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NURS FPX 6105 Assessment 3 Teaching Strategies

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    NURS FPX 6105 Assessment 3 Teaching Strategies

    Student Name

    Capella University

    NURS-FPX 6105 Teaching and Active Learning Strategies

    Prof. Name

    Date

    Teaching Strategies

    In the ever-evolving realm of education, the efficacy of instruction plays a pivotal role in cultivating effective learning. Specifically, when crafting a course, it is imperative to consider learning outcomes, suitable teaching strategies, overcoming potential learning barriers, and methods to sustain student motivation. This report, tailored for a stress management course designed for Associate Degree in Nursing (ADN) students, aims to elucidate these considerations utilizing the most recent peer-reviewed literature.

    Learning Outcomes for the Course

    The stress management course for ADN nursing students is intricately designed with precise learning outcomes aimed at comprehensively addressing stress management issues among nursing students. The learning outcomes rest upon theoretical understanding, practical application, personal growth, and professional development. The course centers on three primary learning outcomes: theoretical understanding, practical application, and personal growth. Firstly, students are expected to grasp the concept of stress, including distinguishing between eustress and distress, and understanding the physiological and psychological responses it elicits.

    Given the demanding nature of nursing, an understanding of stress’s impact on health is crucial. Secondly, students must identify personal stressors and apply stress management techniques such as relaxation exercises, time management, mindfulness, and cognitive restructuring. Thirdly, students should integrate learned stress management techniques into their professional lives, maintaining optimal productivity and quality of care. They are expected to demonstrate the ability to manage work-related stressors, prevent burnout, and maintain a work-life balance. Finally, the course encourages personal growth by teaching students to self-evaluate and adapt these techniques to suit their needs and lifestyles, promoting improved resilience and emotional well-being (Khojanashvili et al., 2023).

    These objectives are based on the assumption that nursing students are susceptible to high stress due to the rigorous nature of their academic programs and personal stressors they may concurrently experience. The course assumes that providing nursing students with a comprehensive understanding of stress and effective management strategies can enhance not only their academic performance but also their personal well-being and future professional competence. Additionally, the course acknowledges that students may possess different levels of understanding and skills related to stress management initially, thus it is designed to cater to varied learning needs and paces (Madsgaard et al., 2022).

    Evaluation of Appropriate Teaching Strategies for the Course and Audience

    For the stress management course designed for ADN nursing students, a blended learning approach is deemed the most effective, leveraging the benefits of both traditional face-to-face learning and online instruction. This decision is based on the recognition that effective stress management education should not only be informative but also immersive, allowing students to practically apply learned techniques and strategies.

    Blended Learning Approach: 

    The blended approach offers a unique synergy between the flexibility and personalized learning pace of the online medium and the rich interactive context of physical classrooms. This model facilitates online theoretical knowledge acquisition, including understanding the physiology of stress, its impact on health, and various stress management techniques. Face-to-face components of the learning can be utilized for group discussions, experiential learning, role-plays, and practicing stress management activities such as mindfulness, relaxation exercises, and cognitive restructuring techniques (Khojanashvili et al., 2023).

    Peer Learning: 

    Recognizing the importance of social interactions and peer support in stress management, the course will integrate peer learning strategies. This may include peer-led discussions, collaborative problem-solving tasks, and peer feedback sessions on the application of stress management techniques. Peer learning can enhance learning engagement, stimulate critical thinking, and foster a supportive learning community (Khojanashvili et al., 2023).

    Self-paced Learning: 

    Given the diversity of learners and their different learning paces, the course will incorporate self-paced learning strategies. These might involve self-directed online learning modules, reflective journals, and individual projects on stress management strategy design and implementation (Khojanashvili et al., 2023).

    This teaching strategy evaluation acknowledges potential areas of uncertainty and knowledge gaps. One uncertainty revolves around the varying digital competencies of individual students. While the blended learning approach leverages online learning, it presupposes a basic level of digital literacy among students. The course might require provision of additional support, resources, or training to students struggling with the digital components, ensuring that no learner is left behind in the learning journey (Madsgaard et al., 2022).

