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Experiential learning addresses the needs and wants of the reader and is equivalent to personal change and growth ("Experiential Learning (Carl Rogers)," 2018, para. 1).

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Albert Bandura was born on December 4, 1925 and died on July 26, 2021. Bandura was most famously known for his Bobo doll experiment that demonstrated children learning behaviors of abuse toward a blow-up clown toy and then repeating those behaviors when able to interact with the same toy (Nolan, 2021).
Bandura created the social cognitive theory in 1986 which shows that how a person functions is a combination of their environment, behavior, and cognition. He then created the Social Learning Theory in 1977 (Nolan, 2021).

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(Everywhere Psychology, 2012)

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Learning is a behavioral change in attitude, knowledge, and/or skills that can be measured or observed as a result of environmental stimuli and experience (McEwen & Wills, 2018 p.410).
Learning theories are used to describe the process that changed the individuals understanding and future performance (McEwen & Wills, 2018 p.412)

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According to Piaget “for learning to occur, an individual must be able to assimilate new information into existing cognitive structures or schemes; that is, the new experience must overlap with previous knowledge” (McEwen, 2019, p. 385).

He determined that the intelligence of children differed in quality rather than quantity seeing the world in a different way than adults. He believed they were active learners and the best way to understand a child’s reasoning was to attempt to see things through their viewpoint (Mcleod, 2020).

Through the development of his theory Piaget identified the following stages

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0-2 years: the infant is actively learning using theory senses and has no sense of object permanence (Mcleod, 2020). Babies love peekaboo because they have not developed object permanence.

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2-7 years: children learn through language and mental imagery. Children see the world as it looks not how it is (Mcleod, 2020). This is a time where pretend play flourishes.

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7-11 years: children are logically thinking about concrete objects and conservation. Children are starting to think about how other people feel (Mcleod, 2020).

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(Qin, 2017)

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Preoperational Stage vs. Concrete Operational Stage

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12 and over: adolescent and adults are able to think abstractly and deal with hypothetical problems (Mcleod, 2020). Able to understand cause and effect and therefore start to develop their own theories.

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Do you think every adult reaches Piaget’s Formal Operational Stage? Why or why not?

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Mcleod, S. (2020, December 7). Piaget's Stages of Cognitive Development. Jean Piaget's Theory and Stages of Cognitive Development | Simply Psychology. Retrieved September 30, 2021, from https://www.simplypsychology.org/

McEwen, M., & Wills, E. M. (2019). Unit 14/Piaget. In Theoretical basis for nursing (5th ed., p. 385). Wolters Kluwer.

Qin, N. (2017). Preoperational Stage vs. Concrete Operational Stage. YouTube. Retrieved September 30, 2021, from https://www.youtube.com/watch?v=8TnZoo4V1Yk.

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Robert Gagne was born in North Andover, Maine in 1916 and passed in 2002. Gagne earned his Ph.D. in psychology from Brown University in 1940. He worked as a professor for Connecticut College, Penn State University and Florida State University. He also served as Director of the U.S. Air Force Perceptual and Motor Skill Laboratory where he developed his principles of learning theory. Gagne was an educational psychologist known for his book called “Conditions of Learning”. It identified the mental conditions of learning and was published in 1965. He is considered to be a major contributor to the systematic approach of instructional design.

This theory stipulates that there are several different types or levels of learning ("Instructional design", 2018).

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Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments ("Instructional design", 2018).

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Complex behaviors are composed of simpler behaviors arranged in a hierarchical structure, and that these simple actions must be mastered before the complex behavior can be performed.

Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes ("Instructional design", 2018).

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 Nine instructional events and corresponding cognitive processes:

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 Nine instructional events and corresponding cognitive processes:

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1. Gaining attention (reception)

2. Informing learners of the objective (expectancy)

3. Stimulating recall of prior learning (retrieval)

4. Presenting the stimulus (selective perception)

5. Providing learning guidance (semantic encoding)

6. Eliciting performance (responding)

7. Providing feedback (reinforcement)

8. Assessing performance (retrieval)

9. Enhancing retention and transfer (generalization).
("Instructional design", 2018)

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According to Instructional design, 2018  Gagne suggest that the following example illustrates a teaching sequence that correspond to the nine instructional events for the objective: Apply them by using the example of teaching about a equilateral triangle.

