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NURS FPX 6105 Assessment 1 Learning Theories and Diversity

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    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