Learning is a complex process involving cognitive, behavioral, and emotional changes

influenced by environmental and social experiences. Bastable et al. state that learning is a
lifelong, ongoing practice of acquiring new knowledge or skills that alter thoughts, feelings,
attitudes, and actions (2020, p. 76). In the 20th century, various theories emerged regarding how
learning occurs. The most prominent are the Behaviorist, Cognitive, Social, Psychodynamic,
and Humanistic models. Different aspects of all five approaches can be applied to healthcare
education. However, the social learning theory encompasses the broadest scope of learning that
can be used in healthcare education.
Social learning theory was proposed by Albert Bandura in 1977. While it has evolved from its
inception, the basic concept purports that learning occurs through interactions with and
observations of others in a social context (Torre et al., 2006). While social learning theory is
based partially on behaviorist principles, an individual’s use of self-regulation and control to
acquire knowledge and change behavior reflects cognitive principles, thus incorporating aspects
of both theories (Braungart et al., 2016). Role modeling and vicarious reinforcement are two
concepts that are emphasized in this theory. Individuals assimilate information by observing a
role model, remembering the image, and retrieving the information when motivated to act.
Through role modeling behavior, vicarious reinforcement, and cognitive learning, the social
learning theory provides the most practical means of healthcare education. In the healthcare
setting, this role modeling process is extremely important. Healthcare students spend many
hours with their instructors in the classroom and clinic. Critical information, skills, and attitudes
are passed on as students observe their professors. In the learning process, positive role models
influence students to assimilate knowledge and retrieve it at the appropriate time to provide
optimal care to patients. As healthcare students move on to their professional careers, the social
learning process continues when they observe and emulate their supervisors or more experienced
coworkers.

References
Bastable, S., Braungart, M., Gramet, P., Jacobs, K., & Sopczyk, D. (2020). Health professional
as educator: Principles of teaching and learning (2nd ed.). Jones & Bartlett Learning.
Braungart, M. M., Braungart, R. G., & Gramet, P. R. (2016, September 9). Applying learning
theories to healthcare practice. Nurse Key. https://nursekey.com/applying-learning-theories-to-
healthcare-practice/#R8-3
Torre, D. M., Daley, B. J., Sebastian, J. L., & Elnicki, D. M. (2006). Overview of current
learning theories for medical educators. The American Journal of Medicine, 119(10), 903-
907. https://doi.org/10.1016/j.amjmed.2006.06.037