1. Gain attention – show variety of computer-generated triangles

2.  Identify objective – pose question: “What is an equilateral triangle?”

3. Recall prior learning – review definitions of triangles

4. Present stimulus – give definition of equilateral triangle

5. Guide learning- show example of how to create equilateral

6. Elicit performance – ask students to create 5 different examples

7. Provide feedback – check all examples as correct/incorrect

8. Assess performance- provide scores and remediation

9. Enhance retention/transfer – show pictures of objects and ask students to identify equilaterals

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1. Different instruction is required for different learning outcomes ("Instructional design", 2018).

2. Events of learning operate on the learner in ways that constitute the conditions of learning (Instructional design, 2018).

3. The specific operations that constitute instructional events are different for each different type of learning outcome ("Instructional design", 2018).

4. Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction ("Instructional design, 2018").

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1. Signal learning- the simplest form of learning known as classical conditioning. The learner is conditioned to produce a desired (involuntary) response as a result of a stimulus that would not normally produce that response i.e a salivation (condition) at the sound of a bell (stimulus) ("Eight conditions of learning", 2020).

2. Stimulus-response learning- this is a voluntary response to learning that may be used in acquiring verbal skills as well as physical movements ("Eight conditions of learning", 2020). This type of learning can occur when the instructor praises the learner for deeper thinking or provides constructive criticism during reflection or debriefing.

3. Chain learning- occurs when the learner is able to connect two or more previously learned stimulus-response bond into a linked order; more complexed psychomotor skills are learned, but they tend to occur naturally ("Eight conditions of learning", 2020). i.e. learning how to tie shoestrings or buttoning a shirt.

4. Verbal association- occurs when the learner makes associations using verbal connections; it is the key process in language skill development ("Eight conditions of learning, 2020"). For example, a student nurse being able to define medical terminology and apply it to clinical situation.

5. Discrimination learning- is seen when the learner is able to perform different responses to a series of similar stimuli that may differ in a systematic way. Discrimination learning is made more difficult when the learner comes across road blocks or interference that inhibits continual learning ("Eight conditions of learning", 2020).  For example, a patient complaining of abdominal pain after abdominal surgery. The student must learn how to differentiate this pain from that of gas, intrabdominal bleeding, incisional pain or infection. Interference may present itself when the student cannot see other key factors that may contribute to the pain; therefore, not allowing the student to fully address or manage the patient’s pain appropriately.

6. Concept learning- involves the ability to make consistent responses to different stimuli ("Eight conditions of learning", 2020); it is the process in which the learner learns how to organize learning in a systematic structure and foster deeper learning. The student’s behavior is controlled by the abstract properties of each stimulus ("Eight conditions of learning", 2020). The student nurse must realize interventions, or behaviors, appropriate for one patient, or stimulus, may not be appropriate for the next patient.

7. Rule learning- this involves being able to learn relationships between two or more concepts and apply them in different situations, new or old; it is the basis of learning general rules or procedures ("Eight conditions of learning", 2020). This can be seen when the student can apply advocacy and confidentiality to a patient situation.

8. Problem solving- involves developing the ability to invent a complex rule or procedure for the purpose of solving one particular problem and other problems of a similar nature ("Eight conditions of learning", 2020); this can be accomplished through case studies and reflection. Nursing students can improve on problem solving through the nursing process: assessing, formulating a nursing diagnosis, analyzing data specific to the problem, formulating a plan of action, implementing the plan, and evaluating the effectiveness of the plan.

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Bandura’s Social Learning Theory proposes that learning can occur by observation of others performing actions (Cherry, 2021). Learning is affected by social influences, environment, behavior, and cognitive factors (McEwen & Wills, 2019 p.419). Some of the types of learning include observational learning, modeling, and imitation. Vicarious learning is through listening or watching others. This can be applied to nursing, in school you learn how to care for various patients but may not actually get the opportunity to practice this specified care until later (McEwen & Wills, 2019).

