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NURS FPX 6105 Assessment 2 Management and Motivation
Student Name
Capella University
NURS-FPX 6105 Teaching and Active Learning Strategies
Prof. Name
Date:
Enhancing Learning Environments, Management, and Motivation in Nursing Education
The journey from academia to the clinical setting poses unique challenges for newly hired nurses, necessitating a comprehensive understanding of work-life balance. This article explores the critical role of clinical nurse educators in providing staff development education on work-life balance, emphasizing the creation of an optimal learning environment and effective motivation strategies. The discussion covers the ideal learning environment, relevant theories in classroom and learner management, and evidence-based strategies for enhancing motivation and education in diverse settings.
Learning Environment:
The ideal learning environment for imparting lessons on work-life balance and patient care motivation is the welfare facility within the clinical practice setting. This facility, often available in hospitals, provides essential support and psychological services to clinicians and non-medical staff, fostering a conducive space for education (Saeedi & Parvizy, 2019). According to Saeedi and Parvizy (2019), educational facilities within clinical environments enhance the quality of clinical education, allowing for workshops and physical training sessions. Such interactive environments facilitate student-focused teaching methods, encouraging self-practice and knowledge retention. NURS FPX 6105 Assessment 2 Management and Motivation. In contrast, online delivery lacks the engagement and support required for learners to practice knowledge, making the clinical setting more suitable for effective education.
Relevant Theories:
Humanistic theories, particularly Glasser’s and Ginott’s models, prove to be suitable for delivering lessons on work-life balance. These theories emphasize student autonomy, decision-making, and emotional considerations, aligning well with the nature of the topics being addressed. Glasser’s realistic control therapy and Ginott’s wise information model promote student engagement, self-reflection, and effective communication as key components of the learning process (Liao, 2018). NURS FPX 6105 Assessment 2 Management and Motivation
Learner Motivation:
The self-determination theory emerges as a relevant framework for understanding learner motivation. This theory categorizes motivation into amotivation, extrinsic, and intrinsic motivation, highlighting the diverse triggers and regulations that influence individuals (Nakayoshi et al., 2021). Recognizing these different motivational types enables educators to tailor their approach, catering to each student’s unique motivational factors.
Applicability of Theories:
Humanistic theories find practical application in clinical settings, where learners are actively acquiring knowledge on work-life balance. The focus on student decision-making aligns with the need for learners to stay engaged and draw meaningful lessons for their nursing practice. The self-determination theory provides a valuable lens for understanding individual motivations, informing educators on effective strategies for each student.
Evidence-Based Strategies and Best Practices:
High-quality clinical education is crucial for motivating learners. Workshops, trainer uniformity, and checklists are identified as best practices for enhancing learner motivation (Saeedi & Parvizy, 2019). Workshops provide practical knowledge, trainer uniformity fosters consistent engagement, and checklists help identify areas for improvement, ensuring that education services meet students’ needs.
Conclusion:
In conclusion, effective management and motivation in nursing education require a tailored approach that considers the learning environment, relevant theories, and evidence-based strategies. By creating optimal learning environments, leveraging humanistic theories, understanding learner motivations, and implementing best practices, educators can ensure a robust foundation for nursing students as they navigate the transition from academia to the clinical setting.
References
Liao, Y. (2018). How to manage classroom in college teaching. Advances in Social Science, Education and Humanities Research, 264, 513-517.
Nakayoshi, Y., Takase, M., Niitania, M., Imai, T., Okada, M., Yamamoto, K., & Takei, Y. (2021). Exploring factors that motivate nursing students to engage in skills practice in a laboratory setting: A descriptive qualitative design. International Journal of Nursing Sciences, 8(1), 79-86.
NURS FPX 6105 Assessment 2 Management and Motivation
Nettasinghe, N. A., & Samarasinghe, K. (2018). Psycho-social learning environment from nurse students’ perspective. Psycho-Social Learning Environment from Nurse Students’ Perspective, 6(12), 2707-2714.
NURS FPX 6105 Assessment 2 Management and Motivation
Saeedi, M., & Parvizy, S. (2019). Strategies to promote academic motivation in nursing students: A qualitative study. Journal of Education and Health Promotion, 8(86), 1-7.