NURS FPX 6105 Management and Motivation Report Example

NURS FPX 6105 Assessment 2 Management and Motivation Report

Assignment Brief: NURS FPX 6105 Management and Motivation Report Assignment

Course: NURS FPX 6105 Teaching and Active Learning Strategies

Assignment Title: Assessment 2 Management and Motivation Report

Assignment Instructions Overview:

In this assignment, you will explore the concepts of management and motivation in the context of nursing education. Your task is to conduct a comprehensive analysis of various theories and evidence-based strategies related to classroom and learner management, as well as learner motivation. The ultimate goal is to apply these insights to develop recommendations for creating an optimal learning environment for nursing students, particularly concerning stress management.

Understanding Assignment Objectives:

This assignment aims to deepen your understanding of how classroom management theories, learner motivation theories, and evidence-based strategies can be effectively applied in nursing education settings. You will explore how these theories and strategies can influence the design and delivery of nursing courses, with a specific focus on stress management education. Through critical analysis and synthesis of relevant literature, you will identify best practices for enhancing student engagement, motivation, and success in stress management education.

The Student’s Role:

As a student undertaking this assignment, your role is to act as a researcher and analyst in the field of nursing education. You will critically evaluate existing theories and evidence-based practices related to classroom management, learner motivation, and stress management education. Through your analysis, you will identify key insights and recommendations for creating an effective learning environment for nursing students. Your findings will be presented in a comprehensive report format, adhering to academic writing standards and including proper citations and references.

You Can Also Check Other Related Assessments:

NURS FPX 6105 Assessment 1 Learning Theories And Diversity Example

NURS FPX 6105 Assessment 3 Teaching Strategies to Support Teaching and Learning Example

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan Example

NURS FPX 6105 Management and Motivation Report Example

Introduction

Creating a conducive learning atmosphere is crucial for effective teaching and learning, particularly in nursing education, which encompasses a broad range of diversity. The selection of the learning environment plays a vital role in teaching stress management to ADN nursing students. This report aims to investigate the best-suited learning environment for the nursing course introduced in Assessment 1. It will explore theories related to classroom management, learner motivation, and evidence-based strategies to enhance these aspects. The insights provided in this report are drawn from contemporary literature, ensuring their relevance and applicability to nursing education.

Appropriate Learning Environment

For the diverse group of nursing students discussed earlier, the most suitable learning environment would be a blended learning setup. Blended learning combines online learning with face-to-face sessions, which is particularly effective for teaching stress management. This approach allows students to grasp theoretical concepts online and engage in practical stress management activities in person (Tambunan et al., 2020). It promotes real-time interaction and collaboration, which are crucial for sociocultural learning, while also providing flexibility and personalized learning through online components. Although complete online learning offers more flexibility and control over pace, it may lack the richness of social interactions essential in nursing education (Downer et al., 2021). Thus, the blended learning environment is preferred for this nursing course as it caters to both individual learning needs and collaborative learning experiences.

Theories of Classroom and Learners Management

Two significant theories utilized in managing classrooms and learners are Jacob Kounin’s Classroom Management Theory (1970) and Barry Zimmerman’s Self-Regulated Learning Theory (2000). Kounin’s theory emphasizes the importance of a well-organized and engaging classroom setting in deterring disruptive behaviors (Shoghi et al., 2019). In our nursing course on stress management, this could involve creating a structured schedule, defining clear learning goals, and ensuring effective communication channels to reduce stress and confusion that may lead to disruptions. While it excels in promoting a structured environment and managing disruptive behaviors preemptively, it may overlook individual learner differences.

Zimmerman’s theory, on the other hand, empowers learners by emphasizing their active involvement in the learning process, thus fostering self-efficacy and autonomy. This theory strengthens self-regulated learning, enhancing student motivation and engagement. For our stress management course, this would entail teaching stress management techniques and encouraging students to actively identify and manage their stressors. However, this theory may not fully address the importance of social interactions in learning and may not be universally effective, especially for learners struggling with self-regulation (Tambunan et al., 2020). Therefore, while both theories offer valuable frameworks for managing classrooms and learners, their limitations need to be considered, and integrating elements from both could provide a more comprehensive and adaptable approach in diverse learning environments.

Theories of Learners Motivation

Two main theories used to understand learner motivation are the Self-Determination Theory (SDT) by Deci and Ryan (1985) and the Achievement Goal Theory by Ames (1992). SDT highlights the significance of autonomy, competence, and relatedness in fostering intrinsic motivation (Ryan & Deci, 2020). It emphasizes individual autonomy and self-driven learning, explaining why learners may engage in activities without external rewards. In our nursing course, SDT could support the use of self-paced learning modules and encourage self-efficacy in stress management.

