4HSK0014 Learning For Professional Development 1

The essay explores that learning theories and learning styles are integral to the development of the career in nursing.  A strong career in nursing entails appreciation of both theories and practice. It  puts an emphasis on the main learning style of the student, by underscoring her strengths and weaknesses. It identifies the areas that focus on the betterment of her weaker styles.

In the essay, I intend to use three theories that include Kolb’s learning style, Honey learning style and Mumford learning style. Kolb’s experimental learning model explains learning as the method. Based on this method, knowledge is established and experience gains a transformation (Jasper, 2011).  Subsequently, Peter Honey and Alan Mumford developed an efficient learning style, modelled on the learning style of Kolb. Both Honey and Mumford four significant learning styles, including Activist, Theorist, Pragmatist and Reflector (Honey, 2006).

Based on these learning styles, every individual aims to augment one’s own personal learning. Every learner attempts to comprehend the learning styles. They are in the quest for learning opportunities modelled on these styles (Billings , 2015). According to the learning styles of Peter Honey and Alan Mumford, individuals are the product of their own learning that includes the things they comprehend, perceive and do (Honey, 2006). Learning is an overarching thing that determines the status of comprehension and regurgitating (Jasper, 2011). Learning styles can be characterized as a procedure where every individual has diverse learning styles and technique in which they learn. Everybody has distinctive identities and inclinations on their preferences. In addition, a few people have the tendency to explore diverse learning steps that determine their own learning styles (Jasper, 2011). It is believed that the nurses understand the notions of the learning practice. They will think that it is less demanding to settle on some critical choices and decisions for themselves.

The crux of the matter is how would one establish linkage between the comprehension of learning styles and the nursing practice? Learning styles will be integral to graduate attendants since it permits graduate nurse to have a superior essence of defeating any troublesome circumstance. Having a decent understanding  of learning, one can help undergraduate and graduate nursing students  handle the problematic questions (Cullum, 1997). The understanding of learning styles will be helpful for nurturing of  undergraduate nursing students, as it permits them to remain fruitful about their nursing program. A few reviews recommend that recognizable proof of learning methodologies most appropriate for various learning styles. It  may expand the learning adequacy of every undergraduate individual. It will make undergraduate nursing students versatile. It is indispensable for the undergraduate nursing students to change their learning styles.  They react to the learning interest of a particular condition (Manley, 2013).

At the other end of the spectrum, a keen understanding of learning styles will permit the undergraduate nursing students to learn the target zones that entail change. Duff (2004), recommends that the students have an inclination for a profound way to deal with the people. It considers people, who understands the importance of learning actions. T hey realize and appreciate the learning actions. The nursing students form a liaison with past learning; utilize rationale, thinking, and confirmation. The nursing students analyze  logically what they have realized and learnt. The undergraduate nursing students with an inclination will appreciate contemplating and will have the chance to watch what they are realizing.

The understanding of learning styles will be valuable to the undergraduate nursing students, because it would help them discern the imperfections that are introduced in their learning style. When they can perceive their learning style, it permits them to create successful and fitting aptitudes among each other. Knowing their learning openings and the way which they learn best will make learning less demanding, more compelling and more pleasant. It helps them to deal with their learning in a more successful manner and they are furnished with various thoughts and data about their learning inclinations.  These materials will permit them to enahnce their practical experience (Honey, 2006). When they obtain enough data about their learning styles, it empowers them to find areas that are harder and precarious to explore for themselves. Comprehension of their learning styles as an undergraduate nursing students will enhance their fearlessness and enhance their mental vision (Grant & Bach, 2009). Knowing their learning style as an undergraduate nursing students will give them knowledge on their qualities and shortcoming and will empower them to make the most of their learning procedure. As indicated by Heffler (2001), the individual learning has both qualities and shortcomings relying upon what is to be learnt and the process of learning deliberation.

Understanding of their learning styles will empower them to remain alive become professional in all aspects.  The learning styles help enhance co-operation among their associates (Grant & Bach, 2009). Besides, seeing each style has favorable position and weakness. Knowing their learning styles will extend them as a man and help them to work and take in more adequately and all the more proficiently. Perceiving learning styles as an undergraduate nursing students will give them a chance to carve out a unique way through their own best methodologies (Johns, 2009).

People do not ordinarily pick the kind of exercises that best suits them, inasmuch they are unconscious that a few techniques suit them and some hardly suit (Jasper, 2011). As indicated by Jasper (2011), most of them  discover that people are aware of the profundity of the formal learning circumstance where instructing and learning techniques are not picked by the people.  Both the techniques form a melange and are forced by other, for example, instructors, guides and teachers. They aim to impart knowledge to the young nursing students (Joy & Kolb, 2009).

As indicated by Honey (2006) survey, we have four sorts of learning which incorporates activist, reflector, scholars and sober minded thinkers. Peter Honey clarified activist learners as energetic. They like to get a significant chance to include themselves in new experiences. They like to achieve an opportunity to give things a good try and take an interest and dependably need to have a great time (Johns, 2009). Reflector learners constantly tend to consider things in points of interest before making a move and they are additionally great audience members. The theorist learners are legitimate, objective, diagnostic and give careful consideration to points of interest. The pragmitist individual learners  have an important chance to perceive how things function and they have the chance to experiment with what they have realized (Kolb, 1984).

