Report to Management: Improving Learning Approaches at Cloudview

Executive Summary 

The analysis of Cloudview’s Hoist Management training program highlights the necessity of making strategic improvements to address the highlighted challenges. Cloudview is a renowned nursing facility that has been there for over 40 years. Because of its important role in the care of the elderly, the training program needs to be flexible enough to suit different learning styles and tackle unique problems. A holistic strategy is advised to maximize the training environment, including concepts from important learning theories—behaviorism, cognitivism, constructivism, and experiential learning. There were certain limits in engagement, interaction, and alignment with diverse learning preferences that were highlighted by the observed training session. However, it did give significant insights. The suggested changes would make the training paradigm more unified and adaptable by incorporating ideas from all the learning theories. Using the first hoist equipment presentation as an example, behaviorist principles provide an organized introduction. While constructivist ideas encourage group work in the classroom, cognitivist methods emphasize the importance of explicit demonstrations to improve comprehension. Per Kolb’s cycle, experiential learning principles guarantee a well-rounded education. These adjustments enhance theoretical knowledge, practical abilities, and interpersonal competencies, which align with the learning objectives. By constantly refining its training processes, Cloudview can attract and retain a caring and attentive workforce, raising the bar for the quality of care residents get.

Introduction

The training processes at Cloudview, a storied Scottish nursing facility with a history spanning four decades, are facing serious problems. Cloudview can accommodate up to 85 people owing to its round-the-clock experienced nursing and care personnel. The external challenges in obtaining qualified care workers have prompted the need for internal training programs. Despite this expenditure, senior nursing staff have expressed worries about recruits making chronic mistakes requiring lengthy post-training assistance. Additionally, some applicants have to take occupational certification examinations many times. This paper examines the Hoist Management course and recommends enhancing it in light of budgetary restrictions and increased scrutiny of the care home industry. It was commissioned to address these challenges by Cloudview’s management. Ensuring the safe handling of senior citizens is a top priority, so this course provides comprehensive instruction on hoisting equipment. In the following parts, we will discuss the present Hoist Management course’s pedagogical goals, training obstacles, and observations in detail.

Learning Theories Analysis

Several learning theories provide useful frameworks for analyzing Cloudview’s training environment, focusing on the Hoist Management course. It is essential to comprehend these frameworks to develop efficient training approaches, as each theory offers a distinct viewpoint on how people learn and use information. The learning environment at Cloudview is influenced by behaviorism, a school of psychology that emphasizes observable actions and external stimuli. The behaviorist concepts are upheld by trainers Jenny and Liz in their extensive lectures and early demonstrations. An hour-long presentation on hoist equipment acts as a direct stimulus, showing how to do it right by setting a good example. Staddon (2019) claims that this fits well with the behaviorist concept of “stimulus-response-reinforcement,” whereby students see an example of a desired action (stimulus), try to imitate it (response), and then get positive reinforcement (feedback) for their efforts.

Nevertheless, Cloudview’s behaviorist approach might not be without its flaws. There are concerns over the method’s efficacy due to the noticeable absence of participation during the training session. Muhajirah (2020) claims that the cognitive skills necessary for comprehending and remembering complicated information, like hoist management strategies, are often neglected by behaviorism, which is primarily concerned with outward actions. Training may be more effective if it combines behaviorism’s organized approach to learning with cognitivism’s and constructivism’s ideas. The cognitive qualities overlooked by a behaviorist approach might be addressed by providing chances for active participation, reflection, and conceptualization. Cloudview can provide a more thorough and efficient learning environment by integrating behaviorist principles with components that encourage internal cognitive processes.

Employees at Cloudview may benefit much from cognitivism’s explanations of how the mind works and how knowledge is structured if they were to study hoist management. This model views learning as an activity that requires data storage, organization, and encoding. Jenny and Liz’s thorough vocal presentation aligns with cognitivist ideas, which seek to make information processing easier in the mind. The cognitive components of learning are met by including PowerPoint slides and detailed vocal explanations, encouraging participants to use higher-order thinking. In line with cognitivism’s goals, as Khan et al. (2020) stated, trainers help students comprehend hoist management by providing technical specifics. The lack of trainee inquiries and the restricted contact time raise concerns about the quality of cognitive engagement. Although cognitivism is fundamental to comprehension, it calls for chances for students to participate, apply what they’ve learned, and ask questions. The cognitive engagement and reinforcement of hoist management ideas may be enhanced by incorporating interactive components like question-and-answer sessions, case studies, or problem-solving activities. Cloudview should foster an atmosphere that promotes active engagement, discourse, and applying theoretical understanding to maximize cognitivism’s advantages in training, according to Anastasie and Cyprien (2021). This technique guarantees that students grasp the technical aspects and can use this knowledge in real-life caring situations. As a result, they can help enhance the hoist management procedures at Cloudview.

If Cloudview wants to improve its teaching strategy, it could look to constructivism, a philosophy of learning that says information is actively built via social interaction and personal experiences. Although present hoist management training is instructive, it does not focus enough on the collaborative and social components of learning. Fostering collaborative learning settings is crucial to embracing a more constructivist approach, according to Tomljenovic and Vorkapic (2020). Jenny and Liz were experts in their field, but the learners in the observed training session didn’t seem to interact much with one another. There seemed to be a chance for shared learning that wasn’t taken advantage of because there weren’t any questions or debates. Incorporating problem-solving situations, group debates, and peer-to-peer interactions might enhance the training experience while staying true to constructivism. Connecting new information to current knowledge is also stressed in constructivism. For trainees to have a deeper grasp of hoist management, connecting academic concepts with actual experiences and combining new information with their past caring expertise is important. This method improves the transferability of information from the classroom to the actual world of caring and is consistent with the constructivist paradigm (Suhendi et al., 2021). By adopting a constructivist stance, Cloudview can provide a more interactive and interesting learning environment. This new emphasis on group projects and practical application of information aligns with constructivist concepts; it will help students build their understanding by drawing on the many perspectives of their classmates.

Honey and Mumford’s approach classifies learners into four distinct types: activist, reflector, theorist, and pragmatic. Upon careful observation of the Hoist Management training, it becomes apparent that the primary focus was catering to those who preferred the Theorist learning style. The comprehensive presentation of information and in-depth explanation of mechanisms are designed to accommodate those who prioritize analyzing and comprehending fundamental ideas before engaging in actual implementation. Nevertheless, the absence of practical experience and the restricted availability of possibilities for active experimentation posed a disadvantage for those with activist and pragmatic orientations. According to Numgwo et al. (2019), activists who prefer practical engagement and experimentation could have experienced a sense of disconnection during the primarily theoretical session. Individuals who adhere to the pragmatic philosophical perspective, which emphasizesemphasizes practical problem-solving, may have perceived the training as deficient in its applicability to real-world scenarios.

Furthermore, the lack of clear support for implementing reflective techniques placed those who preferred the Reflector learning style in a disadvantaged position. Individuals with a preference for reflection tend to prioritize observing and contemplating situations before actively participating, and the training program’s design did not adequately accommodate this particular learning style. In order to promote inclusion, it is recommended that the Hoist Management training program integrate a diverse range of activities, including practical exercises, collaborative group discussions, and introspective sessions. According to Lang (2023), this approach would accommodate the varied interests of individuals categorized as Activists, Reflectors, Theorists, and Pragmatists, enhancing the overall educational experience.

The four phases that make up Kolb’s Experiential Learning Cycle are as follows: Active Experimentation, Reflective Observation, Abstract Conceptualization, and Concrete Experience. Using this cycle to examine Cloudview’s Hoist Management training exposes its strong points and places for growth. During their hour-long talk and demonstration, Jenny and Liz covered the first step of Concrete Experience. Trainees gained practical experience by being exposed to the physical components of operating hoist equipment. Nevertheless, the next phases of Kolb’s cycle were neglected. The stage when students think critically about what they’ve learned—Reflective Observation—was underappreciated. A chance for reflective practices was lost due to trainees’ lack of involvement and inquiries. Chiu (2019) argues that this is the most important part of the learning process since it helps cement the information and connect to what the student already knows. The observed training had little capacity for abstract conceptualization, building abstract ideas from experiences. Although the intricacies of the mechanisms were covered, there was little chance for the trainees to think abstractly and connect to bigger ideas. Students only scratched the surface of active experimentation, the phase where they put their knowledge to use in authentic contexts. The trainees could not work together to solve difficulties, actively experiment with the hoist equipment, or share their experiences. Cloudview might do a better job providing Hoist Management training if it included exercises that dealt with each phase of Kolb’s cycle (Morris, 2019). Group conversations on general ideas, guided introspection, and practical exercises that promote risk-taking are all possibilities. Cloudview can better support Kolb’s experiential learning principles by facilitating a more comprehensive learning experience in this way.

