Registered Nurses' Association of Ontario

Comparison of Educational Theories

Comparison of Educational Theories

Traditional Expert Model Facilitates Client-Partnership Model
Social Constructivism
The goal of teaching is for the expert to provide content to clients, thus teachers have power over learners. Knowledge is constructed by an engaged client who shares power in a client/nurse partnership relationship (Fits with primary health care).
New knowledge is memorized as distinct, and
not related to prior knowledge, leading to surface learning.
New knowledge must be linked to previous knowledge to be effective. Learners actively construct new knowledge connections, leading to deeper learning and meaning.
Once aware of new information and directives for actions, clients can easily implement them A period of facilitated unlearning is needed and precedes the
client’s ability to accept new ideas and adopt new actions to promote health; this remains a struggle for many
Clients need to be given all content information
related to a health topic of concern immediately
by an expert teacher
Content is only part of the new learning and needs to be focused and limited initially. It can be supported with additional references/ learning opportunities over time
Learning is primarily an individual, autonomous
client activity.
Learning is social and involves dialogue with peers, professionals, and perhaps interaction with social networking sites, and sound health information internet sites.
Health messages are ‘one size fits all’. Information
is often communicated in a way that clients cannot understand.
Health messages are tailored to match the diverse needs of the client to promote health literacy.
Learning is primarily cognitive in nature. Holistic learning involves relational, cognitive, affective, spiritual, metaphoric, and physical learning; learning can be influenced by any prior life experiences
Foundational
Facilitating Client Centred Learning
Point of Care Resources