NURS-FPX 6105 Teaching and Active Learning Strategies
Management and Motivation
A thriving learning environment is imperative for successful teaching and learning, particularly within the diverse field of nursing education. The selection of the learning environment holds significant sway over the effectiveness of imparting stress management knowledge to ADN nursing students. This report delves into the optimal learning environment for the nursing course outlined in Assessment 1, examining pertinent theories of classroom management, learner motivation, and evidence-based strategies. The findings of this report draw from recent literature, ensuring the relevance and applicability of the discussed concepts.
Appropriate Learning Environment for the Intended Topic and Audience
The preferred learning environment for the diverse group of nursing students discussed in Assessment 1 is a blended learning environment. Blended learning proves particularly efficacious in stress management education, as it facilitates both online theoretical knowledge acquisition and practical, hands-on stress management activities during face-to-face sessions (Tambunan et al., 2020). This model allows real-time interaction and collaboration, essential for sociocultural learning, while also offering flexibility and personalized learning through online components. While complete online learning provides greater flexibility and individual pace control, it may not fully leverage the richness of social interactions crucial in nursing education (Downer et al., 2021). Thus, the blended learning environment is more suitable for this nursing education course, given its capacity to facilitate both individual and collaborative learning experiences effectively.
Theories of Classroom and Learners Management
Prominent theories employed for classroom and learner management include Jacob Kounin’s Classroom Management Theory (1970) and Barry Zimmerman’s Self-Regulated Learning Theory (2000). Kounin’s theory underscores that a well-organized and engaging classroom environment helps deter disruptive behaviors (Shoghi et al., 2019). In the context of the stress management nursing course, this translates into creating a structured course schedule, well-defined learning objectives, and clear communication channels, reducing potential stress and confusion that could lead to disruptive behaviors. It excels in promoting a well-structured learning environment and preemptively managing disruptive behaviors. However, its potential drawback is its insufficient consideration of individual learner differences. Zimmerman’s theory, in contrast, empowers learners by accentuating their active role in their learning processes, promoting self-efficacy and autonomy.
The strength of this theory lies in fostering self-regulated learning, boosting student motivation and engagement. For our course, this involves teaching students stress management strategies and encouraging them to take an active role in identifying their stressors and managing them effectively. Nonetheless, a potential limitation is its underemphasis on the critical role of social interactions in learning. It might not be universally effective, as learners with self-regulation difficulties may require more guidance (Tambunan et al., 2020). Consequently, although both theories provide valuable frameworks for classroom and learner management, their limitations must be considered when applied to diverse learning environments. Integrating aspects of both theories could lead to a more comprehensive and flexible approach to managing learners and classroom dynamics.
Theories of Learners Motivation
The Self-Determination Theory (SDT) by Deci and Ryan (1985) and the Achievement Goal Theory by Ames (1992) are two primary theories employed to understand learner motivation. SDT underlines the fundamental role of autonomy, competence, and relatedness for fostering intrinsic motivation. Its strength lies in its emphasis on individual autonomy and self-driven learning. In the context of our nursing course, this theory would support the use of self-paced learning modules and the encouragement of self-efficacy in managing stress.
However, its potential limitation is its less explicit focus on the role of extrinsic motivation and the external conditions that may hinder or facilitate self-determination, including cultural and socioeconomic factors (Ryan & Deci, 2020). The Achievement Goal Theory, on the other hand, suggests that learners’ motivation is either driven by a desire to master a task (mastery goals) or to outperform others (performance goals). It provides a strong framework for understanding learners’ academic goals and achievement behaviors. Applying this theory to our nursing course, we might emphasize the mastery goal of understanding and effectively managing stress, rather than focusing on performance goals like outperforming classmates. However, a potential drawback of this theory is its underemphasize on the importance of intrinsic interest and enjoyment in learning, as well as its limited capacity to address cultural differences in achievement motivation (Tambunan et al., 2020).
Applicability of Classroom Management and Learner Motivation Theories
Both classroom management and learner motivation theories have relevant applications for this nursing education course. Classroom management theories can help create an organized and engaging blended learning environment, while learner motivation theories can inform strategies to foster intrinsic motivation among students. In this context, utilizing the principles of these theories to drive curriculum design and delivery can enhance engagement and active participation. In the context of our nursing course on stress management, this could translate into creating a structured course schedule, well-defined learning objectives, and clear communication channels, reducing the potential stress and confusion that could lead to disruptive behaviors.
