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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 implementation of a stress management course tailored for ADN nursing students. The course integrates evidence-based strategies in classroom and learner management, drawing from educational theories like Jacob Kounin’s Classroom Management Theory and Barry Zimmerman’s Self-Regulated Learning Theory. Motivational elements include practices based on Self-Determination Theory (SDT), Growth Mindset Theory, and Culturally Responsive Teaching. While acknowledging the valuable insights of each theory, the course adopts a holistic approach to cater to the diverse needs of the ADN student population. The assessment also addresses potential barriers, including language and cultural differences, varied educational backgrounds, technology familiarity, and time constraints. Proposed strategies include initial diagnostic assessments, multilingual resources, tech orientations, and flexible learning through self-paced modules and recorded sessions. To address knowledge gaps, the assessment recommends continuous curriculum updates and fostering an open communication culture. The assessment strategy employs formative and summative assessments, supplemented by peer, self, and practical assessments. Formative assessments provide continuous feedback, while summative assessments evaluate overall comprehension. Peer and self-assessments promote critical thinking, and practical assessments ensure the application of theoretical knowledge. The goal is to cultivate a culture of continuous learning for confident navigation of the healthcare landscape. Application of Sociocultural Learning Theory In Assessment 1, Vygotsky’s Sociocultural Learning Theory was identified as suitable for the stress management teaching plan for ADN students. The theory emphasizes social interactions and cultural contexts influencing cognitive development and learning processes, optimizing teaching experiences and learner outcomes (Taber, 2020). Influence of Sociocultural Learning Theory on Teaching and Learning The social nature of nursing and diverse student backgrounds align with Vygotsky’s theory, fostering inclusivity and comprehension of complex nursing concepts. The ‘Zone of Proximal Development’ guides teaching strategies, facilitating collaborative learning for maximal potential (Oliveira et al., 2023). Rationale for Selection and Application of Sociocultural Learning Theory Applying Vygotsky’s theory aligns with research supporting collaborative learning for community building and understanding complex nursing concepts (Su & Zou, 2020). Emphasizing social interactions and cultural sensitivity prepares students for nursing practice, making the theory relevant and beneficial (Valderama‐Wallace & Apesoa‐Varano, 2020). Implementation of Learning Methods and Techniques The teaching plan employs thinking, learning, and communication methods based on Vygotsky’s theory. Strategies include collaborative learning, critical reflection, and open discourse, addressing potential conflicts with transformative learning, cultural competence development, and peer mediation. Rationale and Evidence-Based Support for Learning Methods Efficacy in promoting critical thinking and cultural competence supports transformative learning (Wang et al., 2019). Activities like intercultural workshops and diversity simulations enhance cultural competence, and peer mediation equips students with essential skills (Ay et al., 2019). These methods aim to create a supportive environment for developing effective, compassionate, and culturally sensitive healthcare professionals. Integration of Appropriate Learning Strategies and Techniques Addressing stress management for ADN students requires evidence-based learning strategies. Blended learning combines in-person and online components, offering flexibility. Peer learning fosters collaboration, while self-guided learning accommodates hectic schedules, promoting time management and self-discipline. Assumptions Based on Learning Strategies The chosen strategies are grounded in understanding the unique characteristics and needs of the ADN student population, ensuring a responsive and effective learning environment for stress management (Saifan et al., 2021). Varying Levels of Prior Knowledge Anticipations exist that students in the Associate Degree in Nursing (ADN) program will commence the course with differing levels of comprehension regarding stress and stress management. Some may have already formulated coping mechanisms, while others may be relatively unfamiliar with formal stress management techniques. Consequently, a blended learning approach has been selected, as it accommodates these diverse baseline knowledge levels by offering an array of resources and learning activities (Madsgaard et al., 2022). Need for Peer Support Given the inherently stressful nature of nursing studies, the assumption is that peer learning and shared experiences will yield significant benefits. The collaborative activities not only nurture academic growth but also encourage students to cultivate