NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Student Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Overview

This comprehensive assessment delineates the design and execution of a stress management course tailored specifically for ADN nursing students. The course amalgamates various evidence-based strategies in classroom and learner management, drawing from educational theories such as Jacob Kounin’s Classroom Management Theory and Barry Zimmerman’s Self-Regulated Learning Theory. Furthermore, to bolster learner motivation, the course amalgamates practices rooted in the Self-Determination Theory (SDT), Growth Mindset Theory, and Culturally Responsive Teaching. While acknowledging the valuable insights offered by each of these theories, the course adopts a holistic approach to cater to the diverse needs of the ADN student population.

Application of Sociocultural Learning Theory

In Assessment 1, Vygotsky’s Sociocultural Learning Theory emerged as the appropriate framework to underpin the teaching plan for the diverse group of Associate Degree in Nursing (ADN) students learning stress management. This theory posits that social interactions and cultural contexts significantly influence cognitive development and learning processes. Hence, its application can optimize both the teaching experience and learner outcomes (Taber, 2020).

The Influence of Sociocultural Learning Theory on Teaching and Learning

The inherently social nature of the nursing profession, coupled with the diverse backgrounds of nursing students, align well with Vygotsky’s theory, which emphasizes social interactions and cultural contexts. Particularly effective at fostering a learning environment conducive to inclusivity and the sharing of diverse perspectives, this theory enhances comprehension of complex nursing concepts such as stress management. Additionally, the concept of ‘Zone of Proximal Development’ (ZPD) central to Vygotsky’s theory guides the selection and application of teaching strategies. Recognizing this gap and fostering collaborative learning enables students to learn from each other and maximize their potential (Oliveira et al., 2023).

Rationale for the Selection and Application of Sociocultural Learning Theory

The rationale for applying Vygotsky’s Sociocultural Learning Theory to this course stems from academic and practical considerations. Evidence supports the effectiveness of collaborative learning environments in fostering a sense of community among students and enhancing their understanding of complex nursing concepts. This aligns well with the principles of Vygotsky’s theory, advocating for collaborative learning to bridge the ZPD and facilitate cognitive development (Su & Zou, 2020). Furthermore, the critical role of social interactions and cultural sensitivity in nursing practice underscores the relevance and benefits of applying Vygotsky’s theory to nursing education (Valderama‐Wallace & Apesoa‐Varano, 2020).

Implementation of Learning Methods and Techniques

The teaching plan developed for ADN Nursing students on stress management strategically employs various methods of thinking, learning, and communication. This is done to support the diverse learning environment, based on the underpinnings of Vygotsky’s Sociocultural Learning Theory. Strategies include fostering collaborative learning environments, promoting critical reflection, and encouraging open discourse to bolster comprehension and management of stress in nursing practice.

Rationale and Evidence-Based Support for Learning Methods

The rationale for utilizing these teaching and learning methods lies in their proven efficacy in promoting critical thinking, cultural competence, and conflict resolution among diverse groups of learners. Transformative learning, for instance, stimulates learners to question and challenge existing paradigms, fostering a deeper comprehension of stress management techniques (Wang et al., 2019). To enhance cultural competence and minimize cultural misunderstandings, activities like intercultural workshops and diversity simulations have been integrated (Brottman et al., 2019). Additionally, peer mediation not only aids in conflict resolution but also equips students with essential negotiation skills for their future nursing careers (Ay et al., 2019). By strategically applying these evidence-based teaching and learning methods, the teaching plan aims to cultivate an environment conducive to the development of effective, compassionate, and culturally sensitive healthcare professionals.

Integration of Appropriate Learning Strategies and Techniques

Addressing stress management for Associate Degree in Nursing (ADN) students necessitates the implementation of carefully selected, evidence-based learning strategies accommodating the unique demands of this group. Three primary learning strategies have been chosen: blended learning, peer learning, and self-guided learning.

Blended Learning

This approach combines traditional in-person classes and online learning to offer a comprehensive learning experience. In-person sessions focus on experiential learning, where students engage in group discussions, role-plays, and simulations to practice stress management techniques in a supportive environment. The online component provides access to resources such as video lectures and interactive quizzes for flexible learning.

Peer Learning

Peer learning fosters collaborative learning environments where students share experiences and explore coping strategies together, promoting deeper comprehension and creating a support network among peers.

Self-guided Learning

This strategy accommodates busy schedules by allowing students to engage with learning materials at their own pace, promoting time management and self-discipline.

Assumptions Based on Learning Strategies

These strategies are grounded in an understanding of the diverse characteristics and needs of ADN students. Recognizing varying levels of prior knowledge, the blended learning approach caters to diverse baseline knowledge levels. Peer support is assumed to offer substantial benefits in managing stress, while self-guided learning addresses the challenge of busy schedules.

Integration of Evidence-Based Best Practices for Classroom and Learner Management

The course design leverages evidence-based best practices in classroom and learner management. Classroom management strategies focus on creating structured environments, while learner management practices promote self-regulated learning and autonomy.

Classroom Management Practices

Strategies such as structured course schedules and clear learning objectives aim to decrease confusion and stress. However, individual differences among learners are also considered, with elements of self-regulated learning promoting learner autonomy.

Learner Management Practices

The course supports students’ development as self-regulated learners through strategies like goal-setting and self-monitoring. However, additional support may be required for learners with self-regulation difficulties.

Considering Conflicting Data and Other Perspectives

Chosen strategies acknowledge potential limitations and consider conflicting data. For instance, while emphasizing autonomy, the Self-Determination Theory may overlook external factors. The course combines elements from various theories to foster both an organized learning environment and intrinsic motivation.

Incorporation of Evidence-Based Best Practices to Enhance Learner Motivation

To enhance learner motivation, the course integrates strategies based on SDT, Growth Mindset theory, and Culturally Responsive Teaching. By fostering autonomy, competence, and relatedness, the course aims to promote a growth mindset and create a sense of belonging among learners.

Consideration of Barriers to Learning and Areas of Uncertainty

Potential barriers to learning, such as language and cultural differences, diverse educational backgrounds, technology familiarity, and time constraints, are acknowledged and addressed through various strategies. These include initial diagnostic assessments, multilingual resources, comprehensive tech orientations, flexibility in learning, and continuous curriculum updates.

Assessment Strategies

The assessment approach is multifaceted, encompassing formative and summative assessments, peer and self-assessments, and practical assessments. These aim to evaluate knowledge acquisition, develop practical skills, promote critical thinking, and foster self-reflection.

Summary

In summary, the course design and implementation are meticulously crafted to create an enriching and active learning environment that effectively evaluates and supports the diverse needs and progress of ADN nursing students. Through evidence-based teaching and learning methods, integration of appropriate learning strategies, and consideration of barriers to learning, the course aims to cultivate competent, 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

Farrag, S. G. (2020). Innovative assessment practice to improve teaching and learning in civil engineering. International Journal of Learning and Teaching, 74–80. https://doi.org/10.18178/ijlt.6.2.74-80

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

Oliveira, J., Cassandre, M. P., & Sara. (2023). Entrepreneurial learning based on the zone of proximal development. Entrepreneurship Education and Pedagogy, 251512742311791-251512742311791.

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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

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

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 4 Assessment Strategies and Complete Course Plan

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

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

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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

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan