Humanistic Learning Theory Essay

experienced, being naive and learning as a child, forgetting all preconceived ideas. As a student nurse, the humanistic learning theory is relevant because it highlights the essential for education and information to be absorbed on human development and personal growth (Knowles et al., 2014). The wish for student nurses to attain self- actualisation would be a benefit to them to learn in the clinical setting. Although, I believe that some possessions of experiential learning such as being uncritical and learning as a child appears inconsistent with some features of NMC (2015) directives to nurses. For instance, the NMC (2015) orders to nurses to raise concerns if they are being asked to practise beyond their role, skill and training,

He emphasised that the periods of development in children are general and the stages are: sensorimotor (child is incapable to take other people point of view into account), preoperational (thought changes undertaking development), concrete operational (the child is able to develop reasonable thought about a thing they can operate), and formal operational (the child can reason logically about intellectual concepts).

Piaget’s theory is beneficial to me since my determination is to be able to use my intellectual development and knowledge to change my current information to accommodate new knowledge. Argyris and Schon (1974, cited in Joyce and

Kinnarney, 2014) specified that learning is either single-loop or double-loop. The previously proposal involves discovery and amendment of errors while the later includes modifying strategies through interrogating the motivations and looking for answers to solve it. Meanwhile this theory implies that the learner is a dynamic creator, this learning style will enable me to achieve NMC (2015) directives for nurses to reflect and develop the skills and knowledge to conduct safe and effective practice as well as to challenge and intensify depraved practice when

Kolb states that there are four stages in the learning cycle: concrete experience, reflective observation, abstract conceptualisation, and active experimentation. Kolb explains concrete experience to mean a situation where a new

experience is encountered or reinterpretation of existing experience. Reflective observation is watching others or developing observations about one’s own experience, in this case the learner takes time to reflect on what has been experienced. Abstract conceptualisation is creating theories to explain observations, in this stage reflection produces new ideas as existing ideas are modified and Active experimentation is using theories to solve problems or make decisions, learner puts what has been learnt into practice and see what results it produces. Konak et al.,

(2014) believe active learning only takes place when a learner is able to complete all the four stages of the model since none of the stages on its own can produce effective learning. Reflective practice will enable me to implement observed learning and give me the chance to assess decisions that would positively impact on patient care. There are many different learning styles, although all the styles can be classified