supportive relationships, serving as a vital source of emotional support throughout their studies (Saifan et al., 2021). Busy Schedules Nursing students often manage a multitude of responsibilities, including coursework, clinical rotations, and part-time employment. The self-guided learning approach acknowledges this challenge, providing a flexible learning environment that respects students’ time constraints, thereby minimizing potential additional academic-related stress (Madsgaard et al., 2022). Through the integration of these learning strategies based on the outlined assumptions, the course aims to deliver a comprehensive and flexible learning experience. This design empowers ADN nursing students to develop effective stress management skills while acknowledging their individual learning needs and constraints. Integration of Evidence-Based Best Practices for Classroom and Learner Management The design and implementation of our stress management course for ADN nursing students leverage evidence-based best practices in classroom and learner management. The subsequent section delves into these practices, examines conflicting data, and acknowledges alternative perspectives. Classroom Management Practices Effective classroom management is essential for establishing an environment conducive to successful teaching and learning. Our course draws from Jacob Kounin’s Classroom Management Theory, integrating strategies such as creating a structured course schedule, establishing clear learning objectives, and fostering robust communication channels. These elements aim to reduce potential confusion and stress that may lead to disruptive behaviors. However, Kounin’s theory may not fully account for individual differences among learners. In addressing this, elements of Barry Zimmerman’s Self-Regulated Learning Theory are incorporated, promoting learner autonomy and engagement by enabling students to take an active role in identifying and managing their stressors (Shoghi et al., 2019). Learner Management Practices Evidence-based learner management practices within our course aim to support students’ development as self-regulated learners. Drawing on Zimmerman’s Self-Regulated Learning Theory, the course integrates strategies such as goal-setting and self-monitoring. Students are encouraged to set personal stress management goals and monitor their progress, fostering a sense of self-efficacy and active involvement in learning. However, it is acknowledged that learners with self-regulation difficulties may require additional guidance and support (Tambunan et al., 2020). Considering Conflicting Data and Other Perspectives The selection of these strategies does not dismiss

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 dynamic realm of education, the quality of instruction plays a crucial role in fostering effective learning. When crafting a course, it is imperative to consider learning outcomes, appropriate teaching strategies, managing potential barriers to learning, and strategies to maintain student motivation. This report, developed for a stress management course designed for Associate Degree in Nursing (ADN) students, aims to elucidate these considerations employing the latest 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. The learning outcomes rest on theoretical understanding, practical application, personal growth, and professional development. The three primary learning outcomes focus on comprehending stress concepts, identifying personal stressors and applying management techniques, and integrating learned strategies into professional life (Khojanashvili et al., 2023). These objectives assume the vulnerability of nursing students to high stress due to academic rigor and personal stressors. The course anticipates that a comprehensive understanding of stress and effective management strategies can enhance academic performance, personal well-being, and future professional competence. Additionally, recognizing varied student levels, the course caters to different learning needs and paces (Madsgaard et al., 2022). Evaluation of Appropriate Teaching Strategies for the Course and Audience For the stress management course, a blended learning approach is deemed most effective, leveraging both face-to-face and online instruction. This approach combines the flexibility of online learning with the interactive context of physical classrooms. The model allows theoretical knowledge acquisition online, while face-to-face sessions focus on group discussions, experiential learning, and practicing stress management activities (Khojanashvili et al., 2023). Peer Learning Given the importance of social interactions in stress management, the course integrates peer learning strategies, fostering discussions, collaborative problem-solving, and peer feedback sessions. Peer learning enhances engagement, critical thinking, and a supportive learning community (Khojanashvili et al., 2023). Self-paced Learning Acknowledging diverse learning paces, the course incorporates self-paced learning, including self-directed online modules, reflective journals, and individual stress