Operationalization of bandura’s social learning theory to guide interprofessional simulation

Abstract

<jats:p>Background and objective: In the clinical setting, health care professionals are expected to work in teams, yet, there is limited academic exposure to other allied health students and little preparation is done in traditional classrooms to practice with other allied health students. As health professionals work in an environment influenced by social interaction, interprofessional simulation (IPS) instruction may lack necessary frameworks that support professional practice. To promote collaborative learning in IPS that takes into account real interprofessional clinical situations, Bandura’s social learning theory was used as the guiding framework for this pilot simulation study.Methods: Conventional content analysis, as used in study designs to describe a phenomenon, allowed for the flow of categories to be derived from standardized debriefing sessions with nursing and social work students (N = 24).Results: Qualitative data identified three themes capturing students’ voices: effective and efficient patient care, team appreciation, and early implementation of simulation.Discussion and conclusions: Outcomes of this pilot study support the integration of a guiding framework in designing IPS for nursing and social work education that takes into account the social nature of the clinical environment through observed action and replicated behavior for requisite interprofessional skills for clinical practice.</jats:p>

The application of Albert Bandura's Social Cognitive Theory: A Process in Learning Speaking Skill

“…The level of difficulty is adjusted to the stages of learning and the learning objectives to be achieved so that in each meeting, the level of difficulty of the materials or learning materials is different. As mentioned by Stanley, the factors that influence attention are first; clarity, involvement of feelings, level of complexity, prevalence and value of the function of the material being modeled, second; observer characteristics such as sensory abilities, interests, perceptions, and prior reinforcement (Stanley et al, 2020).…”

“…This study found that learning Arabic using Albert Bandura's theory was dominated by hiwār material, imitation of idioms, habituation, and did not teach qawā'id separately. Third, research conducted by Silahudun (Silahudun, 2020) entitled "Evaluation of Arabic Learning in Applied Albert Bandura's Social Cognitive Theory." The research method used is the descriptive analysis method.…”