NURS FPX 6105 Assessment 3 Teaching Strategies

Student Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Teaching Strategies for Stress Management Course

In the realm of education, the efficacy of instruction stands as a cornerstone in nurturing effective learning environments. When crafting a curriculum, it becomes imperative to deliberate on learning outcomes, suitable teaching methodologies, navigating potential learning obstacles, and devising strategies to uphold student motivation. This report, tailored for a stress management course designed for Associate Degree in Nursing (ADN) students, aims to expound on these facets utilizing contemporary peer-reviewed literature.

Learning Outcomes for the Course

The stress management curriculum for ADN nursing students is intricately structured with specific learning objectives aimed at comprehensively addressing stress-related challenges among nursing students. These learning outcomes are built upon theoretical comprehension, practical application, personal growth, and professional development pillars. The course chiefly concentrates on three fundamental learning outcomes: theoretical understanding, practical application, and personal growth. Firstly, students are expected to grasp the concept of stress, discerning between eustress and distress, and understanding the physiological and psychological responses it invokes. Given the rigorous nature of nursing, comprehending stress’s impact on health becomes indispensable. Secondly, students should identify personal stressors and employ stress management techniques such as relaxation exercises, time management, mindfulness, and cognitive restructuring. Thirdly, students are urged to integrate learned stress management techniques into their professional lives, maintaining optimal productivity and care quality while managing work-related stressors, averting burnout, and achieving work-life balance. Lastly, the course endeavors to foster personal growth by instilling self-evaluation and adaptability in students, encouraging the customization of techniques to suit individual needs and lifestyles, thereby promoting enhanced resilience and emotional well-being (Khojanashvili et al., 2023).

These objectives hinge on the acknowledgment that nursing students are susceptible to high stress levels due to the demanding academic programs and personal stressors they may concurrently encounter. The curriculum presupposes that furnishing 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 accommodates differing levels of understanding and skill regarding stress management at the outset, thereby catering to diverse learning needs and paces (Madsgaard et al., 2022).

Evaluation of Appropriate Teaching Strategies for the Course and Audience

For the stress management course tailored to ADN nursing students, a blended learning approach emerges as the most efficacious, leveraging the advantages of both traditional face-to-face instruction and online learning. This decision is grounded on the premise that effective stress management education should not only disseminate information but also immerse students in practical applications of learned techniques and strategies.

Blended Learning Approach: The blended approach offers a unique amalgamation of the flexibility and personalized learning pace afforded by the online medium, alongside the interactive context of physical classrooms. This model facilitates online acquisition of theoretical knowledge, encompassing understanding stress physiology, its health impacts, and various management techniques. The face-to-face component of the curriculum can then be utilized for group discussions, experiential learning, role-plays, and practical application of stress management activities like mindfulness and relaxation exercises, as well as cognitive restructuring techniques (Khojanashvili et al., 2023).

Peer Learning: Recognizing the significance of social interactions and peer support in stress management, the curriculum integrates peer learning strategies. These may encompass peer-led discussions, collaborative problem-solving tasks, and peer feedback sessions concerning stress management technique application. Peer learning endeavors to enhance learning engagement, stimulate critical thinking, and cultivate a supportive learning community (Khojanashvili et al., 2023).

Self-paced Learning: Given the diversity in learners and their varied learning paces, the curriculum incorporates self-paced learning strategies. These might entail self-directed online learning modules, reflective journals, and individual projects focusing on stress management strategy design and implementation (Khojanashvili et al., 2023).

This teaching strategy evaluation acknowledges potential uncertainties and knowledge gaps. One such uncertainty pertains to the varying digital competencies among students. While the blended learning approach capitalizes on online learning, it presupposes a basic level of digital literacy among students. Consequently, the curriculum might necessitate providing additional support, resources, or training to students grappling with digital components, ensuring equitable participation in the learning journey (Madsgaard et al., 2022). Moreover, a knowledge gap concerns students’ initial comprehension and skills related to stress management. Hence, the curriculum design must accommodate this diversity, furnishing foundational knowledge for novices while offering advanced learning opportunities for those with prior understanding. This equilibrium might be achieved by offering optional advanced modules or supplementary resources for in-depth exploration. Additionally, while peer learning strategies enrich the learning experience, they may engender conflicts or unequal participation, necessitating clear guidelines for respectful interaction, effective group work, and constructive feedback. Lastly, in a self-paced learning milieu, there is a risk of students lagging due to procrastination or poor time management. Implementing regular check-ins, progress tracking, and personalized feedback could mitigate this risk (Saifan et al., 2021).