management projects. However, potential challenges include varying digital competencies and the risk of students falling behind, necessitating additional support and regular check-ins (Madsgaard et al., 2022; Saifan et al., 2021). Description of Evidence-Based Strategies for Managing Potential Barriers to Learning To establish an inclusive learning environment, potential barriers such as cultural diversity, language proficiency, digital literacy, individual stress levels, and prior knowledge are considered. Strategies include cultural and linguistic inclusivity, digital literacy support, managing individual stress levels, and addressing prior knowledge and misconceptions (Madsgaard et al., 2022; Saifan et al., 2021). Cultural and Linguistic Inclusivity To address cultural diversity, the course adopts culturally responsive teaching strategies, incorporating diverse perspectives and providing multilingual resources. This promotes inclusivity and helps overcome language barriers (Saifan et al., 2021). Digital Literacy Support Recognizing varying digital literacy levels, technical support is provided, and a basic digital literacy module is included. This ensures all students can effectively engage with online components (Saifan et al., 2021). Managing Individual Stress Levels Mindfulness and relaxation techniques are embedded to manage potential stress from the course itself. Regular check-ins and reflections are conducted to monitor and address stress levels (Saifan et al., 2021). Prior Knowledge and Misconceptions The course addresses diverse prior knowledge levels by exploring and dispelling misconceptions in the initial phase. Optional advanced modules cater to varying levels of understanding (Saifan et al., 2021). Strategies Overcome Learning Barriers Based on Current Peer-Reviewed Literature The chosen strategies align with recent peer-reviewed research. Cultural inclusivity enhances engagement, digital literacy support improves academic performance, and stress management techniques aid in practical application (Abacioglu et al., 2020; Khojanashvili et al., 2023; van Loon et al., 2020). Strategies to Sustain Motivation of Diverse Learners Based on Current Peer-Reviewed Literature Motivation strategies include blended learning, cultural inclusivity, stress-relief activities, and active learning approaches. Each is grounded in recent literature, emphasizing increased engagement, a sense of belonging, and practical stress management (Petges & Sabio, 2020; van Loon et al., 2020; Khojanashvili et al., 2023). Conclusion The success of the stress management course relies on learning outcomes, teaching strategies, and addressing potential barriers while sustaining student motivation. Evidence-based practices and tailored approaches can equip nursing students with essential stress management skills, contributing to their academic success and overall well-being. 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 NURS FPX 6105 Assessment 3 Teaching Strategies 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 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/s109 NURS FPX 6105 Assessment 3 Teaching Strategies

NURS FPX 6105 Assessment 2 Management and Motivation

Student Name Capella University NURS-FPX 6105 Teaching and Active Learning Strategies Prof. Name Date Management and Motivation A conducive learning environment is imperative for successful teaching and learning, particularly within the diverse realm of nursing education. The choice of the learning environment plays a pivotal role in teaching stress management to ADN nursing students, influencing the effectiveness of conveying essential knowledge. This report examines the optimal learning environment for the nursing course developed in Assessment 1, exploring relevant theories of classroom management, learner motivation, and evidence-based strategies pertinent to these domains. The findings of this report are grounded in recent literature, ensuring the contemporary 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 outlined in Assessment 1 is a blended learning environment. Blended learning proves particularly efficacious when teaching stress management, as it allows for online acquisition of theoretical knowledge and hands-on stress management activities during face-to-face sessions (Tambunan et al., 2020). This model facilitates real-time interaction and collaboration, integral for sociocultural learning, while offering flexibility and personalized learning through online components. Although complete online learning provides greater flexibility and pace control, it may not fully harness the richness of social interactions crucial in nursing education (Downer et al., 2021). Thus, the blended learning environment is deemed more suitable for this nursing education course due to its effectiveness in facilitating both individual and collaborative learning experiences. Theories of Classroom and Learner Management Key theories utilized for classroom and learner management encompass Jacob Kounin’s Classroom Management Theory (1970) and Barry Zimmerman’s Self-Regulated Learning Theory (2000). Kounin’s theory underscores that an organized and engaging classroom environment deters disruptive behaviors (Shoghi et al., 2019). Applied to the nursing course on stress management, this suggests creating a structured course schedule, well-defined learning objectives, and clear communication channels to reduce potential stress and confusion leading to disruptive behaviors. While excelling in promoting a well-structured learning environment, Kounin’s theory may lack consideration of individual learner differences. Zimmerman’s theory, in contrast, empowers learners by accentuating their active role in learning processes, promoting self-efficacy and autonomy. The strength of Zimmerman’s theory lies in fostering self-regulated learning, boosting student motivation and engagement. For our course, this involves teaching stress management strategies and encouraging active learner involvement in identifying and managing stressors. However, a potential limitation is its underemphasis on the critical role of social interactions in learning, and it may not be universally effective, particularly for learners with self-regulation difficulties (Tambunan et al., 2020). Integrating aspects of both theories could offer 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 primary theories used to understand learner motivation. SDT underscores the role of autonomy, competence, and relatedness for fostering intrinsic motivation, excelling in explaining why learners engage in learning activities without external rewards. Applied to the nursing course, SDT supports self-paced learning modules and encouraging self-efficacy in stress management. However, a potential limitation is its less explicit focus on extrinsic motivation and external conditions affecting self-determination, including cultural and socioeconomic factors (Ryan & Deci, 2020). NURS FPX 6105 Assessment 2 Management and Motivation The Achievement Goal Theory suggests that learners’ motivation is driven by a desire to master a task (mastery goals) or outperform others (performance goals). It provides a strong framework for understanding learners’ academic goals and achievement behaviors. Applied to the nursing course, emphasis might be on the mastery goal of understanding and effectively managing stress, rather than performance goals like outperforming classmates. However, a potential drawback is its underemphasis on intrinsic interest and enjoyment in learning, and 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 find relevant applications in this nursing education course. Classroom management theories aid in creating an organized and engaging blended learning environment, while learner motivation theories inform strategies to foster intrinsic motivation among students. Applying these theories to drive curriculum design and delivery enhances engagement and active participation. In the context of the nursing course on stress management, this involves creating a structured course schedule, well-defined learning objectives, and clear communication channels to reduce potential stress and confusion leading to disruptive behaviors. However, these theories may not fully consider the diverse cultural backgrounds and digital competencies of the students. Further research is necessary 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 crucial for facilitating an optimal learning environment. Noteworthy classroom management strategies include the “Good Behavior Game,” which encourages positive behavior through group dynamics. Regarding 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. Simultaneously, the use of formative assessments aids in providing ongoing and constructive feedback (Ryan & Deci, 2020). Despite these proven strategies, educators must 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 integrated into stress management training, enabling students to set personal stress management goals and track their progress. 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 crucial. Embracing Self-Determination Theory (SDT), educators can focus on fostering autonomy, competence, and relatedness to intrinsically motivate 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, 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

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Student Name Capella University NURS-FPX 6105 Teaching and Active Learning Strategies Prof. Name Date Learning Theories and Diversity Designing an instructional plan for a diverse group of learners requires careful consideration and application of pertinent educational theories. This is particularly crucial in nursing education, where students span various ages, cultural backgrounds, and prior healthcare experiences. This teaching plan focuses on stress management for community college Associate Degree in Nursing (ADN) students, acknowledging the enriching aspect of diversity and aiming to foster inclusivity and cultural competency. The foundation of this plan lies in Vygotsky’s Sociocultural Learning Theory, which underscores the importance of social interactions in the learning process, making it particularly relevant for a diverse group of nursing students. Identification of a Learning Theory: Sociocultural Learning Theory The Sociocultural Learning Theory, rooted in Lev Vygotsky’s work, is chosen as the theoretical basis for the stress management teaching plan for ADN nursing students. This theory posits that the sociocultural environment significantly influences cognitive development through social interactions and cultural experiences (Taber, 2020). In nursing education, this theory is impactful due to the inherent diversity in students’ age, cultural background, and healthcare experiences. Considering this diversity, the Zone of Proximal Development (ZPD), a key element of Vygotsky’s theory, is highly relevant. ZPD represents the gap between independent and guided learning, crucial in a diverse nursing student body, emphasizing the use of collaborative learning strategies to maximize their potential. Collaborative learning aligns with Vygotsky’s theory, promoting inclusivity and creating a safe space for interactive and reflective learning about stress management (Su & Zou, 2020). Furthermore, research highlights the benefits of Vygotsky’s theory in nursing education, emphasizing that collaborative learning fosters a sense of community and facilitates sharing diverse perspectives, enhancing students’ comprehension of complex nursing concepts (Su & Zou, 2020). Justification for Sociocultural Learning Theory and Contextual Appropriateness The Sociocultural Learning Theory’s suitability is demonstrated by its emphasis on social interactions and cultural context, aligning with the collaborative and communicative nature of nursing. The theory accommodates the diversity among nursing students, emphasizing the use of diversity as a valuable learning resource (Valderama-Wallace & Apesoa-Varano, 2020). In contrast, Piaget’s Cognitive Development Theory, while valuable for understanding cognitive development, may be less effective in a diverse nursing course. Its focus on individual cognitive stages may limit applicability in a context where teamwork and collaboration are vital. Additionally, Piaget’s theory may not fully account for cultural and experiential diversity in nursing education (Hanfstingl et al., 2019). Diversity of the Intended Group of Learners The nursing students for this stress management program exhibit diverse characteristics, including varying ages, cultural backgrounds, prior healthcare experiences, and digital literacy levels. This diversity contributes to unique learning dynamics, enriching the educational environment. Age diversity, encompassing traditional and mature students, brings different learning styles and experiences. Cultural diversity introduces varying worldviews and healthcare perspectives, enhancing cultural competence. Students’ prior healthcare experiences contribute to a practical understanding of stress management. Recognizing and embracing this diversity promotes critical thinking, problem-solving, cultural competence, and inclusivity in nursing education (Smith et al., 2023; Oliveira et al., 2023). Evidence-Based Strategies for Managing Conflicts in a Diverse Classroom Diversity within the classroom may lead to conflicts, necessitating evidence-based strategies. Transformative learning encourages students to challenge existing beliefs about stress, fostering critical reflection and open discourse (Wang et al., 2019). Fostering cultural competence through activities like intercultural workshops minimizes misunderstandings stemming from cultural disparities (Brottman et al., 2019). Peer mediation, where trained students resolve conflicts among peers, empowers students and reinforces the value of diversity in a collaborative learning environment (Ay et al., 2019). Conclusion Teaching in a diverse environment presents challenges and opportunities. Applying Vygotsky’s Sociocultural Learning Theory and evidence-based conflict management strategies can transform challenges into opportunities for growth. Recognizing the richness of diversity in the classroom creates an inclusive learning environment that prepares nursing students to be effective, 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 Hanfstingl, B., Benke, G., & Zhang, Y. (2019). Comparing variation theory with Piaget’s theory of cognitive development: More similarities than differences? Educational Action Research, 27(4), 1–16. https://doi.org/10.1080/09650792.2018.1564687 NURS FPX 6105 Assessment 1 Learning Theories and Diversity Oliveira, J., Cassandre, M. P., & Sara. (2023). Entrepreneurial learning based on the zone of proximal development. Entrepreneurship Education and Pedagogy, 251512742311791-251512742311791. https://doi.org/10.1177/25151274231179193 Smith, L. M., Villar, F., & Wendel, S. (2023). Narrative-based learning for person-centred healthcare: The Caring Stories learning framework. Medical Humanities. https://doi.org/10.1136/medhum-2022-012530 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 1 Learning Theories and Diversity 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 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 /01.nep.0000000000001090