Interprofessional Theory – Learning , Sociological, Behavioral
The review consists of identifying the components of the Interprofessional theory. Identification of the Theory components allows one to understand how to link the Theory to a practice situation.
- Concepts and Conceptual Definitions
- Theoretical Statements
- Structure and Linkages – (if there is a model that depicts this area, please use the model and make a few statements of how it links).
- • Assumptions – (not all theories will have assumptions, if none noted, then identify an assumption from what has been presented).
- • Nursing Implications – the text does not have this piece. Once you have reviewed the components of the Theory, then identify how the application of the theory will affect practice.
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Social-Constructivism Theory – Interprofessional Theory Review Sample Paper
Inter-professional education and collaborative activities have increasingly become an essential part of the healthcare system. These efforts aim to improve a practitioner’s knowledge of professional goals while fostering teamwork within the facility. The rationale behind Inter-professional Education (IPE) mostly relies on sociological aspects such as social constructivism to inform and bolster this interdisciplinary approach. This review will, therefore, evaluate the Social-Constructivism Theory by assessing its purpose, concepts, theoretical statements, structure and linkages, assumptions and implications.
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The primary objective of social constructivism is to promote an understanding of learning and best practices when solving problems. It is based on the idea that human learning develops as a result of interactions where knowledge is passed from one individual to the next. Real-life adaptive attitudes are then adopted, which then encourages sharing experiences where individuals make sense of specific workplace dynamics (DeCoux Hampton, 2016). Social constructivism espouses human cooperation as a vital requirement when seeking to produce important artifacts or a specific service. Social interactions between dissimilar groups encourages learning which eventually improves the quality of services provided at any given time. Human interaction is, therefore, capable of improving a group’s level of cognitive development through the transfer of information between individuals.
Concepts and Conceptual Definitions
Constructivism is one of the major concepts in the theory mentioned above. It focuses on systems and roles in an organization in attempt to introduce a semblance of order through stability. Similarly, workable deliberations and philosophic pragmatics are key tenets of the Social-Constructivism Theory. Workable deliberations improve relations within a group by laying the foundation for cordial interactions while philosophical pragmatism ensures that empirical ideas form the basis of concepts presented. Interdisciplinary interactions also contain aspects of social understanding and acceptable behavior during routine interactions. The introduction of situational resources makes certain that the parties involve understand and acknowledge that presence of relevant norms which should be adhered to.
Scientific knowledge also underpins social constructivism by suggesting that each individual serves a unique role and can benefit from others through regular interaction. The main aim of introducing this particular aspect is to make sure that a paradigm shift is easily introduced for the purpose of future success. Superhuman necessity is rejected with the focus being on a justification technique based on the growth of scientific knowledge. Pure relational realism fosters good relations between two or more divergent groups by finding a halfway point before reaching a compromise on preeminent practices (Prentice, Engel, Taplay, & Stobbe, 2016). Furthermore, human relation through interaction introduces an element of sociological interchange through which critical knowledge is shared while improving interface. A variety in social constructs also present diversity within the groups while learning from shared experiences.
The Social-Constructivism Theory relies upon the collaborative nature of human nature to introduced aspects of cognitive learning. Likewise, the underlying assumption informing the theory is based on the idea that learning cannot be separated from its social context. Regular interaction by individuals from different cultures and backgrounds introduces aspects of accommodation where learners are ready to integrate new knowledge to practice. Active construction of knowledge is based on aspects of environmental stimuli and interaction where roles can be transformed. Differences in how an individual reality can be harnessed for the purpose of overcoming limitations within a particular field by stimulating human cognitive structures which ultimately introduces lasting change.
Structure and Linkages
The fundamental structure of the Social-Constructivism Theory is based on the proposition that cognitive motivation is intrinsic in human beings. An individual’s drive during interaction with an individual from a different group will ultimately determine the amount of knowledge they gather and the degree of success they enjoy later in the future. The rewards presented by this type of interaction are, thus, linked to an improvement of knowledge within a group of individuals while promoting the learning process. Social constructivism involves other players in the learning process which results in the implementation of workable solutions. Interactions within groups allow participants to adopt generalization which develops a strong foundation for ideas and a clear understanding of the subject matter. Additionally, the interaction creates an opportunity for self-regulation and perseverance in the face of work-related challenges. Collaborative skills are associated with the Social-Constructivism Theory where individuals develop critical thinking and an ability to solve any emerging problem.
Over the years, the Social-Constructivism Theory has influenced the nursing profession, and with far-reaching consequences. The theory has influenced policy makers tasked with managing inter-professional liaisons to improve the knowledge and professional capability of all nursing staff. Aspects of articulation are introduced after collaborative efforts with groups that are well-versed in particular aspects of the profession (Callara & Callara, 2018). The application of the Social-Constructivism Theory in relation to inter-professional education and collaboration translates into practice where nursing practitioners are emboldened to make informed choices. It can also be used to design and review interventions bound to introduce positive changes within the profession. Patients will also remain assured of improved outcomes since collaborations foster sharing of information crucial to the development new approaches. Nurses will also gain a comprehensive understanding of their responsibility to the facility, patients and follow staff members.
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