Integrated Theory and Knowledge Development †MyAssignmenthelp.com

Question: Discuss about the Integrated Theory and Knowledge Development. Answer: Introduction: Learning can be established as a permanent change in the mental or emotional functioning, processing and emotional functioning and the behavior as a outcome of experiences. This can be said is a dynamic process where the individuals acquire new thoughts, attitudes, actions and feelings. The purpose of this essay is to portray the challenges that can be faced while teaching or learning in a clinical environment. In this essay behaviorist theory is chosen as a learning theory and it has been discussed how well this theory can facilitate learning procedure and can promote a positive workplace culture. Behaviorist learning theory focuses primarily on what can be directly observed and the behaviorists see learning as a product of stimulus conditions(s) and the responses(r) which can be at times termed as SR model. This learning process following this theory can become very easy for the learners. Behaviorists does not care about what is going inside the mind of the learners, rather, they focus on the responses of them and they try to manipulate the environment to bring in the desired change (Riekert, Ockene and Pbert 2013). Recently, in education and clinical psychology behaviorist theories are being widely used. To modify the attitudes and responses of the individuals behaviorists alter the stimulus conditions present in the environment, or in some cases, they try to change the situation after getting the responses from the individuals. As an example gathered from a healthcare research, it can be said that certain respondent conditioning concepts can be useful in healthcare environm ent. Stimulus generalization can be said is the tendency of primary learning experiences which are to be applied to some other same type of stimuli. For an example, it can be said that, while listening to friends describing a hospital experience it becomes apparent that it would either positive or negatively affect a patients evaluation of their own hospital stays or their feelings about getting hospitalized again in coming days (LoBiondo-Wood et al. 2013). With experience people learn to differentiate and identify ways to amend their behaviors in the clinical environment. The key is to observe carefully the responses of the individuals to some specified stimuli and then decide to apply the best possible reinforcement procedure to change a behavior. There can be two methods to change the behaviors of the individuals and those are applying either positive or negative reinforcement after getting the responses. It can be said that, giving positive reinforcement would hugely enhance the chances of that person to repeat the behavior in a similar condition. On the other hand, by giving negative reinforcements after the response from the individuals, it can involve the removal of some indecent stimulus through either escaping or by avoiding conditioning. In escape conditioning, when an unpleasant stimulus is implied the individual responses in a way that brings in uncomfortable stimulus by either escape conditioning or avoidance conditioning (LoBiondo-Wood et al. 2013). In escape conditioning, by the time an unpleasant stimulus is applied the concerned person gives response in such a way that results in ceasing of that unpleasant stimulation. For an example, it can be said that, when a member of a healthcare team gets chastised by someone in front of the whole group for getting late and missing the important meeting, he or she says something funny and the head of the team gets distracted and laughs out, and in this case, that funny humorous words made it easy for him or her to escape the situation (Riekert, Ockene and Pbert 2013). In case of avoidance conditioning, in most cases, the unpleasant stimulus gets anticipated before being applied (Iwasiw and Goldenberg 2014). This avoid conditioning is being used to explain some individuals tendency to become not well as an excuse of not doing something. In this case, for an example, it can be said, that, a child who does not like a particular teacher in school may project that he is not well, so that he does not have to attend school (Iwasiw and Goldenberg 2014). If he is excused once, then the child would often show this kind of behavior just to avoid unpleasant situations in school. Thus, it can be said that whenever a fearful event is anticipated in this particular case, sickness becomes the behavior that is being increased by negative reinforcement (LoBiondo-Wood et al. 2013). According to the principles of operant conditioning, behaviors might decrease by either punishment or nonreinforcement (Hirak et al. 2012). The simple way to stop a response is not providing any kind of reinforcement for any action. S an example, it can be said that, some offensive jokes at the workplace can be handled by showing no reaction. After some recurrence of this kind of situations the man who tells these jokes for attracting attention and for him the negative reaction is better than not getting any reaction may stop showing these kinds of raw humor. When nonreinforcement does not work, act of punishment can be used to stop certain responses, but there are some risks in applying this method. Under punishment conditions, persons cannot escape or avoid unpleasant situations (LoBiondo-Wood et al. 2013). For an example, it can be said that, a member of a healthcare teams attempt at humor can be met by the team leaders comment, where he can say that the team members behaviors are the main source of issues in the team and if that continues his job would be under jeopardy. Embarrassing the person in front of his or her team members was the punishment in this case, and the main problem in using this tool can be the technique for teaching and that is how the person might become emotional and can change the way of behavior (Fortinash and Worret 2014). In some cases, after applying the punishment, the persons in the fit of anger or sorrow does not even remember why he or she was punished. The main principle of operant conditioning is to pun ish the behavior, rather than the person whose behavior was unpleasant. Whenever a punishment is applied, it must be administered thereafter the response with no way of escaping. The punishment must be consistent and at an reasonable rate. For an example, it can be said that, team members of a healthcare team who apologize as they rebuke the behavior of their fellow member who was