MSN Writing Services

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

New Samples

Struggling With Your Assessments? Get Help From Our Tutors

    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 conflicting data or other perspectives. For instance, Zimmerman’s theory may not fully acknowledge the social aspect of learning, which is crucial in nursing education. Similarly, Kounin’s theory might not adequately address individual learner differences.

    Challenges in motivating learners also require careful consideration. While the Self-Determination Theory (SDT) emphasizes autonomy, competence, and relatedness, it less explicitly addresses external factors like cultural and socioeconomic conditions. Likewise, the Achievement Goal Theory provides a robust understanding of learners’ academic goals and behaviors, but it may downplay the role of intrinsic interest and enjoyment in learning (Ryan & Deci, 2020).

    To overcome these potential limitations, our course combines elements from these theories, fostering both an organized learning environment and intrinsic motivation among students. Moreover, we recognize the need for further research to better understand how to effectively blend these theories in a multicultural and digital learning environment.

    Incorporation of Evidence-Based Best Practices to Enhance Learner Motivation

    To enhance learner motivation, the course incorporates strategies based on SDT and Growth Mindset theory. For example, we aim to foster a sense of autonomy, competence, and relatedness among learners. The course also frames stress as a challenge that can be managed and overcome, promoting a growth mindset (Ryan & Deci, 2020).

    Culturally Responsive Teaching is another evidence-based practice integrated into the course. By recognizing and appreciating cultural diversity, this strategy seeks to foster a sense of belonging and motivation among learners from diverse backgrounds (Tambunan et al., 2020).

    While adopting these proven strategies, we remain open to feedback and willing to adapt our approach to meet individual learner needs. By staying flexible and responsive, we aim to provide an effective, engaging learning experience for all our students. The selection of these strategies is not arbitrary; instead, they are rooted in an understanding of the unique characteristics and needs of the ADN student population, allowing for the development of a responsive and effective learning environment for stress management.

    Consideration of Barriers to Learning and Areas of Uncertainty

    In the design and implementation of our educational programs, we recognize the importance of understanding and addressing potential barriers to learning. These barriers may include language and cultural differences, diverse educational backgrounds, varying comfort levels with technology, and time constraints.

    Identification and Management of Learning Barriers

    Students enter the program with varying foundational knowledge and educational backgrounds. This barrier is addressed through the implementation of initial diagnostic assessments, enabling the identification of areas where a learner may need additional support, and tailoring learning resources accordingly.

    Language and cultural barriers could pose challenges for some students, especially those for whom English is not their first language or who come from diverse cultural backgrounds. To mitigate this, we offer resources and support in multiple languages where possible. Our program is also designed to be culturally inclusive, considering the different cultural contexts that our students may come from.

    The use of technology in a blended learning approach can be a barrier for students who are less tech-savvy. We manage this through comprehensive orientations on the use of our learning management system and other online tools. Continuous tech support is also offered for students who may face challenges along the way.

    For students juggling multiple responsibilities, finding time for learning can be challenging. We accommodate this through the flexibility of our program, offering self-paced modules and recorded sessions that students can access and complete at their convenience.

    Identification and Management of Areas of Uncertainty and Knowledge Gaps

    In the constantly evolving field of nursing, areas of uncertainty and knowledge gaps may emerge. We acknowledge these and address them through continuous updates and improvements in our curriculum based on the latest research and best practices. A culture of open communication is fostered, encouraging students to voice their concerns, ask questions, and provide feedback. This helps identify emerging knowledge gaps and address them promptly.

    Assessment Strategies

    Our approach to assessment is multifaceted, aiming to capture a comprehensive picture of student learning and development. Particularly, we strive to integrate cultural competence into our nursing and healthcare educational offerings. The assessment strategy involves a mix of formative and summative assessments, supplemented by peer, self, and practical assessments. The purpose is not only to evaluate knowledge acquisition but also to develop practical skills, critical thinking, and self-reflection.

