M2-3

• Ethics – refers to the guiding principles of behavior
• Ethical – refers to norms or standards of behavior accepted by the society to which a person belongs
• Moral Values – refers to an internal belief system
• Ethical dilemmas – specific type of moral conflict in which two or more ethical principles apply but support mutually inconsistent course of action.
• Legal rights and duties – refer to rules governing behavior or conduct that are enforceable by law under threat of punishment or penalty
• Practice acts – documents that define a profession, describe the profession’s scope of practice and provide guidelines for state professional boards of nursing regarding standard for practice, entry into a profession via licensure and disciplinary actions that can be taken when necessary
• . Autonomy

  • derived from the Greek works auto “self” and nomos “law"
  • Right of self-determination
• Veracity – or truth telling
• Competence – capacity of the patient to make reasonable decision
• Disclosure of information – sufficient information regarding risks and   alternative treatments be provided to enable the patient to make a   rational decision
• Comprehension – individual’s ability to understand or grasp intellectually the information being provided
• Voluntariness – patient can make decision without coercion or force from others.
• Confidentiality – personal information that is entrusted and protected as privileged information via a social contract, healthcare standard or code or legal covenant.
• Beneficence

  – “doing good” for the benefit of others

  -  Concept that is legalized through properly carrying tasks and duties contained in job descriptions
• Justice – fairness and the equitable distribution of goods and services
• Hereditary endowments – psychological and physiological  qualities
• Outcome Process Principles – educational aims, goals, objectives, outcomes, purposes or results of the learning process
• Learning - permanent change in mental processing, emotional functioning, skill and/or behavior as a result to exposure to different experiences
• Learning Theory – coherent framework of integrated constructs and principles that describe, explain or predict how people learn
• Behaviorist Learning Theory – focuses on what is directly observable, view learning as the product of the stimulus conditions (S) and the responses (R) that follow
• Respondent Conditioning

  -  Emphasize the importance of stimulus conditions and the associations formed in the leaning process
• Neutral Stimulus

  – stimulus that has no specific value or meaning to the learner is paired with a naturally occurring unconditioned or unlearned stimulus (UCS) and unconditioned response (UCR)
• Operant Conditioning

  – Burrhus Frederick   Skinner

  -  Focuses on the behavior of the organism and the reinforcement that occurs after the response.

  -  A reinforcer is a stimulus or event applied after a response that strengthens the probability that the response will be performed again
• Positive reinforcement – application of a pleasant stimulus
• Negative reinforcement – removal of an aversive or unpleasant stimulus
• Escape conditioning – an aversive stimulus is applied, the organism makes a response that causes the unpleasant stimulus to cease
• u=Avoidance conditioning – an aversive stimulus is anticipated by the organism
• Nonreinforcement – organism’s conditioned response if not followed by any kind of reinforcement (positive, negative or punishment
• Punishment – following a response, an aversive stimulus is applied that the organism cannot escape or avoid
• Cognitive Learning Theory – the key to learning and changing is the individual’s cognition
• Gestalt Perspective – emphasizes the importance of perception in learning and lays the groundwork for various other cognitive perspectives that followed
• Social Learning Theory – based on the work of Albert Bandura

  -  Consideration of the personal characteristics of the learner, behavior patterns and the environment
• Role modelling - central concept of social learning theory
• Vicarious reinforcement – determining whether role models are perceived as rewarded or punished for their behavior
• Attentional Phase – observation of the role model
• Retention Phase – involves the storage and retrieval of what was observed
• Reproduction Phase – where the learner copies the observed behavior; mental rehearsal, immediate enactment and corrective feedback strengthen the reproduction of behavior
• Motivational Phase – focuses on whether the learner is motivated to perform a certain type of behavior
• Psychodynamic Learning Theory – emphasizes   the importance of conscious and unconscious   forces in guiding behavior, personality conflicts   and enduring effects of childhood experiences   on adult behavior
• Id – most primitive source of motivation; operates   on the pleasure principle