The Adoption of Adult Pain Perceptions by Adolescents Is Considered

As a basic concept, the social learning theory is utilized, and its behavioral category is applied to assess a specific issue. As a topic for research, the adoption of adult pain perceptions by adolescents is considered (Beccaria, Kek, & Huijser, 2018). Learning objectives for cognitive, psychomotor, and affective domains are offered. Special activities for addressing the planned objectives are applied, and the analysis of the given intervention methods is provided and explained.

Learning Theory

• The social learning theory is the basic concept.
• The behavioral category is the basis of analysis.
• Adolescents adopt adults’ pain perceptions and reactions.
• The concept may be an evidence-based mechanism.
• A behavioral factor is dominant.

The social learning theory is the concept that may be used as an evidence-based methodology to develop relevant objectives. According to Stone and Walker (2017), this framework allows predicting adolescent behavior regarding their perception of pain by comparing their opinions with those of adults. The behavioral factor, which is key, is the basic aspect of analysis and may contribute to providing appropriate correlations and justifications.

Learning Objectives

• Affective, psychomotor, and cognitive learning domains are used (Stephens & Ormandy, 2019).
• Explain imitation principles for the cognitive domain.
• Evaluate psychomotor implications in the issue context.
• Describe the affective role of the considered behavior.
• The framework of the three domains is addressed.

As learning objectives, the corresponding purposes interact with three domains. Stephens and Ormandy (2019) describe these aspects as the factors that allow evaluating the manifestations of a particular phenomenon from different perspectives. Regarding the topic about the imitation of adult pain perceptions by adolescents, the issues of imitation, psychomotor, and affectiveness will be evaluated, and appropriate findings will be made concerning the implications of these nuances.

Learning Objectives: Reasons and Taxonomy

• The audience is familiar with the considered topic.
• A high-level Bloom’s taxonomy is utilized (Morton & Colbert-Getz, 2017).
• The objectives cover the learning domains.
• Corresponding correlations may be found.
• The issue in question is relevant to nursing.

Since all the participants in the workshop are familiar with the topic, Bloom’s high-level taxonomy is used (Morton & Colbert-Getz, 2017). The choice of objectives is justified by several aspects and conditions. Firstly, all the three learning domains are addressed due to the goals set. Secondly, corresponding correlations may be obtained by following the presented activities. Thirdly, this topic relates to the field of nursing and is relevant to the care environment.

Learning Activities

• The analysis of findings on imitating behavior.
• The comparison of psychomotor factors through digital resources.
• The assessment of affectiveness based on real-life examples.
• The three activities address the learning objectives.
• The activities are of interest to the participants.

As the activities that may be of interest to the workshop participants, working with real findings is convenient. As Stone, Bruehl, Smith, Garber, and Walker (2018) argue, when evaluating the problem under consideration from the perspective of both adults and adolescents, the value of research work increases. Therefore, in addition to covering the learning objectives, the activities are relevant in view of the use of media resources to analyze and evaluate the issue.

Learning Activities: Reasons to Choose

• Analyzing findings helps reveal a behavioral nature.
• Comparing psychomotor factors contributes to obtaining credible evidence.
• Describing affectiveness as a behavioral driver.
• All the three activities address the behavioral category.
• The social learning theory is covered thoroughly.

The choice of the proposed activities is due to their conformity with the described social learning theory and, in particular, its behavioral category. According to Stone et al. (2018), the assessment of the key mediators of conduct helps provide objective correlations and basic interrelations. In this regard, each of the activities reveals the aforementioned learning domains and, at the same time, contributes to carrying out objective research.

Evaluation of Learning

• The evaluation will take place in several ways.
• Observation will be applied as an assessment technique.
• The participants’ reports will be utilized.
• Collective discussions are part of the assessment.
• The evaluation determines the success of each learning stage.

As evaluation mechanisms, several practices may be applied to meet the learning objectives. Observation helps determine the degree to which the members understand the importance of the topic in question. The participants’ reports allow drawing conclusions regarding their perception of the workshop and learning outcomes. Discussions are a means of reflection and a tool that helps answer the key questions that have arisen in the course of work.

Conclusion

• Identifying learning objectives is a valuable research practice.
• The behavioral aspect of social learning theory is considered.
• The theory helps define relevant objectives and activities.
• The evaluation tools are discussions, observations, and reports.
• The topic is interesting to research at the workshop.

The presented learning objectives refer to the social learning theory, in particular, its behavioral category. Corresponding activities are designed to these objectives and describe the implications of the learning domains in question. The theory used makes it possible to develop and implement the necessary activities. Through relevant assessment mechanisms (discussions, reports, and observations), accurate information may be obtained about the perception of the value of the workshop program for the participants.

References

Beccaria, L., Kek, M. Y., & Huijser, H. (2018). Exploring nursing educators’ use of theory and methods in search for evidence based credibility in nursing education. Nurse Education Today, 65, 60-66.

Morton, D. A., & Colbert-Getz, J. M. (2017). Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom’s taxonomy. Anatomical Sciences Education, 10(2), 170-175.

Stephens, M., & Ormandy, P. (2019). An evidence-based approach to measuring affective domain development. Journal of Professional Nursing, 35(3), 216-223.

Stone, A. L., Bruehl, S., Smith, C. A., Garber, J., & Walker, L. S. (2018). Social learning pathways in the relation between parental chronic pain and daily pain severity and functional impairment in adolescents with functional abdominal pain. Pain, 159(2), 298-305.

Stone, A. L., & Walker, L. S. (2017). Adolescents’ observations of parent pain behaviors: Preliminary measure validation and test of social learning theory in pediatric chronic pain. Journal of Pediatric Psychology, 42(1), 65-74.