    Formative Assessments

    Formative assessments are integral to our strategy, providing continuous feedback to students and instructors alike. This ongoing monitoring allows for the identification of areas requiring further clarification or instruction, enhancing the overall learning process (van der Kleij, 2019). The relevance, currency, sufficiency, and trustworthiness of the evidence for these assessment choices are consistently evaluated. Examples of formative assessments include:

    • Quizzes: Regular quizzes enable students to test their understanding of the material in a low-stakes setting, providing immediate feedback to the instructor on areas that may need reinforcement.
    • Reflective Journals: Students maintain reflective journals, encouraging critical thinking about their learning journey and deepening their understanding and retention of the material.
    • Discussion Posts: Online discussion posts foster community, promote active participation, and offer opportunities for students to explore different perspectives.
    • Group Activities: Collaborative activities provide opportunities for students to work together, learn from one another, and reinforce their understanding of the material.

    Summative Assessments

    Summative assessments are designed to evaluate student learning at the conclusion of an instructional period, such as the end of a module or course. These evaluations focus on measuring learners’ competence and understanding of specific areas (Farrag, 2020). Examples include:

    • Final Exams: Designed to test students’ overall understanding and integration of the course material.
    • Capstone Projects: Undertaken to demonstrate students’ ability to apply and integrate knowledge and skills acquired throughout the course.
    • Simulations: In the nursing field, simulations serve as invaluable tools for assessing students’ competency in a realistic but controlled environment.

    Peer and Self-Assessments

    Promoting critical thinking and self-reflection, we incorporate peer and self-assessment strategies. These methods allow students to evaluate their own work and that of their peers, encouraging constructive feedback and a more profound learning experience (Farrag, 2020).

    Practical Assessments

    Practical assessments are crucial to our strategy, especially in nursing, where hands-on skills are paramount. This approach ensures students can seamlessly translate theoretical knowledge into effective nursing practice (van der Kleij, 2019). It enhances students’ confidence in their abilities to manage real-world scenarios and promotes a deeper understanding of their roles as future healthcare professionals. Included are:

    • Clinical Practicums: Students apply theoretical knowledge in real-life settings under supervision, developing and showcasing practical skills.
    • Simulations: High-fidelity simulations mimic real-life situations, enabling students to demonstrate their abilities in a controlled, risk-free environment.

    In summary, our comprehensive assessment strategy is designed to foster an enriching, active learning environment that effectively evaluates and supports the diverse needs and progress of our learners. It plays a pivotal role in cultivating a culture of continuous learning and improvement, facilitating the transition from novice to proficient. Additionally, by providing a balance of formative and summative assessments, we address various learning styles, ensuring our students are fully prepared and confident to navigate the complex healthcare landscape.

    Summary

    The course focuses on advanced nursing practices and is tailored for registered nurses seeking to expand their skills, specialize in their practice, move into leadership roles, or engage in academic research. The curriculum explores vital areas such as patient care ethics, advanced clinical procedures, nursing leadership, and healthcare policies. Aligned with these focal points, the course’s learning objectives are meticulously designed to empower nurses with advanced knowledge and skills, foster critical thinking, promote ethical practice, and prepare nurses for leadership roles.

    To support the learning process and provide a rich learning experience, a diverse range of learning resources is utilized. These resources include textbooks, supplementary readings, interactive online content, videos, case studies, research articles, and access to specialized healthcare databases.

    A course overview reveals a concentration on advanced nursing practices within a learning environment that seamlessly combines online and practical sessions for a flexible and interactive experience. The learner population primarily consists of registered nurses, each bringing varied backgrounds, experiences, and career aspirations.

    NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

    Diverse teaching strategies are employed, carefully chosen to cater to a wide range of learning styles. These strategies include direct instruction, collaborative learning, case-based teaching, and hands-on practical sessions. The goal is to ensure active engagement in the learning process and provide a comprehensive understanding of the course material.

    The assessment strategies are meticulously crafted to provide a comprehensive measure of learning outcomes. Going beyond the measurement of knowledge acquisition, these strategies encompass formative and summative assessments, peer and self-assessments, and practical assessments. The aim is to foster critical thinking, encourage self-reflection, and ensure the application of theoretical knowledge in practical settings. In conclusion, the entire course design and its implementation are meticulously crafted to create an enriching and active learning environment that effectively evaluates and supports the diverse needs and progress of our learners.

    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

    NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

    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

    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