Introduction
The process of learning and acquiring new skills and knowledge is very complex and depends on many external and internal factors. There are many theories on this subject, and this essay will analyze two of them: Thorndike’s learning theory and Piaget’s cognitive development theory. These theories are based on fundamentally different scientific approaches to the problem and therefore differ markedly in their substantiation and projections of practical activities.
Discussion
This discussion examines the critical aspects of Thorndike’s and Piaget’s learning theories, providing the main features of each perspective and highlighting their similarities and differences. While both approaches contribute valuable insights to the field of learning and development, they diverge in terms of their focus and underlying assumptions. By exploring these theories, nurses can better understand how individuals learn, develop, and acquire knowledge.
Summary and Example of Each Theory
Thorndike’s learning theory is also known as connectionism or the law of effect. This theory is based on complex relationships between stimuli and responses. According to Thorndike, a person is more inclined to repeat and fix in memory those actions that led him to satisfying consequences (Brock, 2020). On the other hand, behaviors followed by unsatisfying effects are set in behavior with less frequency (Brock, 2020). From my experience, nurses consistently receive pay for completing their work tasks on time and accurately. In this case, Thorndike’s theory suggests that the positive outcomes of a financial reward reinforce the behavior of doing work responsibilities. Accordingly, in the future, the nurse will be inclined to repeat the right actions more and more carefully and skillfully. On the other hand, if a nurse faces scolding or punishment for absenteeism, Thorndike’s theory suggests that the adverse outcomes discourage the behavior pattern from being repeated.
Piaget’s learning theory, also referred to as Piaget’s cognitive development theory, has a slightly different rationale. This theory focuses on the cognitive development of individuals. Piaget assumed that cognitive development goes through certain successive stages, each characterized by unique ways of perceiving and understanding the world (Babakr et al., 2019). For example, adolescents and adults, unlike children, can think somewhat abstractly and engage in deductive reasoning. From my experience, it is essential for nurse education, as during college years, students can already solve complex cognitive problems. Piaget’s theory emphasizes the active role of learners in constructing knowledge and understanding through complex cognitive processes that are different for each age. Adult individuals continuously seek a balance between their existing and novel knowledge, adapting the incoming information to mental schemas and assimilating it better.
Comparison and Contrast of the Theories
One of Thorndike’s learning theory’s key strengths is its emphasis on reinforcing patterns of behavior. This idea has practical applications in various areas of human life, such as education and careers, where positive reinforcement can encourage positive behaviors and discourage undesirable ones. Thorndike’s theory also underlines the importance of the relationship between stimuli and responses, providing a plain scope for understanding and predicting behavior in different contexts. However, Thorndike’s learning theory also has important limitations. The first limitation is its desire to exclude the cognitive process from the learning paradigm, focusing solely on the relationship between stimuli and responses. This theory does not analyze the internal mental strategies or thoughts that may influence the learning process. Additionally, humans are complex beings, and reliance exclusively on reinforcement as the primary mechanism for learning may only partially account for their behaviors and motivations. Factors beyond pure reinforcement, such as beliefs, personal values, and social relationships, often influence an individual’s behavior.
In contrast, Piaget’s learning theory has strengths that focus on cognitive development and the active role of learners in the learning process. This theory emphasizes the importance of cognitive processing, such as assimilation or accommodation, in understanding how people make sense of their experiences. Piaget’s learning theory provides a complex understanding of the cognitive stages of development that individuals go through in life. That helps promote critical thinking and problem-solving skills. However, Piaget’s theory is also not without limitations. One limitation is that the stages of cognitive development described by Piaget are pretty strict and do not consider individual variability. This fact limits the universality of applying this theory to all settings. Modern researchers believe that unique variations play a significant role in the timing and sequence of cognitive development. However, this circumstance is wholly ignored in Piaget’s theory. This theory also takes little account of social and cultural factors that can influence learning and development.
Relationship to the Educator Role of the Nurse
Both Thorndike’s learning theory and Piaget’s learning theory have implications for the educator role of nurses in healthcare settings. Nurses can apply Thorndike’s learning theory to their educator role by focusing on positive reinforcement and rewards to encourage desired behaviors (Mukhalalati & Taylor, 2019). For example, when teaching other nurses various practical skills, a more experienced nurse can use praise to enable the students to improve their skills further. By understanding the possibilities of positive reinforcement, nurses can create a supportive and motivating learning environment for patients, students, and even their colleagues.
Piaget’s learning theory focuses more on the active construction of knowledge and cognitive development. Nurses can incorporate this theory into their educational practices, encouraging people to engage in problem-solving actively (Mukhalalati & Taylor, 2019). For example, when providing patient education, nurses can encourage patients to ask questions, explore their understanding, and connect to their experiences. Using the human psyche’s capabilities and different stages of cognitive processing, nurses can support patients and colleagues in developing a deeper understanding of healthcare concepts and enhancing their decision-making skills.
Conclusion
The discussion of Thorndike’s and Piaget’s learning theories underlines their different perspectives on learning and human development. Thorndike’s theory studies the relationship between stimuli and responses, focusing on the role of reinforcement in shaping behavior. Piaget’s theory, on the other hand, relies on cognitive development and the active construction of knowledge. Nurses can approach education from a multidimensional perspective by considering these theories and acknowledging the importance of external influences and internal cognitive processing.
References
Babakr, Z. H., Mohamedamin, P., & Kakamad, K. K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3). Web.
Brock, R. (2020). Connectionism—Edward Thorndike. In B. Akpan & T.J. Kennedy (Eds.), Science Education in Theory and Practice. Springer Texts in Education. Cham: Springer. Web.
Mukhalalati, B., & Taylor, A. B. (2019). Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators. Journal of Medical Education and Curricular Development, 6, 238212051984033. Web.