    Furthermore, a knowledge gap that might present a challenge is the students’ initial understanding and skills related to stress management. The course design must account for this diversity, providing foundational knowledge for novices while offering advanced learning opportunities for those with a prior understanding of the topic. This balance could be struck by offering optional advanced modules or providing additional resources for in-depth exploration. Also, while peer learning strategies can enrich the learning experience, they can also potentially lead to conflicts or unequal participation. Managing such dynamics effectively would require clear guidelines for respectful interaction, effective group work, and constructive feedback. Lastly, in a self-paced learning environment, there is a risk of students falling behind due to procrastination or poor time management. Implementing regular check-ins, progress tracking, and personalized feedback could help mitigate this risk (Saifan et al., 2021).

    Description of Evidence-Based Strategies for Managing Potential Barriers to Learning

    In an effort to establish a robust, inclusive, and effective learning environment for the stress management course, careful consideration has been given to potential barriers that may affect students’ learning. Potential barriers include cultural diversity, language proficiency, varying levels of digital literacy, individual stress levels, and varying degrees of previous knowledge or misconceptions about stress management. Several evidence-based strategies are proposed to manage these barriers, which were selected based on their demonstrated efficacy in peer-reviewed literature and their alignment with the course’s overall objective and approach (Madsgaard et al., 2022; Saifan et al., 2021).

    Cultural and Linguistic Inclusivity: 

    Acknowledging the potential cultural and linguistic diversity of our student body, culturally responsive teaching strategies will be employed. Course materials will be designed to respect and incorporate diverse cultural perspectives. Furthermore, resources in multiple languages, translated glossaries, and multilingual support will be provided to help students overcome language barriers (Saifan et al., 2021).

    Digital Literacy Support: 

    As the course employs a blended learning approach, digital literacy is crucial. It is assumed that students might have varying degrees of familiarity with digital tools. To address this, technical support will be available for students, and a basic digital literacy module will be included at the course’s onset (Saifan et al., 2021).

    Managing Individual Stress Levels: 

    Given that the course’s nature could potentially trigger students’ stress, mindfulness and relaxation techniques will be embedded within the teaching and learning process. Regular stress check-ins and reflections will be conducted to ensure that the course itself does not become a source of stress (Saifan et al., 2021).

    Prior Knowledge and Misconceptions: 

    Since students might come with previous knowledge or misconceptions about stress and its management, the initial part of the course will involve exploring and addressing these, creating a common ground for further learning. These strategies are underpinned by the assumption that removing potential barriers and addressing individual learning needs creates a more inclusive, supportive, and efficient learning environment that can improve student engagement, satisfaction, and learning outcomes (Saifan et al., 2021).

    Strategies to Overcome Learning Barriers Based on Current Peer-Reviewed Literature

    The chosen strategies for addressing potential barriers in the anticipated audience for this course are firmly grounded in the latest peer-reviewed academic research. These strategies aim to enhance learning outcomes and engagement, leveraging their empirical effectiveness and practical feasibility. Firstly, the principle of cultural and linguistic inclusivity; research shows that culturally responsive teaching can lead to improved student engagement and learning outcomes. By incorporating diverse cultural perspectives and providing multilingual resources, the course creates an environment where students can relate to the content and feel valued, leading to improved comprehension and engagement, particularly among non-native English speakers (Abacioglu et al., 2020).

    Secondly, the course places a premium on supporting digital literacy, a critical element in blended learning environments. By offering technical support and digital literacy training as part of the course structure, we ensure that all students can engage effectively with the online aspects of the course. Moreover, this approach finds a significant improvement in academic performance with the provision of digital literacy support (Khojanashvili et al., 2023).

    Next, the course strategically implements mindfulness and relaxation techniques in the classroom, as these have been shown to reduce student stress levels and improve academic performance (van Loon et al., 2020). Regular check-ins and reflections not only help manage stress but also demonstrate the practical application of the stress management techniques taught in the course.