However, a potential limitation of SDT is its limited focus on extrinsic motivation and external conditions that may influence self-determination, such as cultural and socioeconomic factors (Ryan & Deci, 2020). On the other hand, the Achievement Goal Theory posits that learners’ motivation stems from either mastering a task (mastery goals) or outperforming others (performance goals). It provides a framework for understanding learners’ academic goals and behaviors. In our nursing course, we may emphasize mastering stress management rather than focusing on outperforming classmates. Yet, this theory may overlook the importance of intrinsic interest in learning and may not fully address cultural differences in motivation (Tambunan et al., 2020).

Applicability of Classroom Management and Learner Motivation Theories

The theories of classroom management and learner motivation hold significant relevance for our nursing education course. Classroom management theories aid in establishing an organized and engaging blended learning environment, while learner motivation theories guide strategies to nurture intrinsic motivation among students (Shoghi et al., 2019). By incorporating these theories into curriculum design and delivery, we can enhance student engagement and active participation. For example, in our stress management course, this may involve creating a structured schedule, defining clear objectives, and ensuring effective communication channels to mitigate potential stress and confusion that may lead to disruptions.

Moreover, an understanding of motivational theories enables the implementation of personalized feedback mechanisms to reinforce positive learning behaviors. For instance, applying Self-Determination Theory may entail encouraging students to discover their own stress management strategies, thereby promoting autonomy and intrinsic motivation in stress management (Shoghi et al., 2019). However, it’s essential to acknowledge that these theories may not fully address the diverse cultural backgrounds and digital competencies of students. Further research is necessary to explore effective integration of these theories in a multicultural and digital learning environment.

Evidence-Based Strategies for Classroom and Learner Management

Implementing evidence-based strategies for classroom and learner management is essential for creating an optimal learning environment. One notable classroom management approach is the “Good Behavior Game,” which fosters positive behavior through group dynamics. Regarding learner management, techniques like goal-setting and self-monitoring, based on Self-Regulated Learning (SRL), empower learners by promoting self-efficacy and self-directed learning (Ryan & Deci, 2020). Additionally, employing formative assessments provides continuous and constructive feedback to students.

Despite the effectiveness of these strategies, educators must consider the diversity among learners and advocate for a flexible and personalized approach to learning. For instance, in our nursing course, integrating goal-setting and self-monitoring techniques into stress management training allows students to establish personal stress management goals and monitor their progress toward achieving them (Ryan & Deci, 2020).

Evidence-Based Best Practices to Enhance Learner Motivation in Diverse Settings

Enhancing learner motivation in diverse educational settings requires the application of evidence-based approaches. By embracing Self-Determination Theory (SDT), educators can focus on fostering autonomy, competence, and relatedness among students, thereby intrinsically motivating them (Mitton & Murray-Orr, 2021). Additionally, integrating Growth Mindset theory encourages students to perceive challenges as opportunities for growth. Furthermore, implementing Culturally Responsive Teaching acknowledges and appreciates cultural diversity, fostering a sense of belonging and increased motivation among students from various backgrounds (Mitton & Murray-Orr, 2021).

Despite the demonstrated effectiveness of these strategies, it is crucial to remain flexible and adapt to feedback and individual learner needs. In the context of our nursing course on stress management, these best practices can be tailored to promote an understanding of stress as a challenge that can be managed and overcome, rather than viewing it as a problem or failure. This adoption of a growth mindset can enhance motivation to engage with the course material and apply stress management strategies in personal life.

Conclusion

In conclusion, the quest for an optimal learning environment in nursing education, especially concerning stress management for ADN nursing students, requires a blended learning approach that combines online and face-to-face interactions. This approach caters to individual learning needs while fostering collaboration and sociocultural learning. Classroom management theories, such as Jacob Kounin’s and Barry Zimmerman’s, offer valuable insights into creating structured environments and empowering learners. However, their limitations must be acknowledged, and integration of elements from both theories can lead to a more comprehensive approach. Similarly, theories of learner motivation, like Self-Determination Theory and Achievement Goal Theory, provide guidance in nurturing intrinsic motivation among students, although cultural and contextual factors must be considered. Integrating these theories into curriculum design and delivery can enhance student engagement and participation. Evidence-based strategies, including the “Good Behavior Game” and self-regulated learning techniques, offer effective means of classroom and learner management. Moreover, embracing best practices like Self-Determination Theory, Growth Mindset theory, and Culturally Responsive Teaching can further enhance learner motivation in diverse educational settings. However, educators must remain adaptable to feedback and individual learner needs to ensure the continued effectiveness of these strategies in promoting student motivation and success.

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

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

Detailed Assessment Instructions for the NURS FPX 6105 Management and Motivation Report Assignment

Description

Create a 3–4-page report on the optimal learning environment for the course you began developing in Assessment 1.