NURS FPX 6105 Assessment 2 Management and Motivation
Likewise, an understanding of motivational theories can facilitate personalized feedback mechanisms, reinforcing positive learning behaviors. For instance, the application of Self-Determination Theory might involve encouraging students to identify their own stress management strategies, fostering a sense of autonomy and intrinsic motivation to manage stress effectively. However, these theories might not adequately consider the diverse cultural backgrounds and digital competencies of the students. More research is needed to understand how to effectively blend these theories in a multicultural and digital learning environment (Shoghi et al., 2019).
Evidence-Based Strategies for Classroom and Learner Management
Evidence-based strategies for effective classroom and learner management are vital for facilitating an optimal learning environment. Noteworthy classroom management strategies include the “Good Behavior Game,” which encourages positive behavior through group dynamics. In terms of learner management, techniques such as goal-setting and self-monitoring derived from Self-Regulated Learning (SRL) can empower learners, fostering self-efficacy and self-directed learning. Concurrently, the usage of formative assessments aids in providing ongoing and constructive feedback (Ryan & Deci, 2020). Despite these proven strategies, educators need to account for the diversity of learners, advocating for a flexible and personalized learning approach. For the nursing course, the application of goal-setting and self-monitoring techniques can be incorporated into stress management training, enabling students to set personal stress management goals and track their progress in achieving them.
Evidence-Based Best Practices to Enhance Learner Motivation in Diverse Settings
To enhance learner motivation across diverse settings, the application of evidence-based approaches is key. Embracing Self-Determination Theory (SDT), educators can focus on fostering autonomy, competence, and relatedness, thereby intrinsically motivating learners. Additionally, the integration of Growth Mindset theory encourages learners to view challenges as opportunities for growth. Complementing these, Culturally Responsive Teaching acknowledges and appreciates cultural diversity, thus fostering a sense of belonging and increased motivation among learners from diverse backgrounds (Mitton & Murray-Orr, 2021).
Despite the proven efficacy of these strategies, it’s important to remain flexible, adapting to feedback and individual learner needs. In the context of the nursing course on stress management, these best practices could be adapted to promote an understanding of stress as a challenge that can be managed and overcome, rather than as a problem or failure. This growth mindset can increase motivation to engage with the course material and apply stress management strategies in personal life.
In conclusion, when teaching stress management to a diverse group of nursing students, the optimal learning environment is a blended
one. It encourages collaboration, fosters cultural competence, and suits the diversity of students. The thoughtful application of classroom management and learner motivation theories, coupled with ongoing adaptation based on feedback and emerging research, is integral to the success of this environment. Ultimately, it aims to cultivate critical thinking, inclusivity, and practical skills essential for the nursing profession.
Downer, T., Gray, M., & Capper, T. (2021). Online learning and teaching approaches used in midwifery programs: A scoping review. Nurse Education Today, 103, 104980. https://doi.org/10.1016/j.nedt.2021.104980
Mitton, J., & Murray-Orr, A. (2021). Identifying the impact of culturally relevant pedagogy: Evidence of academic risk-taking in culturally and economically diverse nova scotia classrooms. Canadian Journal of Education/Revue Canadienne de L’éducation, 44(4), 1084–1115. https://doi.org/10.53967/cje-rce.v44i4.4811
NURS FPX 6105 Assessment 2 Management and Motivation
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61(1), 1–11. https://doi.org/10.1016/j.cedpsych.2020.101860
Shoghi, M., Sajadi, M., Oskuie, F., Dehnad, A., & Borimnejad, L. (2019). Strategies for bridging the theory-practice gap from the perspective of nursing experts. Heliyon, 5(9), e02503. https://doi.org/10.1016/j.heliyon.2019.e02503
Tambunan, H., Silitonga, M., & Sidabutar, U. B. (2020). Online and face-to-face composition in forming the professional competencies of technical teacher candidates with various learning style types. Education and Information Technologies, 26(2), 2017–2031. https://doi.org/10.1007/s10639-020-10349-3