THEORETICAL FRAMEWORK

Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. “Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Bandura, 1997). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. There are necessary conditions for effective modelling which includes attention, retention, reproduction and motivation. Since student nurses are exposed to lectures and RLE’s ( Related Learning Experience), their attention to such subjects is developed. Through their exposure on duties on clinics, hospitals and community, it contributes to their retention and reproduction of this information. Since, they already have this first-hand experience, they are now motivated to imitate and do it all over again because they saw it as something new and developed a good reason to imitate. Knowledge is acquired through learning, this theory will serve as a guide on how information is gained in and out of school. Since every student nurses experienced changes imposed by the environment, they tend to imitate and apply it to their own lives. Reproductive services here in the Philippines are offered and it is expected that student nurses must know it because of their first hand experience, and this study tests on until what is the extent of knowledge of student nurses on Reproductive services. The theory is related to Vygotsky’s Social Development Theory and Lave’s Situated Learning, which also emphasize the importance of social learning.Lave’s Situated Learning, in

contrast with most classroom learning activities thatinvolve abstract knowledge which is and out of context, Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and culture. It is also usually unintentional rather than deliberate. Lave and Wenger (1991) call this a process of “legitimate peripheral participation.”Knowledge needs to be presented in authentic contexts — settings and situations that would normally involve that knowledge. Social interaction and collaboration are essential components of situated learning — learners become involved in a “community of practice” which embodies certain beliefs and behaviors to be acquired. As the beginner or novice moves from the periphery of a community to its center, heor she becomes more active and engaged within the culture and eventually assumesthe role of an expert. Other researchers have further developed Situated Learning theory. Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: “Cognitive apprenticeship supports learning in a domain by enabling students to acquire, developand use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge.”There are different nursing subjects that student nurses are enrolled to, which makes them efficient enough to take the role of being an advocate to learning. Considering the fact that they have their duties, outside school, they learn more and gain knowledge on what is really happening with our world today. Our study talks about knowledge, Lave gave an example how human beings acquire knowledge inside and outside school. As early as second years, student nurses havetheir clinical duty and community duty. They apply what they learn in the school, and also gain additional knowledge outside school that enhances their familiarity with the situation.

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