B Y M I C H E L L E F L O R E S , C O N N I E H E C K M A N, N O A H S A R R , A N D E I L E E N S M I T H

STUDENT CHARACTERISTICS AND

LEARNING THEORIES

PROFILE OF CONTEMPORARY NURSING STUDENTS

According to Billings and Halstead (2012), “The profile of nursing

students in the new millennium is markedly different from that of

the past” (p. 15).

STUDENT CHARACTERISTICS

AgeDifferent GenerationsGender EthnicityDisability and Special Needs

AGE

According to the National League for Nursing (NLN)

in 2012, only 16% of baccalaureate nursing

students were over the age of 30.

Generation Y Generation X Persons born between the

late 1970s and mid to late 1990’s

Technologically savvy Comfortable with

multitasking Value doing rather than

knowing Work well with others as a

team Optimistic and realistic Rewrite rules

Persons born between 1965 and 1976

Comfortable with change and technology

“What’s in it for me?” attitude

Have multiple role responsibilities

Reject rules Pragmatic and practical Latch-key kids

DIFFERENT GENERATIONS

GENDER

According to the National League for Nursing (NLN),

only 13-14% of baccalaureate nursing students were males in

2012.

ETHNICITY

The NLN reports enrollees in baccalaureate nursing programs in 2012 consisted of 12% African Americans, 8% Asian or Pacific

Islanders, 1% American Indians or Alaskan Native, 6% Hispanic and

6% listed as other.

DISABILITIES & SPECIAL NEEDS

Learning DisabilityPhysical DisabilitySubstance AbuseMental Health Problems

LEARNING DISABILITY

Generally defined as neurological disorders of the brain that affects the way a person learns or processes oral or written language and/or mathematical concepts and reasoning (Frank,

2012). DyslexiaAttention Deficit DisordersMemory DeficitsDifficulty with Reading and Writing

PHYSICAL DISABILITY

Generally defined as a motor (walking, lifting, standing and maintaining stamina) or sensory (hearing, speech,

vision or respiration) impairments (National Organization of Nursing with Disabilities, 2006).

Impaired VisionHearing LossSpeech ImpairmentSpinal Cord InjuryBack ConditionArthritisHemiplegicAsthma

According to the National Organization of Nurses with Disabilities (2006),

“While the number of nursing students and nurses with disabilities is unknown, based on

national prevalence estimates defining disability according to functional limitations

(e.g., limitations in functional activities including hearing, seeing, walking, speaking, lifting and carrying, and climbing stairs) 33

million (16%) Americans, aged 15 and above, experience one or more limitation in physical

function”.

SUBSTANCE ABUSE

The 4th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) definition is as follows:

A. A maladaptive pattern of substance use leading to clinically significant impairment or distress, as manifested by one (or more) of the following, occurring within a 12-month period: Recurrent substance use resulting in a failure to fulfill major role obligations at

work, school, or home (e.g., repeated absences or poor work performance related to substance use; substance-related absences, suspensions or expulsions from school; neglect of children or household)

Recurrent substance use in situations in which it is physically hazardous (e.g., driving an automobile or operating a machine when impaired by substance use)

Recurrent substance-related legal problems (e.g., arrests for substance-related disorderly conduct

Continued substance use despite having persistent or recurrent social or interpersonal problems caused or exacerbated by the effects of the substance (e.g., arguments with spouse about consequences of intoxication, physical fights)

B. The symptoms have never met the criteria for Substance Dependence for this class of substance.

According to the American Association of Colleges of Nursing (2014), “Substance abuse and its sequelae, addictive illness, can lead to

serious physical, psychological, and social problems ranging from loss of employment to death. High school and college students are

in the segment of the population most at risk: of the 13.9 million illicit drug users in the

United States, the highest rate of use is for those between the ages of 16-20, the same age group that includes the highest rate of

heavy drinkers”

MENTAL HEALTH ISSUES

DepressionAnxietyBipolarSchizophreniaAddictionEating DisorderObsessive Compulsive Disorder

LEARNING THEORIES

“A learning theory is defined as a coherent framework of integrated

constructs and principles that describe, explain or predict how people learn” (Keating, 2015, p.

65).

LEARNING THEORIES

Used alone or in combinationsUsed by educators to facilitate the best educational outcomes

Typically emphasizes the learner and not the teacher

LEARING THEORIES

Behavioral Learning TheorySocial Cognitive Theory/Social

Learning TheoryCognitive Learning TheoryConstructivist Learning TheoryAdult Learning TheoryHumanistic Learning Theory

BEHAVIORAL LEARNING THEORY

All behavior is learned, it can be shaped and rewarded to achieve the desired outcome

Pavlov and Thorndike established behaviorism in the 19th century

Classical or Pavlovian conditioningOperant conditioningReinforcement and PunishmentHighly structured learning environment

SOCIAL COGNITION/SOCIAL LEARNING THEORY

People learn rules, skills, beliefs, attitudes, and strategies by observing role models

This theory is attributed to BanduraRole modelingObservational learningPersonal beliefs such as self efficacyLearning occurs in a social environment

COGNITIVE LEARNING THEORY

Focuses attention on internal, mental processes such as thinking, memory, information

processing, and information organizationAttributed to the work of Gestalt psychologists in

early 1900’sStudents have an active role instead of passive

roleStrategies for presenting content in many ways

that foster memory and understandingMetacognition Transformative learning

CONSTRUCTIVIST LEARNING THEORY

Learners construct their own version of what they learn and understand

Based on the work of PiagetLearners are not passiveKnowledge is subjective and personalSocial interactions are a critical aspectApprenticeship is supported by this theory

ADULT LEARNING THEORY

Adult learners bring vast knowledge and experiences with a focus on real-world,

relevant, practical issuesAdults learn differently than childrenProblem centered and not content centeredFaculty and learners work togetherSelf directedFlexibility to focus on self goals

HUMANISTIC LEARNING THEORY

Focuses on the development of the individual, with self-actualization as the highest

attainable levelBased on Maslow’s work Carl Rogers contributed to the theory tooEmphasizes personal freedom, choice, self-

determination and self-actualizationGoals are to facilitate the learner’s positive

attitude, self-esteem, responsibility and enthusiasm

“In the real world of complex clinical sites and busy classrooms, educators draw from a variety of learning theories for the teaching strategies that are appropriate for

a particular course, learner and content” (Keating, 2015, p. 65).

REFERENCES

American Association of Colleges of Nursing (2013). Race/ethnicity of students enrolled in generic baccalaureate, master’s, and doctoral programs in nursing, 2004-2013. Retrieved from: www.aacn.nche.educ/research-data/EthnicityTbl.pdf

Billings, D. M. & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.

Frank, B. (2012). Teaching students with disabilities. In Billings, D. M. & Halstead, J. A. (Ed.). Teaching in nursing: A guide for faculty (55-75). St. Louis, MO: Elsevier.

Keating, S. B. (2014). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer.

Medicine Net (2014). Definition of substance abuse. Retrieved from: www.medicinenet.com/script/main/art.asp?articlekey=24405

National League for Nursing (2013). Annual survey of schools of nursing, fall 2012. Retrieved from: www.nln.org/research/slides/index.htm

National Organization of Nurses with Disabilities (2006). NOND internet resource clearinghouse: Regional demonstration project. Retrieved from: www.nond.org/resources/CCT_Final_Report.pdf

Saylor, C. (2014). Learning theories applied to curriculum development. In Keating, S. B. (Ed.). Curriculum development and evaluation in nursing (63-83). New York, NY: Springer.