MSN Writing Services

NURS FPX 6105 Assessment 3 Teaching Strategies

New Samples

Struggling With Your Assessments? Get Help From Our Tutors

    NURS FPX 6105 Assessment 3 Teaching Strategies

    Student Name

    Capella University

    NURS-FPX 6105 Teaching and Active Learning Strategies

    Prof. Name


    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).


    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.


    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.

    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.

    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).

    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.

    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).

    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.

    NURS FPX 6105 Assessment 3 Teaching Strategies