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ABSTRACT: Experiential Learning in an Undergraduate Course in Group Communication and Decision Making

The innovative structure of an undergraduate course on communication and decision making in small groups, based on the framework of Kolb’s experiential learning theory, is described. The course involves doing in-class exercises that replicate published research about a given topic. Exercises involve completion of a group task, the manipulation of
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ABSTRACT: Social Learning Theory and the Health Belief Model

The Health Belief Model, social learning theory (recently relabelled social cognitive theory), self-efficacy, and locus of control have all been applied with varying success to problems of explaining, predicting, and influencing behavior. Yet, there is con ceptual confusion among researchers and practitioners about the interrelationships of these theories and variables.
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MANUSCRIPT: Making psychological theory useful for implementing evidence based practice: a consensus approach — Michie et al. 14 (1): 26 — BMJ Quality and Safety

Background: Evidence-based guidelines are often not implemented effectively with the result that best health outcomes are not achieved. This may be due to a lack of theoretical understanding of the processes involved in changing the behaviour of healthcare professionals. This paper reports the development of a consensus on a theoretical
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ABSTRACT: Broadening conceptions of learning in medical education: the message from teamworking – Bleakley – 2006 – Medical Education – Wiley Online Library

Background  There is a mismatch between the broad range of learning theories offered in the wider education literature and a relatively narrow range of theories privileged in the medical education literature. The latter are usually described under the heading of ‘adult learning theory’. Methods  This paper critically addresses the limitations of
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ABSTRACT: Human and social capital as facilitators of lifelong learning in nursing

To ensure that lifelong learning is, and remains, a reality as a vehicle for facilitating continuing professional learning in nursing, certain mechanisms need to be instituted specifically for this purpose. Some of the key organisational facilitators for achieving this include individual performance reviews, Workforce Development Confederations, professional self-regulation, and Investors
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