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The learner is involved with the environment around them through intentionality, personal selection, and self-regulation of the learning process through each persons individual “filter” of the world. The individual can change their attitudes and actions and pick role models regarding their learning (McEwen & Wills, 2018 p.420).

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Cognitive Development or Interaction Theories

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Cognitive Development or Interaction Theories

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Characteristics
1. Mental process, behavior, and environment are connected.
2. Experiences are where learning takes place
3. Adaptation and coping of the environment come from learning.
4. They are focused on what conditions promote learning (McEwen & Wills, 2018 p.417)

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Examples of Cognitive Development Theories

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Examples of Cognitive Development Theories

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Piaget’s Cognitive Development Theory
Gagne’s Conditions of Learning
Bandura’s Social Learning Theories (McEwen & Wills, 2019 p.417)

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1. People learn through observation
2. Mental State is an essential part of this process
3. Even though there is something learned, a change in behavior may not occur (Cherry, 2019)

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Humanistic learning theories understand that emotions can impact the learning process. This type of learning is focused on human potential and helping them to reach that potential. The potential improves when the individual or group learns new abilities. The ideal learner has trust in others and in self, awareness of other’s feelings, and interpersonal relationships. The ideal teacher should be able to improve the perception, feelings, sense, wonder, experience, imagine, creation, and fantasize ability of the student. The teacher should also help others develop potential and achievement of self-actualization (McEwen & Wills, 2018 p.420).

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Carl Roger’s Experiential Learning (McEwen & Wills, 2019 p.421)

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Which learning theory do you use most often?

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McEwen, M., & Wills, E. M. (2018). Chapter 18 Learning Theories. In Theoretical Basis for Nursing (5th ed., pp. 408–431). LWW.

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The learner is involved with the environment around them through intentionality, personal selection, and self-regulation of the learning process through each persons individual “filter” of the world. The individual can change their attitudes and actions and pick role models regarding their learning (McEwen & Wills, 2018 p.420).

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Bandura found three models for observational learning
1. Live model: An individual acting out a behavior.
2. Symbolic model: Real or fictional characters acting out a behavior in a form of media such as books or film.
3. Verbal Instructional model: Explanations no descriptions of a behavior (Cherry, 2019).

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The mental states importance to learning 

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The mental states importance to learning 

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Bandura noted that not only external sources are used for reinforcement but that mental state is important in the learning of behaviors. Intrinsic reinforcement like satisfaction, sense of accomplishment, and pride are forms of internal rewards (Cherry, 2019).

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Sometimes the behavior that is learned is not immediately shown and sometimes never will. Observational learning occurs and the learner can understand this information without demonstrating the new behaviors (Cherry, 2019).

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1. Attention: For learning to take place you must be paying attention. Distractions will have a negative effect and interest will have a positive effect.
2. Retention: Ability to store information or retention is vital in the ability to pull the information when needing to use.
3. Reproduction: Performance of the behavior and practice is needed to improve the skill.
4. Motivation: Success of learning is helped when there is motivation to learn. This motivation can be personal or seeing others receiving positive reinforcement and wanting to also obtain those reinforcements (Cherry, 2019).

Picture (Gerardfriel, n.d.)

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How do you use observational learning in nursing?

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Cherry, K. (2019, December 1). How Does Observational Learning Actually Work? Verywell Mind. https://www.verywellmind.com/social-learning-theory-2795074

Everywhere Psychology. (2012, August 28). Bandura’s Bobo Doll Experiment [Video]. YouTube. https://www.youtube.com/watch?v=dmBqwWlJg8U

Gerardfriel. (n.d.). [Social Learning Theory]. http://www.gerardfriel.com/instructional-design/social-learning-theory/

McEwen, M., & Wills, E. M. (2018). Chapter 18 Learning Theories. In Theoretical Basis for Nursing (5th ed., pp. 408–431). LWW.

Nolen, J. L. (2021, July 30). Albert Bandura. Encyclopedia Britannica. https://www.britannica.com/biography/Albert-Bandura

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Psychologist Carl R. Rogers (1902-1987), the learner is in the process of learning, the goal of education is to develop a fully functioning person and the teacher’s role is to facilitate the process. He believed learning is a natural process, entirely controlled internally by the learner in which the individual’s whole being interacts with the environment as the learner perceives it. The learner has both the freedom to learn and be self-directed as opposed to teacher-directed. By providing problems real and meaningful to the learner, intrinsic, motivation is stimulated to solve the problem (McEwen & Wills, 2019, p. 421).