engaged in some inappropriate behavior that was causing disruptions in the team (LoBiondo-Wood et al. 2013). Thus, it can be said that, punishment is not something to be employed for a prolonged time, but there must be a time out following the punishment to annihilate the opportunity of further positive reinforcement. Punishment does not serve the purpose of to harm someone or to show anger on someone. The main purpose of applying punishment as a tool is to decrease a specific behavior of a person and to maintain discipline (Engestrm 2014). Use of reinforcement is actually central to the success of the procedures of operant conditioning. To become most effective operant conditioning, it is necessary to evaluate the kinds of reinforcements are likely to enhance or diminish the behaviors for each person. Not every individual finds health care personals terms of endearment to be rewarding. Various comments like, might be offensive to some individuals. There is another issue that involves with the timing of the reinforcement applied (Clark 2015). By experimenting with animals and humans it is evident that success of operant conditioning procedures somehow depends on the schedule of the reinforcement. Initial learning demands a schedule that is continuous, and the reinforcing the behavior faster each time it occurs. When the desired behavior does not come up, then the responses that are approximated can be reinforced, and gradually shapes the behavior in the desired direction for learning. As an example, it can be said that, geriatric patients, who are lethargic and unresponsive, members of the medical team may start rewarding common gestures like eye contact or shaking hands, and then might start building up on these gestures towards bigger human contact with reality (LoBiondo-Wood et al. 2013). When a response gets established, it becomes ineffective to continuously reinforce the specified behavior. At that point of time, reinforcement can be administered on a predictable or unpredictable schedule after some responses have been emitted (Alligood 2013). The techniques of operant conditioning provide fast and effective ways to amend the behavior. Planned programs that use the procedures of the modification of behavior can be applied to healthcare. As an example, computerized instructions for patients and the staffs depend highly on the principles of operant conditioning while structuring the programs of learning. In a clinical environment, the families of chronic back pain patients are told to not to p ay more attention while the patient is complaining in dependent ways, but when the patient starts functioning independently, they must pay good attention to that. There are some patients who responds very well to the operant conditioning and states that they are experiencing lesser pain as they started becoming more active in dy to day life. Operant conditioning and techniques modifying the behaviors have been seen o work well in the clinical conditions to facilitate the learning of the nurses and the medical staffs. In nursing education, it is likely to provide access to skills by performing the tasks on the mannequins (Chinn and Kramer 2013). This can be viewed as using trial and error method that is harmless. Using this method, the nursing students can acquire the desired skills. It is a matter of fact that, human mind consists of numerous forces, like, arguments, attention, judgments and many more and these can be strengthened by more practicing. This theory is applied in nursing. The students in clinical environment face a various issues which are to be countered by various combined forces (Arnold and Boggs 2015). Thus, it would be comprehensive without collateralize all the forces together. By reinforcing the desired behavior it would be possible to enhance the chances of recurrent onset and eventually reach the go als of learning. Changes and modifications of behavioral techniques are used in training and changing of the students social and academic behavior in clinical educational environment (LoBiondo-Wood et al. 2013). This method can be applied for teaching the clinical skills to the nurses of any medical organization. Initially the behaviors of each procedure are encouraged to implement the procedures. Then the learners would be encouraged to understand and imply the correct procedures (Alligood 2014). Teachers may teach each procedure by providing information to the students before the procedure starts. For an example, it can be said that, the teacher can remind the learners for having expected behaviors for accessing the desired behavior in lesser time. In the clinical environment, the results most of the times are desirable, such as client satisfaction nd admiration from the classmates. In this procedure, each good or bad behavior is dependent on the learners understanding from the de sirable or unpleasant consequences of behavior and the boundary lines are not well separated from each other (LoBiondo-Wood et al. 2013). On the contrary of these before mentionedpoints, according to Arnold and Boggs (2015) there are some major disadvantages of using behaviorist theory as a method of learning, such as, the theory does not care about the processes involved in learning whereas, the cognitive theory views these mental processes as important. In most of the cases, principles of operant conditioning does not account for the instant behavior of the humans. In some cases, behaviorists look as humans as passive learners and not active agents who can control their own development. In most cases, it has also been seen that although there are some issues with using behaviorist theory as a method of learning, but in clinical environment none other theories are as useful as the behaviorist theory and thus the usage of this theory for learning purpose is highly popular. Thus, to conclude, it can be said that, behavioral objectives are pretty important in clinical learning in nursing. Specifically, in the mental motive area this theory can be used for guiding the students for teaching and evaluating their clinical performances. It is a matter of fact that, the foundation of education is highly based on the behavioral competence. In this theory, the role of an instructor is providing the stimuli that manipulate the environment of learning, and providing the reinforcement and transferring information s the students are the passive recipients of those information and knowledge and they execute the orders given by the instructors. 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