My own particular prevailing attributes derived from Honey (2006) survey incorporates both reflector and theoretical perspectives. Nobody adapts totally in only one style, people as a whole tend to fall under the same category and get attributes from the others (Kolb, 1984). By deriving awareness in several ways,  I  have learn best will be valuable for me and will help me learn successfully in a way that suits me. Pursuing graduation with an inclination is a key way to deal with assemblage of needs and to compose their considering schedules (Riding & Rayner, 2013). It help the students deal with their time, and realize what is relied upon to accomplish the most elevated review conceivable (Duff, 2004).

As a reflector, when with a gathering of companions, I tune in to their sentiments and apply my own comprehension to the examination before putting points crosswise over other individuals to listen. Frequently, I want to adopt an insightful strategy in settling on choices by deduction in alternate points of view to others. I tend to make remedy time permitting for every crucial thing (Riding & Rayner, 2013). For example, I lean toward pondering back a circumstance before tolerating. Toward the end of the day, I generally have the chance to consider what has occurred consistently, what I have learned and what I could have improved.

In spite of the fact that I have the chance to consider what has happened and how I could enhance it.  I am once in a while constrained into circumstances that include making a move without arranging. For instance, in the primary day of my clinical position, I was solicited by one from the staff medical attendants to wash the patient, which I discovered very troublesome as I did not have much involvement in that (Moon, 2013).

As a theorist, it is indispensable for me to think about back my past experience. At the same time, I feel reluctant when adding to gathering work because of absence of certainty, which then reflects in my work. This is on the grounds that when given assignments, I tend to race through them without arranging and I struggle with time administration. At the point when given any errands to do, I generally guarantee that I thoroughly consider them well ordered (McCormack, 2013). I am very great at approaching testing inquiries, for instance  the inquiry goes like this 'what precisely do you mean by that'. Amid my position, when working with my coach I found that I generally ask similar inquiries over and again, which got my guide baffled now and again (Wright , 2011). Be that as it may, I feel awkward with subjective matter and my way to deal with issues is increasingly consistent. I have a tendency to be confined and devoted to consistent objectivity as opposed to anything subjective and regularly go out on a limb while getting things done. I can easily form a liaison with other member for instance when I am with a ton of activists (Honey, 2006). It is important to know my own particular predominant learning. It has helped me perceive that other individuals approache a similar circumstance in an entire distinctive manner from me and this has helped me get the capacity and poteniality from my past experiences (David Kolb,1984).

By reflecting on the input from Honey (2006) survey, I understood that my score for activist is low so keeping in mind the end goal to fortify my Activist style, as per Argyris (1962). It helps me to  underscore the procedure of how to realize, how to analyze managerial circumstances, how to gain are immortal intelligence (Honey, 2006). I should guarantee that I gain from other the  experience of individual, instead of simply concentrating all alone involvement. This will profit me as it will lessen the danger of committing errors. To fortify my activist style, I will test and include myself with completely new schedules. I will include myself more into discussions with other individuals, getting thoughts off them and acting as a group to take care of issues (Masters, 2015). To augment my activist learning style, I will gain from new knowledge avenues and devote myself completely to undertakings I believe are troublesome and testing. In the same way, to reinforce my activist style, I will include myself in lenghty exercises that require the qualities of the activists. This will empower better approaches for adapting, for example, taking an interest in circumstances that accentuate the base of emotions, undivided attention. At the same time, it helps to peruse thoughts that puts an emphasis on the rationale.

Summing up, The essay underscores on the principle learning style of the student, making an insight of her qualities and shortcomings. The essay distinguishes the ranges that concentrate on the improvement of her weaker styles. In the article, I plan to utilize three hypotheses that incorporate Kolb's learning style, Honey learning style and Mumford learning style. Kolb's test learning model clarifies learning as the strategy. I have picked up mindfulness about the routes in which I approach life, my mentality, convictions and how I will utilize all these to exploit my learning openings all through my course. Having perceived and investigated my past experiences, qualities and ways to deal with life, I am ready to effectively outline plans and develop that prevails in my degree and even in my practice.

Argyris, C. (1962). Interpersonal competence and organizational effectiveness.

Billings, D. M., & Halstead, J. A. (2015). Teaching in nursing: A guide for faculty. Elsevier Health Sciences.

Cullum, N., Dicenso, A., & Ciliska, D. (1997). Evidence-based nursing: an introduction. Nursing Standard, 11(28), 32-33.

Duff, A. (2004). The role of cognitive learning styles in accounting education: developing learning competencies. Journal of Accounting Education, 22(1), 29-52.

Grant, A., & Bach, S. (2009). Communication and interpersonal skills for nurses. SAGE.

Honey, P., & Mumford, A. (2006). Learning styles questionnaire: 80-item version. Maidenhead.

Jasper, M. (2011). Professional Development, Reflection and Decision-making for Nurses (Vol. 17). John Wiley & Sons.

Johns, C. (2009). Becoming a reflective practitioner. John Wiley & Sons.

Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning style?.International Journal of intercultural relations, 33(1), 69-85.

Kolb, D. A. (1984). Experiental learning. Englewood Cliffs.

Manley, K., McCormack, B., & Wilson, V. (Eds.). (2013). International practice development in nursing and healthcare. John Wiley & Sons.

Masters, K. (2015). Role development in professional nursing practice. Jones & Bartlett Publishers.

McCormack, B., Manley, K., & Titchen, A. (Eds.). (2013). Practice development in nursing and healthcare. John Wiley & Sons.

Moon, J. A. (2013). Reflection in learning and professional development: Theory and practice. Routledge.

Riding, R., & Rayner, S. (2013). Cognitive styles and learning strategies: Understanding style differences in learning and behavior. Routledge.

Wright, K., Street, P., & Gousy, M. (2011). Academic skills: using literature to support your discussion. British Journal of Nursing, 20(2).