An In-depth Analysis of Behaviorism and Constructivism

The two key learning theories in nursing are behaviourism and constructivism. The behaviourism explains that learning is achieved through enhanced interaction with the environment in the process of conditioning. Thus, according to the theory, any behaviour is response to the stimulus of the environment (Saari, 2019). The strength of behaviourism is that it explains all behaviour through observation which makes it easier to quantify as well as gathered data and information in nursing to determine the changes in behaviour. The other advantage of the theory is that it can be applied in real-life condition to understand the way behaviour in certain individuals are developed or altered (Honey and Procter, 2017). However, the limitation is that it is one-dimensional approach used to understand human behaviour as it does not consider the influence of the mental and emotional self of the individuals that impact the showcased behaviour (Akhigbe, 2019). An instance of behaviourism in nursing is nurses show continued positive and good behaviour when they access reward in the form of appreciation and positive patient outcome of the individual they cared in the care environment (Beccaria et al., 2018). The behaviourism is applied in nursing to enhance performance of the nurses and to make them strive to work in better way. This is because in under this theory environmental stimulus is created in the form of rewards and punishments to influence positive behaviour of the nurses (Masava et al., 2020).

The two key learning theories in nursing are behaviourism and constructivism. The behaviourism explains that learning is achieved through enhanced interaction with the environment in the process of conditioning. Thus, according to the theory, any behaviour is response to the stimulus of the environment (Saari, 2019). The strength of behaviourism is that it explains all behaviour through observation which makes it easier to quantify as well as gathered data and information in nursing to determine the changes in behaviour. The other advantage of the theory is that it can be applied in real-life condition to understand the way behaviour in certain individuals are developed or altered (Honey and Procter, 2017). However, the limitation is that it is one-dimensional approach used to understand human behaviour as it does not consider the influence of the mental and emotional self of the individuals that impact the showcased behaviour (Akhigbe, 2019). An instance of behaviourism in nursing is nurses show continued positive and good behaviour when they access reward in the form of appreciation and positive patient outcome of the individual they cared in the care environment (Beccaria et al., 2018). The behaviourism is applied in nursing to enhance performance of the nurses and to make them strive to work in better way. This is because in under this theory environmental stimulus is created in the form of rewards and punishments to influence positive behaviour of the nurses (Masava et al., 2020).

References

Akhigbe, T., 2019. Cognitive-Behaviourism, Constructivism and Humanism in Paediatrics Specialty Training: From theory to practice. International Journal of Medical Reviews and Case Reports, 3(10), pp.628-631.

Beccaria, L., Kek, M.Y. and Huijser, H., 2018. Exploring nursing educators' use of theory and methods in search for evidence based credibility in nursing education. Nurse education today, 65, pp.60-66.

Beccaria, L., Kek, M.Y. and Huijser, H., 2018. Exploring nursing educators' use of theory and methods in search for evidence based credibility in nursing education. Nurse education today, 65, pp.60-66.

Honey, M. and Procter, P., 2017. The shifting sands of nursing informatics education: from content to connectivity. Forecasting Informatics Competencies for Nurses in the Future of Connected Health, p.31.

Hsieh, S.I., Hsu, L.L. and Huang, T.H., 2016. The effect of integrating constructivist and evidence-based practice on baccalaureate nursing student's cognitive load and learning performance in a research course. Nurse Education Today, 42, pp.1-8.

Masava, B., Badlangana, L.N. and Nyoni, C.N., 2020. A broken triangle: Students’ perceptions regarding the learning of nursing administration in a low-resource setting. African Journal of Health Professions Education, 12(3), pp.119-123.

Saari, A., 2019. Out of the box: behaviourism and the mangle of practice. Discourse: Studies in the Cultural Politics of Education, 40(1), pp.109-121.

Straughair, C., Clarke, A. and Machin, A., 2019. A constructivist grounded theory study to explore compassion through the perceptions of individuals who have experienced nursing care. Journal of advanced nursing, 75(7), pp.1527-1538.

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