MSN Writing Services

NURS FPX 6105 Assessment 2 Management and Motivation

New Samples

Struggling With Your Assessments? Get Help From Our Tutors

    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 feedback and individual learner needs. In the context of the nursing course on stress management, these best practices could be adapted to promote an understanding of stress as a challenge that can be managed and overcome, rather than as a problem or failure. This growth mindset can increase motivation to engage with the course material and apply stress management strategies in personal life.

    Conclusion

    In conclusion, when teaching stress management to a diverse group of nursing students, the optimal learning environment is a blended one. It encourages collaboration, fosters cultural competence, and suits the diversity of students. The thoughtful application of classroom management and learner motivation theories, coupled with ongoing adaptation based on feedback and emerging research, is integral to the success of this environment. Ultimately, it aims to cultivate critical thinking, inclusivity, and practical skills essential for the nursing profession.

    References

    Downer, T., Gray, M., & Capper, T. (2021). Online learning and teaching approaches used in midwifery programs: A scoping review. Nurse Education Today, 103, 104980. https://doi.org/10.1016/j.nedt.2021.104980

    Mitton, J., & Murray-Orr, A. (2021). Identifying the impact of culturally relevant pedagogy: Evidence of academic risk-taking in culturally and economically diverse Nova Scotia classrooms. Canadian Journal of Education/Revue Canadienne de L’éducation, 44(4), 1084–1115. https://doi.org/10.53967/cje-rce.v44i4.4811

    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

    NURS FPX 6105 Assessment 2 Management and Motivation

    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

    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