Bandura Social Learning Theory for Imitation -myassignmenthelp.com

Question: Discuss about theBandura Social Learning Theory for Imitation. Answer: Introduction Banduras social learning theory proposes that human beings learn from each other through observation, imitation and modeling others. This theory has thus known for being the bridge between the behaviorist as well as cognitive learning theories as it includes attention, memory and motivation (Cherry 2012). However, people learn mainly through observing others behavior, their attitudes and the result of those behavior. Social learning theory thus describes the behavior of the humans in terms of uninterrupted mutual interaction between the cognitive, the behavioral and the environmental effects. In social learning theory which was proposed by Albert Bandura in 1977, he was found to be agreeing with the behaviorist learning theories who has given the concept of classical and operant conditioning. Bandura was found to attach two theories that are more essential with the existing ones and those are the concepts of observational learning and the mediating procedure that is occurring between stimuli and the responses (Rosenthal and Zimmerman 2014). The selected learning theory for this report is Albert Banduras social learning theory. In this, report the critical analysis of the theory is done keeping in mind the clinical environment and suggesting ways to facilitate the learning of nurses in this same environment. Discussion Critical analysis of this theory within the clinical environment Social learning theory (SLT) is also used in clinical environment. Presently, Banduras focus has turned towards the effect of social factors and the context inside which the learning and behavior will take place (Yardley, Teunissen and Dornan 2012). After evolution of this model, the learned are started to be viewed as central, thus suggesting the requirement to identify what the learners are recognizing and how they are explaining and responding to the social situations. Therefore, cautious considerations are to be needed for the clinical environment, which acts as a social situation here. According to Banduras rapid observations was that people do not need direct experiences to learn rather learning can occur through taking into account the behavior of other people and what the outcome of their behavior are. As learning is a social procedure where the significant others act as a model providing convincing examples or becomes the role model against how to think, feel and act in a si tuation. Research demonstrate that the nurse administrators attitude and their actions guarantee safety, combining knowledge with the practice, sharing their feelings, challenging the working nurses and the students and displaying competence as well as willingness to give assistance to others and this influence the result of the supervision of clinical processes. The Social learning approach takes under consideration the thought processes and appreciates the role that they would play in determining if a behavior should be followed or not. However, this theory supplies a comprehensive clarification of individual learning by acknowledging the role of the meditational processes. Thus, it becomes capable in explaining some very complex behaviors but it cannot sufficiently account to develop the scope of behaviors that includes thoughts as well as feelings. Individuals have much control in their through the cognitive processes among their behaviors and because of any experiences of violence those behaviors are not to be reproduced. Bandura due to this particular reason modified this theory and gave the theory a new name in 1986 calling it social cognitive theory (SCT) for our better understanding that how individuals also learn from their social experiences. Therefore, criticism mainly arises out of the commitment towards the environment, which pl ays an essential influence on the behavior. It is thus, limiting to explain behavior totally in terms of nature or nurture and the attempts for doing this misjudge the difficulties of the human behavior. Combining the Behaviorism and Cognitivism, Bandura has four principles of social learning, which are the matter of attention and focus, the context is highly essential as retention depends upon it, on demand the reproduction will be occurring and lastly the intrinsic and extrinsic motivations (Pool, Poell and ten Cate 2013). Thus, exploring the clinical environment these four principles plays a vital role in the clinical environment as well. Like the first principle says that for the clinical professionals focus is very much needed on their patients. If any novel or different problem is coming to them then it must be the focus of attention. Thus, social context guides to strengthen these realizations of the clinical professionals (Grol et al. 2013). Moving on to the next one it can be said that by internalizing information in the memory from the previous experiences learning can take place. Therefore, in similar kind of cases when the clinicians are encountered, they often recall the information gathered and restored previously and apply them on patients. People reproduce the learned information that they have gathered previously. However, this is also for the case of clinical scenarios where their practices of certain information are done mentally as well as physically that enhances their responses (Barone, Maddux and Snyder 2012). Lastly, the principle that helps in the clinical environment is motivation. Motivation can helps in enhancing the behavior by observing the other person in the same field being rewarded or punished for some acts or behavior. This is will motivate from doing or avoiding that same thing. Extrinsic and intrinsic motivation actually helps in the clinical settings so that the nurses and the doctors can have their job satisfaction. Excitement, interests, happiness, their self-determination, competence, curiosity characterize intrinsic motivated professionals for them to have higher levels of involvement in their respective job (Nasrin Soroor and Soodabeh 2012). Studies found out that burnout were especially prevailing among the nurses because they put high intrinsic attempt on their jobs. Another study says nurses extremely give value to the psychological rewards like the appreciation when they get for their work from others, compliments and contact with other patients. On the other hand, extrinsically motivated nurses are found that disparity of extrinsic efforts are spent are high and extrinsic rewards that are obtained is low and altogether it is highly related to burnout syndrome (Federici and Skaalvik 2012). It is also said by researchers that nurses more commonly mention rewards involuntarily those are financial than the ones which are non-financial or psychological rewards (Burke and Mancuso 2012). Ways of how this theory can facilitate the learning of nurses within clinical environment Social learning theory can be an efficient tool that can actually help the nurses by having its implications at the clinical environments. Observation that is the key