Social Learning Theory: its application in the context of nurse education

doi:10.1054/nedt.2000.0522

Nurse Education Today

Volume 21, Issue 2, February 2001, Pages 110-117

https://doi.org/10.1054/nedt.2000.0522 Get rights and content

Abstract

Cognitive theories are fundamental to enable problem solving and the ability to understand and apply principles in a variety of situations. This article looks at Social Learning Theory, critically analysing its principles, which are based on observational learning and modelling, and considering its value and application in the context of nurse education. It also considers the component processes that will determine the outcome of observed behaviour, other than reinforcement, as identified by Bandura, namely: attention, retention, motor reproduction, and motivation.

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Self-efficacy is an important learning outcome as nurses who develop high self-efficacy are more likely to view difficult tasks as something to be mastered rather than avoided (Bandura, 1977). Increased self-efficacy is positively related to clinical competence (Bahn, 2001; Bandura, 1977; Burke and Mancuso, 2012). OSCEs provide a practical rehearsal of ‘doing’ a task post-theoretical learning, contributing to feelings of assurance, confidence and competence in the clinical skill (Jeffery et al., 2014).
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This review was conducted using the Whittemore and Knafl's framework for integrated reviews.
Using the search terms OSCE OR OSCA OR objective structured clinical examination AND nursing NOT undergraduate, a comprehensive review was conducted using CINHAL and MEDLINE.
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OSCEs for post-registration nurses have evolved from the original OSCE design and have been adapted to a wide range of clinical settings and specialities. OSCEs were recognized as a valuable learning and assessment tool across the world for post-registration nurses. OSCEs offered strengths in terms of learner satisfaction and increased self-efficacy for this cohort. There was limited evidence supporting the effects of OSCEs within post-registration nursing education in comparison with other educational tools. Further research is needed to explore whether the knowledge gained in OSCEs is translated into clinical practice and whether simulation-based education is more effective in achieving enhanced knowledge compared to traditional-based education. Future research is required using RCT methods to compare the impact of OSCE to traditional-based education.
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ArticleSocial Learning Theory: its application in the context of nurse education

Abstract

Nurse Education Today

Nurse Education Today

Nurse Education Today

Nurse Education Today

Nurse Education Today

Mentorship in nursing: a literature review

Journal of Advanced Nursing

Self-efficacy: the Exercise of Control.

Making a curriculum work

The Planning of Change.

Prescription for recovery.

Socialisation and personal change: a personal construct psychological approach

Journal of Advanced Nursing

Moral learning in nursing education: a discussion of the usefulness of cognitive – developmental and Social Learning Theories

Journal of Advanced Nursing

Novice nurses are not well treated by colleagues

British Journal of Nursing

Integrating what is taught with what is practised in the nursing curriculum: a multi-dimensional model

Journal of Advanced Nursing

Article
Social Learning Theory: its application in the context of nurse education