This writer will be discussing this question from the perspective of Family Nurse Practitioner track. This writer will be using the constructivist learning theory for this discussion, as I think it will enhance my general information and positively influence future experience in healthcare settings, particularly primary healthcare setting facilities. My personal professional ultimate goal is to practice as a primary care provider for patients that receive care in neighborhood communities which are lacking proper health services. As a future Family Nurse Practitioner, I will make great effort to gain advantage in my specialty area by maintaining up to date information, advancing my educational capacity as well as taking part in clinical research in order to improve and sharpen my clinical skills, so the care I am able to provide to others is appropriate, accurate, and evidence based utilizing the newest technology and leadership skills.
According to Hsieh, Hsu & Huang (2016) constructivist learning theory, which is the theory I have chosen, is a leaning theory found in psychology that enlightens how people might obtain knowledge and learn. Cognitive theories are utilized to analyze student’s learning development process to comprehend in what way the knowledge is received, ordered, kept and retrieved by the mind. The objectives of constructivism are to comprehend the skills applied to the process of critical thinking, teamwork, and individual enquiry, skills that are of paramount importance to nursing practice and the application of evidence based practice.
Learning is a process that involves active collaboration, discussion and teamwork. One of the benefits of constructivist learning environments application is the importance placed on the social and cultural aspects of learning. This theory is focused on an active learning environment.
According to Hsieh, Hsu & Huang (2016) constructivism is founded on the impression that newly-acquired information is constructed upon and within the background of preceding knowledge. In this model, trainers originally present basic concepts, and then progressively increase to more complex concepts, whereas students apprise themselves with the more basic concepts. In a constructivist classroom, educators are required to develop all skills that the students need to actively participate.
According to Cook (2012) constructivist learning environments has potential for family nurse practitioner (FNP) students to practice safe clinical decision making through virtual stimulation. When utilizing this theoretical framework, it is crucial for Family Nurse Practitioners students to pay keen attention to the technology and pedagogy proficiencies, in the virtual learning setting in order to achieve high quality learning.
Primary care providers, on a regular basis, communicate with their clients and other healthcare providers and members of the healthcare team by the use of discussion, interchange and collaboration among each team member with the final purpose of finding the correct treatment approach for every affected patient or client they encounter during clinical practice. This process is an active learning process, which may be called constructive learning. An example is that a Family Nurse Practitioner manages her gynecological patient with an abnormal vaginal bleeding; at some point of the disease process, the Family Nurse Practitioner will refer this patient to an Obstetrics and Gynecology specialist for further required management or surgical procedure. In taking the decision to refer this patient to an Obstetrics and Gynecology specialist, the patient’s condition can be treated and managed before any complication arises that may put the patient’s life at risk. The specialist may cooperate with the patient’s primary care provider in the provision of health maintenance and continuity of care of this patient’s healthcare general.
Reference
Cook, M. J. (2012). Design and initial evaluation of a virtual pediatric primary care clinic in Second Life®. Journal of the American Academy of Nurse Practitioners, 24(9), 521-527. doi:10.1111/j.1745-7599.2012.00729.x, retrieved from http://eds.a.ebscohost.com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=1&sid=7bad8417-ad6c-4e0a-b999-104c888c03b9%40sessionmgr4010 (Links to an external site.)
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