component in Banduras social learning theory is an important component for the nurses as well from the very beginning when they are a student and need to have a professional role that can be possible only by observing the already existing professional behaviors of the experienced nurses performing (Middleton 2013). Only the performances that are to be observed but nurses views the interactions with patients, team members and others. Thus, by observing these an attitude is developed concerning the practice, concurrent skills and approaches. Apart from this, a skilled person should be playing the role model so that their eagerness and attentiveness in the profession of nursing should be transferred to the nursing students who can develop them to perform the professional skills in future (Henderson et al. 2012). In nursing, this theorys application is not only observing but also acquiring new behaviors and skills, enhancing those behaviors that are previously learned and pulling the focus of the learner towards education of nurses. Another concept that is associated with social learning theory is vicarious reinforcement that includes deciding whether the role models are to be perceived as reward or punishment for their behavior (Hoover, Giambatista and Belkin 2012). This however has a straight effect on learning whether the role model is perceived as rewarded or punished by the observer. This might be the reason for which the health professional are not likely to get attracted to geriatric care. However, from this it can be suggested that nurses should be allowed to observe senior staffs handling patients so that learning can take place through observation. A skilled mentor is also important so that they can learn from their behavior and attitude. Bandura has however shifted his attention we re the social factors as well as the social context plays a vital role within which the learning and behavior takes place. Thus, there must be cautious consideration for the clinical environment, which is actually the social situation that the nurses will perceive, interpret and respond. Further, it can act as a way to be applied in the education of nurses because it can help address the psychosocial problems and increases the use of supporting groups (Munn-Giddings and Winter 2013). Nurses can apply social learning theory when they are dealing with the teenage mothers and labeling alcoholism among the older adults (Walker 2012). The nurses performance in the clinical surrounding will have an impact due to the combination of reinforcement or the punishment by the behavior of their role model, the situation where the learning is taking place followed by the suitable succeeding situation where the behaviors needs to get exhibited. Thus, by focusing on the self-regulating processes that actually resides within the learner that is here in the clinical environment it is the nurses so their learning can enhances through this (Hatlevik 2012). However, to improve the learning of nurses the role of the teacher is also important that will act as a leading role model who can use fruitful role models for teaching those are rewarded for their behaviors, to evaluate the inner regulations of the nurses and to further gives the feedback for the nurses performance (Biddle 2013). Social learning theory actually goes beyond the relationship of the teacher and the learner and moves towards the larger society where it can guide explaining the process of socialization and the behavioral breakdown in the society. Conclusion To conclude this report, it can be said that Albert bandura proposed social learning theory in 1977 which states that individuals learn through observing the behaviors of other as well as imitating and modeling them. Banduras social learning theory also comprises of attention, motivation and memory and so because of this social learning theory is often considered as the connecter between the behaviorist and the cognitive viewpoints. Moving forward with this theory it can be seen comprising of four major principles that are the attention and focus on the task, the context that is highly essential as retention depends upon it, occurring of reproduction on demand and lastly the intrinsic and extrinsic motivations. Social learning theory however has a great effect on the nurses whose learning can be facilitated if they are given skilled role models and ample situations where they can use observational learning. The role of a teacher is an essential factor that can guide the nurses who ca n actually provide a helpful feedback that will definitely enhance learning in the clinical environment. References Barone, D.F., Maddux, J.E. and Snyder, C.R., 2012. Social cognitive psychology: History and current domains. Springer Science Business Media. Biddle, B.J., 2013. Role theory: Expectations, identities, and behaviors. Academic Press. Burke, H. and Mancuso, L., 2012. Social cognitive theory, metacognition, and simulation learning in nursing education. Journal of Nursing Education, 51(10), pp.543-548. Cherry, K., 2012. Social learning theory. Retrieved July, 2, p.2012. Federici, R.A. and Skaalvik, E.M., 2012. Principal self-efficacy: Relations with burnout, job satisfaction and motivation to quit. Social Psychology of Education: An International Journal, 15(3), p.295. Grol, R., Wensing, M., Eccles, M. and Davis, D. eds., 2013. Improving patient care: the implementation of change in health care. John Wiley Sons. Hatlevik, I.K.R., 2012. The theory?practice relationship: reflective skills and theoretical knowledge as key factors in bridging the gap between theory and practice in initial nursing education. Journal of advanced nursing, 68(4), pp.868-877. Henderson, A., Cooke, M., Creedy, D.K. and Walker, R., 2012. Nursing students' perceptions of learning in practice environments: a review. Nurse education today, 32(3), pp.299-302. Hoover, J.D., Giambatista, R.C. and Belkin, L.Y., 2012. Eyes on, hands on: Vicarious observational learning as an enhancement of direct experience. Academy of Management Learning Education, 11(4), pp.591-608. Middleton, R., 2013. Active learning and leadership in an undergraduate curriculum: How effective is it for student learning and transition to practice?. Nurse Education in Practice, 13(2), pp.83-88. Munn-Giddings, C. and Winter, R., 2013. A handbook for action research in health and social care. Routledge. Nasrin, H., Soroor, P. and Soodabeh, J., 2012. Nursing challenges in motivating nursing students through clinical education: a grounded theory study. Nursing research and practice, 2012. Pool, I., Poell, R. and ten Cate, O., 2013. Nurses and managers perceptions of continuing professional development for older and younger nurses: a focus group study. International journal of nursing studies, 50(1), pp.34-43. Rosenthal, T.L. and Zimmerman, B.J., 2014. Social learning and cognition. Academic Press. Walker, J., 2012. Psychology for nurses and the caring professions. McGraw-Hill Education (UK). Yardley, S., Teunissen, P.W. and Dornan, T., 2012. Experiential learning: transforming theory into practice. Medical teacher, 34(2), pp.161-164