What demonstrates that learning can be incremental knowledge and

What is learning

Learning is
the process by which we require knowledge, skills or insight as well as having a
result of the process. For example, training, which enables people to acquire
more skills and knowledge to undertake objectives effectively. Learning can
also occur through experience in and around work, or our daily living. In short,
it demonstrates that learning can be incremental knowledge and skills achieved within
present context but on the other hand developing knowledge, skills, insight can
be associated with changed view what the job is all about. This is called transformational
learning. Transformational learning aims for more difficult objectives which
means full understanding and work through incremental learning need to exist
first to have successful experiences.

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Long life learning

According to
(Steffens, Karl 2015) long life learning is not only about learning that we
develop through school or university, but it can be referred to as non-formal
and informal throughout an individual’s life span.  Life long learning is an active process where
personal and professional goals are met by student research for knowledge,
understanding and how they can put that into practice (Chiang, V.C.L., 2013). In
relation to lifelong learning the (Nursing and Midwifery Council 2015), code
22.3 states “keep your knowledge and skills up to date, taking part in
appropriate and regular learning and professional development activities that
aim to maintain and develop your competence and improve your performance” The
NNC code ensure that nursing and midwifery professionals maintain the standards
and keep their skills and knowledge up to date to uphold their professional
standards. In addition, lifelong learning includes skills search as problem
solving, critical thinking, effective team work and self-directedness. This encourages
and empowers individuals to gain all the knowledge, values, skills, and
understanding they will require throughout their lifetimes and to apply them in
practice with confidence (Davis, L., Taylor, H., & Reyes, H. (2014). In agreeance with (Merrion et al.,
2007) university students as learners, prefer to take control of their own
learning through self-direction, this is because everyone has a different
learning style.

Learning process

The learning
process takes the view that since we learn mostly by doing things and them thinking
about how we can get them done, the learning sequence can be set out as the
learning cycle identified by the Honey and Mumford (1995). The cycle focus on learning
form experience, activity and it a present logical sequence, which often start
with the experience. If there is force on each stage of the cycle the learning
is more effective and it also more because you can adopt the learning cycle (Caple,
J., & Martin, P. 1994). Honey and Mumford developed a learning style questionnaire
that is followed by four learning styles. When completed scores from the questionnaire
will revel if you learn through one or more of the learning style. The current study
of Honey and Mumford (2000) adds to the learning style because it is evident
that the style can be modified through experience. In establishing this an
investigation of learning styles was carried out with a group of students in a
problem based learning curriculum to see if learning would change over time
with this new way of learning (Fourie 2008). Problem based learning PBL is a student-centred learning
method where students work together in small groups by setting their own goals
with each other to solve problems. With the process of PBL students can ask questions
about teams and phrases with will increase clarification, for example collaborative
working within placement (Bridges, S., 2012).

Here is the
learning style. Activists learn best from relatively short here and now tasks. They
are keen on hands on work and dive in with both feet as they have an open-minded
approach to learning. However, they do not learn well in positions that are
laid back for example, listening to lectures and reading. Reflectors learn best
from standing back, listening and observing during the activity. As well as collecting
information and later thinking about what happened. When collecting information,
they take the time to work towards and appropriates solution, but if rushed
they don’t learn well because they don’t have the opportunity to plan. Theorist
learn best when they can understand and review things in a systematic way,
concepts, models or theories. They like to come up with ideas even though they may
not link to current reality. Learning is less effective without explicit or
implicit designs. Finally, there is pragmatist who learn best when they are exposed
the techniques or processes put into practice in the real world and can be
applied in immediate circumstances. They learn less when it come to abstract
concepts and games if they can not see the way in which the idea is put in
action distant from reality (University of Leicester 2017).
These styles are contestant with the four stages of the learning cycle which
is why individuals don’t force on each stage cycle, this is because they may
not like certain ways of learning. In addition, the learning styles mentioned
above are the learning approaches that are commonly used by individuals as a
way of maximising their own personal learning, their understanding and having
the competence to use their learning style. According to the Honey and Mumford questioner
my strongest learning style is the activists. In a way I agree with the outcome
of the questioner because I like to actively participate in experimentation, completing
brainstorming tasks and thinking on my own feet. At the same I’m good at observing,
researching and considering all perspectives before acting. Identifying my own learning
style has increased my self-esteem and self-understanding, this in agreeance to
the Ehrhard (2000) study. This allows nurses to development critical
thinking skills and to supports reflection and detail in client care (Eason 2010).