THE LEARNING

PROCESS
LEARNING AS A PROCESS
• Learning is essentially a changed behaviour brought about by
exposure to various stimuli and certain elements must be
accomplished for learning to take place.
• Following is the learning
process:
1. Learning occurs from the
point-of-view of the end result or
outcome of teaching.
2. Learning as a process is more concerned with what happens
during the course of learning than in the end-results of
learning.

3. Learning is also described as a function.

Stages of Learning
1. Novice
• Has awareness of the subject
area, but only in terms of
abstract concepts and ideas.
• Possesses little to no ability to
put ideas into practice in a
reliable way.
• Follows a set of rules without
regard for context in learning.
2. Advanced Beginner
• Has attained marginal
learning to an acceptable
performance level after coping
with real experiences.
• Begins to understand the
scope of the subject area and
acknowledge her lack of
knowledge about the discipline.
• Able to apply tools, processes,
and principles in contexts
similar to well defined cases
they have studied.
3. Competent
•Attained learning after
exposure to working
knowledge of a number of
situations making up the
subject.
• New skills and capabilities
are internalized with the ability
to go beyond rule-bound
procedures in a more complex
setting.
• Capable of adapting their
learning to varying situations
by analysing changed
circumstances and choices of
alternatives.
4. Proficient
•Has gained from
experience in different
situations.
•Tools and concepts
have been internalized
and can be applied to a
variety of situations
without much effort.
5. Expert
• Has fully internalized
both perception and action
into their normal work
processes.
BENNER’S STAGES
OF LEARNING
 NOVICE ADVANCED COMPETENT PROFICIENT EXPERT
BEGINNER
Situation Needs Perceives Considers Internalized Internalized
analysis elements to similarly various and and
be clearly with prior alternatives; intuitive intuitive
and examples; more grasp pattern
objectively have realistic, has situation. recognition
defined; no enough critical view based on
background experience of self. deep
experience to grasp experiential
of situations. background
situations. .
 Novice Advanced Competent Proficient Expert
beginner
Decision None; rule Dependent Able to Focuses on Actions are
making guided, lack upon analyse choices instinctual,
behavior completion matching a situations in that best automatic
oriented situation to order to achieves manner,
a proper determine intuitive transparent
rule set. the best plan. view of self.
alternatives.
 Novice Advanced Competent Proficient Expert
beginner
Exercising Difficulty Feel highly Consciously Moves Instinctual
judgments discerning responsible consider quickly does what
between but rely for the value of based on normally
relevant help from alternative previous works;
and more outcomes. experience. meeting
irrelevant experienced. patients
aspects of needs is of
nursing utmost
situation. importance.
 Novice Advanced Competent Proficient Expert
beginner

Skills Guided Marginally Internalized Intuitive and Intuitive and

and performance acceptable and applies in applies applies
tools for skill performance more consciously in instinctual in
acquisition. having coped unconstructed all settings; all settings;
with real settings; skilled recognize all
situations. gaining sense responses to variables in
of mastery. situation; problem
increased solving and
confidence in decision
their own making, no
knowledge. longer relies
on rules but
connect
decision with
standards.
 Novice Advanced Competent Proficient Expert
beginner

Formal 2 to 5 days 5 to 10 days 20-30 days As needed Informal

training to address though
specific interaction
issues that with other
may arise. experts.

Training 1–2 3- 5 months 12- 18 1 – 3 years 5- 10 years

with months months
practice
 ELEMENTS OF THE
LEARNING PROCESS
1. SETTING GOALS
Student’s intermediate The teacher can help the
goal should be: student by:
To meet the patient’s • Being available for guidance
nursing needs and and as a resource person to the
encourage self-reliant student.
behaviour to meet his or • Encouraging the student to
her own needs. apply problem solving and
“vertical thinking” to a given
situation.
2. Stimuli
- increase the ability of the student to
recognize the patient’s specific needs in
relation to the overall problem of the
patient.
The teacher can help the students reach his
or her goals by:
• Helping the student identify patient needs.
• Selecting and arranging a learning
situation.
3. Perception
The teacher can help the student
improve perceptual ability
through:
• Observing the patient’s physical -Assisting the student in discussing
and psychological condition.; the patient’s problem.
• Reading the patients chart and -Providing the necessary cues, to
nurses notes. analyse patient’s needs and
problems.
•Talking with the patient and her -Identifying and interpreting the
doctor and other personnel patients’ nursing needs, and
involved in patient care and finally, Directing her attention to critical
her instructor. elements regarding nurse-patient
relationship.
 4. Response

The student identifies patient care needs and

formulates an appropriate nursing care plan,
communicates with her patients, and
disseminate information health teaching.
The teacher can help the student respond well to
patient care needs through:
• A. Checking student’s nursing care plan.
• B. Helping her decide priorities of care.
• C. Giving support and encouragement.
• D. Helping students realize that nursing problems
require different approaches before it can be
solved.
• E. More time may be needed before very tangible
results can be obtained.
5. Consequence – outcome of nursing care rendered
to the patient.
Nature of consequences
A. • There is a rewarding or satisfying
response to the student when the
health of the patient progresses.
• Dissatisfying response occurs, if the
patient does not respond to treatment.
B. A rewarding or satisfying response to the student, if much
learning was attained to meet the nursing needs of the
patient.
In this situation, student confirms her response to her nursing
care plan who is to make breakthrough in terms of patient
care.
6. Integration
The teacher can help the student integrate past learning by:
• A. Encouraging the student to examine past nursing knowledge
and experiences for validity and reliability.
• B. Identifying what nursing care measures were done to the
patient.
• C. Making use of the nursing knowledge and skills she had
acquired in nursing.