HEALTH

EDUCATION
Cognitive and Social
Learning Theory
Principles and Theories in Teaching & Learning

Learning Theories Related to Health Care Practice

Cognitive
• Stress the importance of what goes on inside the
learner
• The key to learning and changing is the
individual’s cognition (perception, thought,
memory and ways of processing and structuring
information)
• It involves perceiving the information, interpreting it
based on what is already known, and then
reorganizing the information into new insights or
understanding (Matlin, 2013; Sternberg & Sternberg, 2017)

Memory System
Prior Knowledge
Nurses trying to influence the
learning process must
recognize the variety of past
experiences, perceptions,
ways of incorporating and
thinking about information
Nurses should also consider
the diverse aspirations,
expectations and social
influences that affect any
learning situation
Information Processing

• Cognitive perspective that emphasizes thinking

processes: thought, reasoning, the way information
is encountered and stored and memory functioning

How information is incorporated and

retrieved is useful for nurses to know,
especially in relation to learning by
older adults
Stages:

First stage/attention – paying attention to environmental

stimuli (key to learning)

If a patient is not attending to what a

nurse is saying, perhaps because the
patient is distracted or too weak, it
would be prudent for the nurse to
explain at another time when the
patient is more attentive and
receptive.
Stages:

Second stage/processing – the information is processed

by the senses

It is important to consider the client’s

preferred mode of sensory processing
(visual, auditory or motor manipulation)
and to ascertain whether he or she has
any sensory deficits.
Stages:

Third stage/memory storage – the information is

transformed and incorporated (encoded) briefly into
short-term memory, after which it suffers one of 2 fates:

a. disregarded and forgotten

b. stored in long-term memory

Long-term memory – central problem is

retrieval in the future
Stages:
Fourth stage/action – involves the action or response that
the individual undertakes based on how information was
processed and stored.

Assess how a patient attends to,

processes and stores the information
that is presented as well as finding ways
to encourage the retention and retrieval
processes

Errors are corrected by helping learners

reprocess what needs to be learned
(Kessesls, 2003)
Sternberg (1996) reminds educators to consider
styles of thinking, which he defines as “a
preference for using abilities in certain ways”
(p.347).

Nurses’ task is to get in touch with the learner’s

way of processing information and thinking.
Differences in learning style is one reason an
educational theory or model may not work for
everyone.
35 Crazy Facts about Your Memory
BEHOLD: YET ANOTHER REASON TO GET EIGHT
HOURS OF SLEEP EVERY NIGHT
MORGAN GREENWALD JUNE 28, 2018
HTTPS://BESTLIFEONLINE.COM/FACTS-ABOUT-MEMORY/
Our brains can store a countless amount of
information.

A good night's rest helps us better store memories.

Walking through a doorway triggers the brain to

forget.
We don't remember sounds that well.

There's a peak age for facial recognition.

And a peak age for name recognition.

Some lies are easier to remember than others.

Left-handed people have better memories

Good memories stick more than bad ones.

"They" are right: TV rots your brain.

To aid learning at the input stage, some
suggestions are to break the material into
small parts or chunks, use memory tricks and
techniques (MNEMONIC DEVICES), relate the
new material to something familiar and put it
into context for learners (Collins, 2016).
 The best known of the Cognitive
Developmental Theorists

He said that children take in or

incorporate information as they
interact with people and the
environment

They either make their experiences

fit with what they already know
Jean Piaget (assimilation) or change their
perceptions in keeping with the new
information (accommodation)
 Emphasizes the importance of language,
social interaction & adult guidance in the
learning process

When teaching children, the adults should

interpret, respond and give meaning to
children’s action

Adults do better when offered

Lev Vygotsky opportunities for self directed learning
(autonomy). They are better with problem-
oriented rather than subject-oriented
approach and when they have opportunity
to use their experiences and skills
NURSES keep in mind that that anxiety,
demands of adult life and past childhood
experiences may interfere with learning in
adulthood!
The challenge for us nurses is to identify
each learner’s level of cognitive
development and the social factors that
affect learning

This information will be used to find

ways to foster insight, creativity and
problem solving
 Principles and Theories in Teaching & Learning

Learning Theories Related to Health Care Practice

Social
• Largely based on the work of Albert Bandura
• People learn from one another, via observation,
imitation, and modeling.
• It has often been called a bridge between
behaviorist and cognitive learning theories because
it encompasses attention, memory, and motivation
Role Modeling

• Central concept of social learning theory

• People learn through observing others’ behavior,

attitudes, and outcomes of those behaviors

• Armstrong (2008) emphasized that to facilitate

learning, role models need to be enthusiastic,
professionally organized, caring and self confident as
well as knowledgeable, skilled and good
communicators
Which of the 3 theories mentioned
best describes or explains learning?