Graduate Certificate Nursing Education Learning Essay

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For this purposes, researches involving adult learning theories were studied. It was established that Typical adult learning theories encompass the basic concepts of behavioral change and experience. From there, complexities begin to diverge specific theories and concepts in an eclectic barrage of inferences. Furthermore, there are "four invariant stages of cognitive development that are age related" (Merriam & Caffarella, 1999, p. 139). According to the authors, Piaget contends that normal children will reach the final stage of development, which is the stage of formal operations, between the age of twelve and fifteen. According to a literature review by Owen (2002), humanism, personal responsibility orientation, behaviorism, neobehaviorism, critical perspectives, and constructivism are all important facets of, and perspectives on, adult learning theory. The most common treatments of the research of these areas of self-directed adult learning are learning projects, qualitative studies, and quantitative measures. Collins (1991) explores adult learning as the interactive relationship of theory and practice. In basic terms, the adult learner studies a particular theory and then puts it into practice when presented with the opportunity to do so. Thus, the understanding of an adult learning theory can prompt practice and practice can prompt adult learning theory revision.

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The given literature also helped me establish that there is a limited coherence found in between these learning theories; therefore in order to identify these differences and gain clarity on them, queries were shared with the supervisor who cleared them well. Furthermore, while analyzing the state of the patient, effort was made to apply adult learning theories. Differences between patients at different chronological stages were analyzed and compared with the teachings of these theories. For further leaning, behavior differences between colleagues were also analyzed and discussed with the supervisor.


Essay on Graduate Certificate Nursing Education Learning Assignment

This objective surrounded around describing the importance of dietary plans to the patients. Since Anorexia Nervosa is a highly dysfunctional and hazardous disorder which forces patient to reach the state of starvation, it was highly difficult to convince the patient regarding restoring a healthy diet . The first step in treating patients with AN is to establish a good therapeutic alliance with the patients by respecting their realities and their rhythms of change, which are very slow because of their absolute denial of their thinness (Colton & Pistrong, 2004).

Also, the impact of chronological stages was also considerable while performing this activity. Since AN appears usually during adolescence which itself is a complex biopsychosocio-cultural period causing mental distress. Part of achieving this objective was to understand the causes of this syndrome which can vary in different patients. Furthermore, understanding the cultural differences that patients had, was also an important factor in handling such patients (Couturier & Lock, 2006).

Efforts were made to develop suitable interpersonal skills for achieving this target. For this purpose, reading of the suitable reference material was done to acquire suitable knowledge about handling such patients. Furthermore, while orientation was required to be given to these patients, I did review exercises with my colleagues and demo orientations were given to them. Initially, this exercise of orientation was performed in the presence of my supervisor to ensure that hazards of AN are communicated well to the patients. Feedbacks from the supervisor were taken at the end of these sessions which were documented in the log maintained for this purpose and its findings were considered while preparing for the next one (Fox, 2009).

One important part of this objective was to handle patients from different cultural backgrounds. Medical counselors and nurses while treating patients from different cultural backgrounds may face a lot of difficulties. There is a clear distinction between what a mental illness can be in the eyes of science and how it can be seen by the patient. This brings responsibility on the shoulders of the counselor to bring the patient and science on the same page. And while doing so, counselors may have to face number of difficulties. This cross-cultural difference may develop a discrepancy between the views of the medical practitioner and the patient. For this purpose, I studied the concept of cultural competence. This required to develop an understanding that first of all, the nurse is expected to develop and exhibit a deep value for cultural diversity. Being aware of the dynamics when people from various social and cultural backgrounds correspond to each other, will help the burse understand the behavior of various cultures towards each other. Secondly, the nurse is expected to move away from theory and take practical measures to meet the diverse needs of the patients (George, 1997). Thirdly, it is important for the counselor to conduct cultural competence self-assessment time and again to gain insight about his competence level (Betancourt et. al, 2003). Furthermore, language barriers and communication styles, are the factors which are important to be considered before actually initiating the treatment. Furthermore, where families are part of the counseling sessions, a family member who can act as an interpreter may appear helpful. However, this does leaves a room for the counselor to gain familiarity with the key terms of the particular language so that the patient feels comfort. Furthermore, mode of communication should also be considered during communication.

Having sound knowledge of the values of the patient is also of significant importance. Gaining familiarity with negative cultural or ethnic stereotypes, male-female roles etc., interactions between individuals and general family cultures, is also part of acquiring cultural competence. Where the nurses are expected to be well-versed with the application of basic behavioral theories, familiarity with the RESPECTFUL Counseling Cube, will prove equally beneficial. This multidimensional cube gives thorough consideration to religion and spirituality (R), economic class background (E), sexual identity (S), psychological maturity (P), ethnic and racial identity (E), chronological stage (C), trauma (T), family background (F), unique physical characteristics (U), and geographical location (L) (Dander & Daniels, 2001). Gaining an understanding of these areas helped me greatly to gain an understanding of patients background.

By the end of fourth week of this activity, a list of patients who were handled by me independently was maintained and their current diet intake was analyzed. The outcomes were shared with my seniors and it was established that out of fifteen patients, twelve showed a healthy diet intake which established the achievement of this target.


Having discussions with family to turn the treatment into family centered care, was another task which required special effort by me (Carlton & Pyle, 2007). It is an established fact that family care can increase the benefits of the treatment exponentially. However, there is always a higher probability that the patient does not have suitably cordial relationship with his family members, or the family members are not willing to invest time and effort into patients' treatment (Ma, 2008). Overcoming these barriers required exceptional interpersonal skills as it was directly related to altering human behavior. sharing patient's state with his/her relatives and then gaining their support was the core objective of this activity (Dallos & Danford, 2007).

by the end of this activity, my expectation was to Be able to have thorough sessions with families of the patients where they can be elaborated about the role that they can play in making patients follow the treatment effectively. This further includes convincing families understand the seriousness of the medical condition that the patient is facing and elaborating them about how they can make the difference. For this purpose, I did demos of sessions with my peers and had impersonated question answers session with them. Also, I was asked by my supervisor to perform communication with patients families during which his role was to Observe me closely while handling the patient and provide me with feedback later (Honey et. al, 2008).

since this objective was difficult to quantify; therefore me and my supervisor established a system of sharing constructive feedbacks after every session and also decided to prepare a log along with the testimonials from few patients families which stated that they understand well the importance of their support because of the efforts of hospitals' staff or if there was any other feedback, they were requested to share that too. On the basis of seven testimonials, out of which five were positive, my supervisor gave me a written recommendation regarding the achievement of this target.


Developing a systematic understanding of learning theories which includes Andragogy, Pedagogy and geragogy as applied to various learning situations at my current educational institute and also during my employment and Understanding application of adult theory in nursing was my objective as mentioned in the learning contract draft.

By achieving this goal, I was expected to Be capable of accurately and comprehensively refer to the concerned theories when analyzing the literature given and reviewing the work of peers, Apply the learning theories and other concepts in the patient's treatment, Be able to quote the theories and principles correctly, Be able to understand, discuss and quote adult learning theories to my peers, superiors and… [END OF PREVIEW] . . . READ MORE

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Graduate Certificate Nursing Education Learning.  (2012, May 28).  Retrieved April 12, 2021, from

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"Graduate Certificate Nursing Education Learning."  May 28, 2012.  Accessed April 12, 2021.