A review of two theories of learning and their application in the practice of nurse education.

From the range of learning theories which may be applied in the practice of nurse education, two contrasting theories have been selected. The 'conditions of learning and theory of instruction' (Gagne, 1985) derives from the behaviourist perspective in psychology, and Rogers' (1983) description of learning has evolved from the Humanistic School. This discussion initially focuses on Gagne's work beginning with a review of his 'conditions of learning', and is followed by a consideration of Rogers' approach through the 'facilitation of learning' (Rogers, 1983). The respective strengths and limitations of the two theories as applied in nurse education are then compared.