Applying Behavioral Learning Theory
Perspective on Behavioral Learning Theory
The behavioral learning theory posits that learning is the result of associations formed between environmental stimuli and a person’s subsequent responses. This theory is widely recognized in the field of psychology and is considered effective for providing medical treatment. According to behavioral learning theorists, learning occurs when observable behavioral changes take place (Kochuvilayil et al., 2021).
PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory
Learning Task
Based on the principles of the Behavioral Learning Theory, nurses are instructed to develop evidence-based strategies within an educational setting. They are encouraged to use their existing knowledge, patient-centered approaches, and available information to create a framework that focuses on substantiation. This may involve using the patient’s diagnosis, medical charts, provided therapies, and observations of their behavior and mental responses to different situations (De Sousa et al., 2022).
To evaluate the effectiveness of applying the Behavioral Learning Theory in educational contexts, various approaches can be utilized. These include instructor-led lectures, instructions for smaller groups, individualized educational initiatives, visual representations, seminars with annotated materials, and online or media presentations (Knittle et al., 2020).
Findings
PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory
The relationship between a learning task focused on Evidence-Based Strategies in a school setting, and behavioral learning is crucial, as the effectiveness of the learning activity is assessed based on anticipated outcomes.
These findings are evaluated according to three types of consequences, each assigned a grade to facilitate ongoing improvement of the application. The process of re-contextualization is utilized as the basis for this subdivision, which involves placing an activity within its appropriate historical and organizational framework to demonstrate its relevance. Assessment occurs at different levels, including the re-contextualization of the learner, the workplace, and the subject matter (Rundle-Thiele et al., 2019). The understanding of each nurse is assessed through information re-contextualization, considering the publications and resources they have engaged with to form initial concepts.
Application of Learning Task through Theory
PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory
One practical application of a learning task in line with the Behavioral Learning Theory is the implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) in educational settings across the United States. SWPBIS aims to reduce student behavior problems by modifying staff behavior, establishing appropriate procedures, and providing support tailored to children’s behavioral needs. Research has shown that SWPBIS training effectively reduces behavioral issues, improves dispositional conduct, and enhances effective management. It is considered an effective strategy for minimizing problems and facilitating adaptation among primary education students (West & Michie, 2020).
Conclusion
PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory
In accordance with the behaviorist learning theory, learning is the result of associations formed between environmental stimuli and an individual’s responses. Within the educational setting, nurses are trained to develop evidence-based strategies based on this theory. The effectiveness of the learning task is assessed by the instructor based on desired outcomes. The implementation of SWPBIS has shown to be an effective strategy for reducing issues and facilitating the transition of primary education students.
References
De Sousa, D., Fogel, A., Azevedo, J., & Padrão, P. (2022). The effectiveness of web-based interventions to promote health behavior change in adolescents: A systematic review. Nutrients, 14(6), 1258. https://doi.org/10.3390/nu14061258 Knittle, K., Heino, M., Marques, M. M., Stenius, M., Beattie, M., Ehbrecht, F., Hagger, M. S., Hardeman, W., & Hankonen, N. (2020). The compendium of self-enactable techniques to change and self-manage motivation and behavior v.1.0. Nature Human Behaviour, 4(2), 215–223. https://doi.org/10.1038/s41562-019-0798-9 Kochuvilayil, T., Fernandez, R. S., Moxham, L. J., Lord, H., Alomari, A., Hunt, L., Middleton, R., & Halcomb, E. J. (2021). COVID‐19: Knowledge, anxiety, academic concerns and preventative behaviors among Australian and Indian undergraduate nursing students: A cross‐sectional study. Journal of Clinical Nursing, 4(5). https://doi.org/10.1111/jocn.15634 Rundle-Thiele, S., David, P., Willmott, T., Pang, B., Eagle, L., & Hay, R. (2019). Social marketing theory development goals: An agenda to drive change. Journal of Marketing Management, 35(2), 160–181. https://doi.org/10.1080/0267257x.2018.1559871 West, R., & Michie, S. (2020). A brief introduction to the COM-B Model of behavior and the PRIME theory of motivation [v1]. Qeios, 3(4). https://discovery.ucl.ac.uk/id/eprint/10095640/
