1. Social Learning Theory
1.1. Theorist Associated
1.1.1. Albert Bandura
1.2. View of Knowledge
1.2.1. Step-by-step instruction, knowledge obtained by observing behaviors and attitudes
1.3. View of Learning
1.3.1. Students model behaviors observed by others; students learn best when social interaction occurs. The goal is for the students to develop confidence in their ability to perform specific tasks vital to their performance.
1.4. Role of the student
1.4.1. To obtain new knowledge and skills, the students' mental state affects their learning. In addition, the students' motivation significantly impacts their learning.
1.5. Role of the educator
1.5.1. To deliver education by modeling specific skills or behaviors
1.6. Related to teaching scenario
1.6.1. Nurses are motivated to learn the new skill and remove catheters themselves rather than by another nurse.
1.6.2. Nurses are able to assure patients that they are competent in this skill and ease the anxiety of the unknown for the patient.
1.6.3. Nurses must observe their preceptor or other RN that has been signed-off as competent prior to removing catheter.
1.6.4. Upon observation, the clinical educator will observe the nurse remove the catheter on a simulation mannequin. The educator will provide a safe learning environment for the nurse to demonstrate correct technique.
1.6.5. The nurse must remove two catheters under observation in order to be competent in skill.
2. Behaviorism
2.1. Theorist Involved
2.1.1. John B. Watson, Edward L. Thorndike, B.F Skinner
2.2. View of knowledge
2.2.1. Individuals learn knowledge through observation. Nurses can change their actions through learning cues from instructors.
2.2.2. The environment dictates what an individual learns.
2.2.2.1. The educator will clearly state the desired sequence of events when removing the central venous catheter.
2.3. View of learning
2.3.1. All behavior is achieved by learning. It can be changed and rewarded to complete the appropriate objective.
2.4. Role of the student
2.4.1. The students complete the necessary requirements and steps to learn the new behavior/skill to successfully achieve the end result in a controlled environment.
2.4.2. Students can complete the behavior repetitively to help reinforce the intended skill.
2.5. Role of the educator
2.5.1. Educator must provide feedback and clear instructions to the nurses when completing the learned behavior.
2.5.2. Educators concentrate on what the student is doing correctly and offering a suggestion to modify behaviors when the nurse is completing a task incorrectly.
2.6. Related to teaching scenario
2.6.1. The educator will define the competency steps and process to the nurses, so that they can be aware of what is expected.
2.6.2. Nurses will observe their preceptor or other nurse remove a catheter from a patient and then practice on a simulation mannequin.
2.6.3. Nurses can remove a catheter on a mannequin while observed by the educator. They will have as much time as they need to complete the skill. The educator will give feedback upon completion. For example, if the nurse demonstrated the removal incorrectly, they would be given other chances to perform the skill correctly.
2.6.4. Once the nurse has completed the removal of the catheter correctly on the mannequin, they must complete two successful catheter removals on patients while another competent nurse observes at the bed side.
2.6.5. After two successful catheter removals, they are able to complete the skill by themselves.
3. Adult Learning Theory (Andragogy)
3.1. Theorist Associated
3.1.1. Malcolm Knowles
3.2. View of knowledge
3.2.1. Knowledge is centered around an identified problem.
3.2.2. Past experiences or greatly affect knowledge.
3.3. View of learning
3.3.1. Learning occurs when it is related to real-life situations experienced by the learners.
3.3.2. Learners are more self-directed and internally motivated when the knowledge can be easily applied to their environment.
3.4. Role of the student
3.4.1. Create a relaxed environment where mutual respect is established among learners.
3.4.2. The students prefer to actively participate in the learning process.
3.4.3. The students are more motivated to learn when they are given clarity on how the information is relevant to their life or practice.
3.5. Role of the educator
3.5.1. Educators should gauge the learner's past experiences and awareness about the identified issue or skill to build upon the knowledge already obtained.
3.5.2. Provide clarity and context around the knowledge being taught and how it relates to the learners' practice.
3.6. Related to teaching scenario
3.6.1. The educator will determine the nurse's current knowledge on central venous catheters as well as past experience with removing catheters.
3.6.2. Next, the educator will provide context on why it is essential to remove the catheter as early as possible and the negative consequences to patient care if the catheter remains in place for too long.
3.6.3. Nurses will then receive clear instructions on how to correctly remove the catheter.
3.6.4. After successfully removing the catheter on a mannequin, they will move to the next step and complete the task two more times on patients under observation.
3.6.5. Once the nurse completes the removal, they can meet with the educator and give feedback on their experience. This meeting allows the educator to involve the nurses actively in the learning process and alter the process if needed.
4. Connectionism
4.1. Theorist Associated
4.1.1. Edward Thorndike
4.2. View of knowledge
4.2.1. Knowledge is obtained by consequences of behavior.
4.3. View of learning
4.3.1. Learning is obtained by connections formed between stimuli and responses.
4.3.2. Learning entails practice and the associated rewards if completed correctly.
4.4. Role of the student
4.4.1. Students are motivated if the end result involves a positive reward.
4.4.2. Students complete the task repetitively until the desired result is achieved.
4.5. Role of the educator
4.5.1. Educators provide positive and negative feedback to students in order for the behavior to be learned.
4.5.2. They provide a controlled environment where students can complete the task repetitively.
4.6. Related to teaching scenario
4.6.1. Nurses are given time away from the bedside to complete the removal of the central venous catheter on the simulation mannequin.
4.6.2. Nurses will not be able to progress in the competency process until they have successfully removed the catheter from the mannequin and discussed the potential issues that could occur during the removal.
4.6.3. The educator will provide positive encouragement and acknowledgement if completed correctly.
4.6.4. If a nurse is having difficulty with the removal, they will complete the steps with the educator's guidance until it is done right. They will not be able to remove a catheter from a patient until this step has been completed.