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Experiential Education, or Learning by Doing

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Experiential Education, or Learning by Doing

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Experiential education, or "learning by doing," is the process of actively engaging students in an authentic experience that has benefits and consequences. Students make discoveries and experiment with knowledge themselves, instead of hearing or reading about the experiences of others. Students also reflect on their experiences, thus developing new skills attitudes and ways of thinking. Experiential education is related to the constructivist learning theory ("Experiential Learning-New World," n.d. para. 1).

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Five Defining Elements of Experiential or Significant Learning

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Five Defining Elements of Experiential or Significant Learning

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1. It has a quality of personal involvement- Experiential/Significant learning has a quality of personal involvement in which the whole person in both his feeling and cognitive aspects is the learning event.

2. It is self-initiated – Even when the impetus or stimulus comes from the outside, the sense of discovery, of reaching out, of grasping and comprehending, comes from within.

3. It is pervasive – Experiential/Significant learning makes a difference in the behavior, the attitudes, perhaps even the personality of the learner.

4. It is evaluated by the learner – The learner knows whether it is meeting his need, whether it leads toward what he wants to know, or whether it illuminates the dark area of ignorance he is experiencing.

5. Its essence is meaning – When such learning takes place, the element of meaning to the learner is built into the whole experience (Gerstein, 2019, para. 6).

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When Does Experiential Learning Take Place

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When Does Experiential Learning Take Place

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Experiential/ Significant learning takes place when the subject matter is perceived by the student as having relevance for his or her own purposes. “A somewhat more formal way of stating this is that a person learns significantly only those things which he perceives as being involved in the maintenance of or the enhancement of his own self "  (Gerstein, 2019, para. 13).

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Much experiential/significant learning is acquired through doing. "Placing the student in the direct experiential confrontation with practical problems, social problems, ethical and philosophical problems, personal issues, and research problems, is one of the most effective modes of promoting learning " (Gerstein, 2019, para. 15).

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When is Experiential Learning Facilitated

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When is Experiential Learning Facilitated

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When the student participates responsibly in the learning process."When he chooses his directions, helps to discover his learning resources, formulates his problems, decides his course of action, lives with the consequences of these choices, then experiential/significant learning is maximized " (Gerstein, 2019, para. 16).

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Nurses often use this principle in practice. Hart (2015) reported how service-learning projects can promote student engagement in a variety of learning activities in real-life situations. The results were a development of leadership, social, and partnership skills. Vacek (2009) used concept mapping with students to promote critical thinking in the baccalaureate nursing program. The findings were the students using concept mapping experienced an enhanced learning and critical thinking. Wong and colleagues (2008) adopted a problem-based learning approach in clinical simulation. Finding were students learned best in a safe stable environment and experienced the full range of learning without endangering themselves or clients (McEwen & Wills, 2019, p. 421).

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How is experiential learning used in your nursing practice?

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Experiential learning -(Carl Rogers). (2018).-InstructionalDesign.org. https://www.instructionaldesign.org/theories/experiential-learning/

Experiential learning- new world encyclopedia. (n.d.). https://www.newworldencyclopedia.org/entry/experiential_le

Gerstein, J. (2019). Five elements of experiential learning: A summary of freedom to learn.  https://www.teachthought.com/learning/a-summary-of-carl-rogers-freedom-to-learn/

McEwen, M. & Wills, E. (2019). Theoretical basis for nursing (5th ed.). New York, NY: Lippincott Wolter Kluwer

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How does Gagne theory connect with your current lessons in your curriculum?

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Eight conditions of learning. Robert M. Gagné. (n.d.). Retrieved September 30, 2021, from https://twurobertgagne.weebly.com/eight-conditions-of-learning.html.

Last Updated November 30th, 2018 06:57 pm. (2018, November 30). Conditions of Learning (ROBERT GAGNE). InstructionalDesign.org. Retrieved September 26, 2021, from https://www.instructionaldesign.org/theories/conditions-learning/.