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NURS FPX 6105 Assessment 1 Learning Theories and Diversity

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    NURS FPX 6105 Assessment 1 Learning Theories and Diversity

    Student Name

    Capella University

    NURS-FPX 6105 Teaching and Active Learning Strategies

    Prof. Name

    Date

    Learning Theories and Diversity

    Designing an instructional plan for a diverse group of learners requires careful consideration and application of pertinent educational theories. This is particularly crucial in nursing education, where students represent diverse ages, cultural backgrounds, and prior healthcare experiences. For the specified teaching plan, targeting community college ADN nursing students on stress management, acknowledging and addressing this diversity enhances the educational experience, fostering inclusivity and cultural competency among future healthcare professionals. Consequently, the teaching plan developed here is grounded in Vygotsky’s Sociocultural Learning Theory, emphasizing the role of social interactions in the learning process, which is especially relevant for a diverse group of nursing students.

    Identification of a Learning Theory: Sociocultural Learning Theory

    The Sociocultural Learning Theory, rooted in Lev Vygotsky’s work, serves as the theoretical foundation for the stress management teaching plan for ADN nursing students. This theory posits that the sociocultural environment significantly influences cognitive development, emphasizing learning through social interactions and cultural experiences (Taber, 2020). Given the inherent diversity in nursing education, particularly in terms of age, cultural background, and healthcare experiences, this theory is well-suited. The concept of the ‘Zone of Proximal Development’ (ZPD), a key aspect of Vygotsky’s theory, is especially applicable, highlighting the importance of collaborative learning strategies to accommodate diverse ZPDs within the nursing student body (Oliveira et al., 2023).

    Moreover, research underscores the benefits of Vygotsky’s theory in nursing education, emphasizing that collaborative learning fosters a sense of community, facilitates diverse perspectives, and enhances understanding of complex nursing concepts (Su & Zou, 2020). Thus, the Sociocultural Learning Theory is deemed appropriate for this nursing education course.

    Justification for Sociocultural Learning Theory and Contextual Appropriateness

    The Sociocultural Learning Theory is deemed suitable for nursing education due to its emphasis on social interactions and cultural context, aligning with the collaborative and communicative nature of the nursing profession. The theory supports utilizing diversity as a valuable learning resource, resonating with the varied backgrounds and perspectives of nursing students (Valderama‐Wallace & Apesoa‐Varano, 2020).

    In contrast, alternative theories, such as Piaget’s Cognitive Development Theory, may be less effective in a diverse nursing course. Piaget’s focus on individual cognitive stages might limit its applicability in an environment requiring teamwork and collaboration. Additionally, it may not fully consider cultural and experiential diversity in learning, a crucial aspect of nursing education (Hanfstingl et al., 2019). Thus, Vygotsky’s Sociocultural Learning Theory provides a more comprehensive framework for the nursing education course.

    Diversity of the Intended Group of Learners

    The nursing students targeted for this stress management educational program exhibit diverse characteristics, including varying ages, cultural backgrounds, prior healthcare experiences, and digital literacy levels. Each dimension of diversity contributes to unique learning dynamics in this context.

    The age diversity, spanning traditional-age students to mature learners, introduces distinct learning styles and preferences. Cultural diversity enriches the class’s cultural competence, offering diverse worldviews and healthcare perspectives. Prior healthcare experiences contribute to a deeper understanding and application of theoretical knowledge. Recognizing and embracing this diversity enhances critical thinking, problem-solving, and cultural competence in nursing education (Smith et al., 2023; Oliveira et al., 2023).

    Evidence-Based Strategies for Managing Conflicts in a Diverse Classroom

    The inherent diversity within the classroom may lead to conflicts, necessitating evidence-based strategies for effective management. Transformative learning, focusing on critical reflection and open discourse, encourages students to challenge and rethink their beliefs, reducing conflict. Fostering cultural competence through activities like intercultural workshops minimizes misunderstandings. Peer mediation, empowering students to resolve conflicts independently, promotes negotiation skills and reinforces the value of peer relationships (Ay et al., 2019; Wang et al., 2019; Brottman et al., 2019).

    Conclusion

    Teaching in a diverse environment presents challenges that can be transformed into opportunities for growth through the application of learning theories and evidence-based strategies. Vygotsky’s Sociocultural Learning Theory provides a framework for fostering community and collaboration among diverse nursing students. Evidence-based strategies, such as transformative learning and peer mediation, effectively manage conflicts. Recognizing the richness brought by diversity creates an inclusive learning environment, preparing nursing students to become effective, compassionate, and culturally sensitive healthcare professionals.

    References

    Ay, S. Ç., Keskin, H. K., & Akilli, M. (2019). Examining the effects of negotiation and peer mediation on students’ conflict resolution and problem-solving skills. International Journal of Instruction, 12(3), 717–730. https://eric.ed.gov/?id=EJ1220189

    Brottman, M. R., Char, D. M., Hattori, R. A., Heeb, R., & Taff, S. D. (2019). Toward cultural competency in health care. Academic Medicine, 95(5), 1. https://doi.org/10.1097/acm.0000000000002995

    Hanfstingl, B., Benke, G., & Zhang, Y. (2019). Comparing variation theory with Piaget’s theory of cognitive development: More similarities than differences? Educational Action Research, 27(4), 1–16. https://doi.org/10.1080/09650792.2018.1564687

    NURS FPX 6105 Assessment 1 Learning Theories and Diversity

    Oliveira, J., Cassandre, M. P., & Sara. (2023). Entrepreneurial learning based on the zone of proximal development. Entrepreneurship Education and Pedagogy, 251512742311791-251512742311791. https://doi.org/10.1177/25151274231179193

    Smith, L. M., Villar, F., & Wendel, S. (2023). Narrative-based learning for person-centred healthcare: The Caring Stories learning framework. Medical Humanities. https://doi.org/10.1136/medhum-2022-012530

    Su, F., & Zou, D. (2020). Technology-enhanced collaborative language learning: Theoretical foundations, technologies, and implications. Computer Assisted Language Learning, 35(8), 1–35. https://doi.org/10.1080/09588221.2020.1831545

    Taber, K. S. (2020). Mediated learning leading development—The social development theory of Lev Vygotsky. Springer Texts in Education, 277–291. https://doi.org/10.1007/978-3-030-43620-9_19

    NURS FPX 6105 Assessment 1 Learning Theories and Diversity

    Valderama‐Wallace, C. P., & Apesoa‐Varano, E. C. (2020). “The Problem of the Color Line”: Faculty approaches to teaching Social Justice in Baccalaureate Nursing Programs. Nursing Inquiry. https://doi.org/10.1111/nin.12349

    Wang, V. X., Torrisi-Steele, G., & Hansman, C. A. (2019). Critical theory and transformative learning: Some insights. Journal of Adult and Continuing Education, 25(2), 234–251. https://doi.org/10.1177/1477971419850837