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

In an effort to cultivate a robust, inclusive, and effective learning environment for the stress management course, careful deliberation has been accorded to potential barriers that may impede student learning. These barriers encompass cultural diversity, language proficiency, varying levels of digital literacy, individual stress levels, and disparate degrees of prior knowledge or misconceptions regarding stress management. Several evidence-based strategies are proposed to mitigate these barriers, selected for their efficacy as demonstrated in peer-reviewed literature and alignment with the course’s overarching objective and approach (Madsgaard et al., 2022; Saifan et al., 2021).

Cultural and Linguistic Inclusivity: Recognizing the potential cultural and linguistic diversity among students, the curriculum will employ culturally responsive teaching strategies. Course materials will be crafted to respect and integrate diverse cultural perspectives. Furthermore, resources in multiple languages, translated glossaries, and multilingual support will be provided to surmount language barriers (Saifan et al., 2021).

Digital Literacy Support: Given the blended learning approach, digital literacy assumes paramount importance. Acknowledging that students may possess varying degrees of familiarity with digital tools, the curriculum will offer technical support and incorporate a basic digital literacy module at the outset (Saifan et al., 2021).

Managing Individual Stress Levels: Given the potential for the course to induce stress, mindfulness and relaxation techniques will be interwoven into the teaching and learning process. Regular stress check-ins and reflections will be conducted to ensure that the course itself does not exacerbate stress levels (Saifan et al., 2021).

Prior Knowledge and Misconceptions: Recognizing that students may harbor previous knowledge or misconceptions about stress management, the initial segment of the course will entail addressing and dispelling these, thereby establishing a common ground for subsequent learning. These strategies operate under the assumption that eliminating potential barriers and addressing individual learning needs fosters a more inclusive, supportive, and efficient learning environment, which in turn enhances student engagement, satisfaction, and learning outcomes (Saifan et al., 2021).

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

The strategies chosen to address potential barriers in the target audience for this course are firmly grounded in the latest peer-reviewed academic research. These strategies aim to bolster learning outcomes and engagement, leveraging their empirical efficacy and practical feasibility. Firstly, the

principle of cultural and linguistic inclusivity is underpinned by research indicating that culturally responsive teaching can enhance student engagement and learning outcomes. By incorporating diverse cultural perspectives and providing multilingual resources, the curriculum fosters an environment where students can relate to the content and feel valued, consequently enhancing comprehension and engagement, particularly among non-native English speakers (Abacioglu et al., 2020).

Secondly, the emphasis on supporting digital literacy finds support in research showcasing improved academic performance with the provision of digital literacy support (Khojanashvili et al., 2023).

Next, the strategic integration of mindfulness and relaxation techniques in the curriculum aligns with research indicating their efficacy in reducing student stress levels and improving academic performance (van Loon et al., 2020). Regular check-ins and reflections not only aid in stress management but also demonstrate the practical application of 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 to maintain 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 has indicated increased student engagement and motivation. The balance of face-to-face and online instruction provides a dynamic learning experience, offering students the flexibility of self-paced learning while preserving the engagement and immediate feedback benefits of traditional classroom settings (Petges & Sabio, 2020).

Secondly, the emphasis on cultural inclusivity aims to increase motivation among diverse learners. Research underscores that a sense of belonging and feeling valued in a learning environment positively affects 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).

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

Furthermore, the importance of active learning approaches in stimulating learner motivation underscores 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, allowing students to apply theoretical knowledge in a practical context, thus heightening 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, pivots on its learning outcomes, teaching strategies, and its capacity to surmount potential learning barriers while sustaining student motivation. By integrating evidence-based practices and addressing the unique needs and challenges of students, the course can equip nursing students with essential stress management skills. This endeavor not only contributes to their academic success but also 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, 1–22. https://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

NURS FPX 6105 Assessment 3 Teaching Strategies