clínicos maestros desarrollan sus habilidades.
  • Identificar los factores que impulsan los cambios en la enseñanza clínica.
  • Examinar la aplicación del marco MAL al desarrollo docente.

Principales métodos:

  • Estudio cualitativo multicéntrico basado en entrevistas.
  • Docentes clínicos maestros seleccionados utilizando una definición cocreada.
  • Análisis temático de datos de entrevistas recopilados de febrero a junio de 2024.

Principales resultados:

  • Surgieron cuatro temas: mejora intencional, impulsores del cambio (retroalimentación, reflexión, humildad), mecanismos facilitadores (desarrollo del profesorado, modelado de roles) y evolución del enfoque centrado en el alumno.
  • Se identificó un enfoque maestro adaptativo para el desarrollo docente.
  • Este enfoque implica planificar, aprender, evaluar y adaptar.

Conclusiones:

  • Los docentes clínicos maestros desarrollan activamente e intencionalmente habilidades que reflejan el marco MAL.
  • Las instituciones deben promover el desarrollo del profesorado y abordar las barreras de desarrollo profesional para los docentes clínicos.