    Strategies to Sustain Motivation of Diverse Learners Based on Current Peer-Reviewed Literature

    In the context of the stress management course for ADN nursing students, multiple strategies have been implemented with the intent of maintaining learners’ motivation, particularly given the diverse audience. Each of these strategies has been selected based on their evidence of effectiveness as supported by recent peer-reviewed literature.

    Firstly, the implementation of a blended learning approach which indicated an increased level of student engagement and motivation in a blended environment. The balance of face-to-face and online instruction provides a dynamic learning experience, allowing students the flexibility of self-paced learning while preserving the engagement and immediate feedback benefits of traditional classroom settings (Petges & Sabio, 2020).

    Secondly, the course’s emphasis on cultural inclusivity, based on the research aims to increase motivation among diverse learners. Their research underscores that a sense of belonging and feeling valued in a learning environment has a positive effect on motivation levels, particularly in students from various cultural backgrounds. By fostering such an environment that acknowledges and respects cultural diversity, the course aims to sustain motivation in our diverse student body (van Loon et al., 2020).

    NURS FPX 6105 Assessment 3 Teaching Strategies

    Additionally, regular inclusion of mindfulness and stress-relief activities throughout the course curriculum. The research emphasizes the correlation between stress management and academic motivation. By providing students with practical techniques to manage their stress levels, we aim to foster better emotional regulation, thus enhancing their motivation to engage with course content (Khojanashvili et al., 2023).

    Furthermore, the importance of active learning approaches to stimulate learner motivation highlights the relevance of practical, real-world problem-solving activities. To this end, the course includes interactive sessions such as group discussions, role plays, and case study analyses, which allows students to apply the theoretical knowledge they gain in a practical context, thus heightening their intrinsic motivation to learn (Petges & Sabio, 2020).

    Conclusion

    In conclusion, the success of any educational program, including the stress management course for ADN nursing students, hinges on its learning outcomes, teaching strategies, and its ability to mitigate potential learning barriers while maintaining student motivation. Moreover, by incorporating evidence-based practices and addressing the unique needs and challenges of the students, the course can equip nursing students with essential stress management skills. This endeavor will not only contribute to their academic success but also to their overall well-being, enabling them to thrive in their demanding profession.

    References

    Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers’ multicultural attitudes and perspective-taking abilities as factors in culturally responsive teaching. The British Journal of Educational Psychology, 90(3), 736–752. https://doi.org/10.1111/bjep.12328

    Khojanashvili, L., Tsereteli, M., Bakashvili, M., & Aslan, M. (2023). Exploring the challenges of transitioning to higher education for students studying away from home. Educational Psychology in Practice, 1–22https://doi.org/10.1080/02667363.2023.2208343

    Madsgaard, A., Røykenes, K., Smith-Strøm, H., & Kvernenes, M. (2022). The affective component of learning in simulation-based education – facilitators’ strategies to establish psychological safety and accommodate nursing students’ emotions. BMC Nursing, 21(1). https://doi.org/10.1186/s12912-022-00869-3

    Petges, N., & Sabio, C. (2020). Understanding the enrollment decisions of associate degree nursing students: A qualitative study. Teaching and Learning in Nursing, 15(1), 25–31. https://doi.org/10.1016/j.teln.2019.08.006

    NURS FPX 6105 Assessment 3 Teaching Strategies

    Saifan, A., Devadas, B., Daradkeh, F., Abdel-Fattah, H., Aljabery, M., & Michael, L. M. (2021). Solutions to bridge the theory-practice gap in nursing education in the UAE: A qualitative study. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02919-x

    van Loon, A. W. G., Creemers, H. E., Beumer, W. Y., Okorn, A., Vogelaar, S., Saab, N., Miers, A. C., Westenberg, P. M., & Asscher, J. J. (2020). Can schools reduce adolescent psychological stress? A multilevel meta-analysis of the effectiveness of school-based intervention programs. Journal of Youth and Adolescence, 49(6), 1127–1145. https://doi.org/10.1007/s10964-020-01201-5