Comparison of Educational Theories
| Traditional Expert Model | Facilitates Client-Partnership Model Social Constructivism |
| The goal of teaching is for the expert to provide content to clients, thus teachers have power over learners. | Knowledge is constructed by an engaged client who shares power in a client/nurse partnership relationship (Fits with primary health care). |
| New knowledge is memorized as distinct, and not related to prior knowledge, leading to surface learning. |
New knowledge must be linked to previous knowledge to be effective. Learners actively construct new knowledge connections, leading to deeper learning and meaning. |
| Once aware of new information and directives for actions, clients can easily implement them | A period of facilitated unlearning is needed and precedes the client’s ability to accept new ideas and adopt new actions to promote health; this remains a struggle for many |
| Clients need to be given all content information related to a health topic of concern immediately by an expert teacher |
Content is only part of the new learning and needs to be focused and limited initially. It can be supported with additional references/ learning opportunities over time |
| Learning is primarily an individual, autonomous client activity. |
Learning is social and involves dialogue with peers, professionals, and perhaps interaction with social networking sites, and sound health information internet sites. |
| Health messages are ‘one size fits all’. Information is often communicated in a way that clients cannot understand. |
Health messages are tailored to match the diverse needs of the client to promote health literacy. |
| Learning is primarily cognitive in nature. | Holistic learning involves relational, cognitive, affective, spiritual, metaphoric, and physical learning; learning can be influenced by any prior life experiences |
Foundational
Facilitating Client Centred Learning
Point of Care Resources