Recommendations

Several changes are suggested to fix the issues with Cloudview’s Hoist Management training. A more comprehensive and flexible training program may be achieved by combining aspects of major learning theories, such as Behaviorism, Cognitivism, Constructivism, and Experiential Learning. In the early phases of teaching hoist equipment utilization, behaviorist concepts can be used, according to Allen et al. (2021), emphasizing stimulus-response-reinforcement. An organized and understandable overview of the fundamentals of hoist management is given here. The theoretical parts of the training should incorporate cognitivist methods, which center on mental processes and comprehension. It is in line with the cognitive part of learning to ensure trainees understand the mechanical intricacies, proper body alignment, and any issues related to hoist management. As shown by Lockey et al. (2021), extensive presentations and lively debates can do this. Social interaction and the creation of new knowledge are central to constructivist concepts. Group work, individual work, and problem-solving scenarios can all be used to promote cooperative learning. In addition to fostering a more collaborative learning environment, this gives students more chances to actively build their knowledge. According to Kolb’s experiential learning principles, one should learn via doing, reflecting on, conceptualizing, and reflecting on one’s own experiences. The training should make sure that each learner goes through these steps: using the hoisting equipment, reflecting on what they’ve learned, creating abstract ideas, and finally, applying what they’ve learned in real-world situations.

For the Hoist Management course to succeed, the suggested modifications must align with the defined learning goals. Acquiring more information and developing one’s cognitive abilities are the primary goals of the first learning aim, which is to describe the significance of hoist management approaches. In keeping with this goal, the course material should cover all the bases regarding hoist management theory. Training participants to understand the relevance of these methods to health and safety protocols and resident care should be a primary goal of the revision (Hailkari et al., 2021). Safely operating hoists is the focus of the second learning objective, which aims to improve students’ technical psycho-motor abilities. This can be accomplished by instituting more practical, hands-on sessions. To better apply what they have learned in the classroom, trainees need hands-on experience with the equipment. This helps with the growth of psycho-motor abilities and aligns with Kolb’s idea of experiential learning (Loughlin et al., 2020). Collaborative work and effective resident communication are examples of the “soft skills” the third goal seeks to cultivate. These social abilities can be further developed by incorporating group projects and simulated real-world situations into the course material. This adjustment promotes a more well-rounded set of skills among trainees by conforming to Honey and Mumford’s learning styles and acknowledging that various learners flourish in diverse social learning situations.

Conclusion

Cloudview’s Hoist Management training is a complicated environment that calls for strategic interventions. Cloudview has a long history of excellence in caring for the elderly, so it’s important that their training program accommodates different learning styles and tackles the problems they’ve found. It is helpful to look at learning theories like behaviorism, cognitivism, constructivism, and experiential learning to build an all-encompassing and adaptable training strategy. While the training event was useful overall, it failed to engage participants, was not interactive, and did not cater to various learning styles. The suggested alterations attempt to fill these gaps by incorporating aspects of all learning theories. The initial presentation of hoist equipment is arranged according to behaviorist principles, which provides a good introduction. Through in-depth explanations and debates, cognitivist methods improve comprehension of theoretical ideas. Constructivist concepts promote collaborative learning and knowledge production through group activities and peer interactions. As described by Kolb’s cycle, the principles of experiential learning guarantee a well-rounded education that includes hands-on activities, critical reflection, theoretical analysis, and practical application. These adjustments, when coupled with the course’s stated goals, will ensure that students in the Hoist Management class get theoretical understanding and practical interpersonal abilities. Residents will receive better care due to Cloudview’s dedication to improving training methods continuously. This will help cultivate a care team that is both highly competent and responsive.

Training Plan

References

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