Note: Assessments in this course build on each other and must be completed in sequential order.

Often instructors do not get to choose the environment in which they will teach, but in this assessment you have the opportunity to do just that. Here you will select an environment that is the best fit for your content and learner population, and also consider how to maintain learner motivation in the environment you choose.

For more contextual information on active learning strategies, read the Assessment 2 Context document.

Assessment Instructions

Note: Assessments in this course build on each other and must be completed in sequential order.

Create a 3–4-page report on the optimal learning environment for the course you began developing in Assessment 1. You should select a learning environment that will foster motivation in your learner population, support your efforts at classroom motivation, and best serve the goals of the course.

OPTIONAL PREPARATION

Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

INSTRUCTIONS

Create a report that does the following:

• Describes the learning environment most appropriate for the educational topic and intended audience that you identified.
• Briefly describes and evaluates theories of classroom management, learner management, and learner motivation that are relevant to your course and intended audience.
• Describes evidence-based strategies for classroom and learner management and evidence-based best practices to enhance learner motivation and how you would employ these in your learning environment and with a diverse group of learners.
• Supports your choices with scholarly resources.

ADDITIONAL REQUIREMENTS

• Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
• Length: 3–4 pages, plus a title page and a references page.
• Use correct APA format, including running head, page numbers, and a title page.
• Use and cite at least three scholarly articles in your plan.
• Writing should be free of grammar and spelling errors that distract from content.

SUGGESTED RESOURCES

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Motivation

• Vila Health: Management and Motivation | Transcript.
• Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed). San Francisco, CA: Jossey-Bass.
  • Chapter 1: Understanding Motivation for Adult Learners.

SHOW LESS

Simulations

• Burbach, B., Barnason, S., & Thompson, S. A. (2015). Using “Think Aloud” to capture clinical reasoning during patient simulation. International Journal of Nursing Education Scholarship, 12(1), 1–7.
• Reese, C. E., & Jeffries, P. R. (2010). Learning together: Using simulations to develop nursing and medical student collaboration. Nursing Education Perspectives, 31(1), 33–37.

Additional Resources for Further Exploration

• Dunlap, R. (2013). Nursing theory and the clinical gaze: Discovery in teaching theory across a cultural divide. Nursing Science Quarterly, 26(2), 176–180.
• Merriam, S. B., & Bierema, L. L. (2014). “Chapter 2: Traditional Learning Theories” in Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.

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NURS FPX 6105 Assessment Strategies and Complete Course Plan Example

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Assignment Brief: NURS FPX 6105 Assessment Strategies and Complete Course Plan

Course: NURS FPX 6105 Teaching and Active Learning Strategies

Assignment Title: Assessment 4 Assessment Strategies and Complete Course Plan

Assignment Instructions Overview:

In this assignment, you will develop a comprehensive assessment plan for a stress management course tailored to the target population. This plan will integrate seamlessly with the course components you have previously designed. Your task is to create a clear, concise teaching plan that addresses the needs of the learner population, aligns with evidence-based best practices, and includes a detailed assessment strategy.

Understanding Assignment Objectives:

The primary objective of this assignment is to create an assessment plan that effectively evaluates student learning and achievement of course outcomes. You will need to consider the types of assessments most appropriate for your educational topic and learner population, ensuring that they support cultural competence and accommodate diverse learning styles. Additionally, your assessment plan should demonstrate how learning outcomes will be evaluated and how assessments will demonstrate that learners have achieved the intended learning objectives.

The Student’s Role:

As a student in NURS FPX 6105, your role is to design a stress management course for ADN students that integrates evidence-based teaching strategies, learner-centered approaches, and culturally competent practices. You will develop an assessment plan that includes various assessment types, such as formative and summative assessments, peer and self-assessments, and practical assessments. Your goal is to create an inclusive and engaging learning environment that prepares ADN students to effectively manage stress in nursing practice.

You Can Also Check Other Related Assessments:

NURS FPX 6105 Assessment 1 Learning Theories And Diversity Example

NURS FPX 6105 Assessment 2 Management and Motivation Report Example

NURS FPX 6105 Assessment 3 Teaching Strategies to Support Teaching and Learning Example

NURS FPX 6105 Assessment Strategies and Complete Course Plan Example

Overview

The assessment details a plan for creating a stress management course specifically for Associate Degree in Nursing (ADN) students. Drawing from educational theories like Jacob Kounin’s Classroom Management Theory and Barry Zimmerman’s Self-Regulated Learning Theory, the course aims to integrate evidence-based strategies in classroom and learner management. Additionally, it incorporates practices from the Self-Determination Theory (SDT), Growth Mindset Theory, and Culturally Responsive Teaching to enhance learner motivation and engagement. Recognizing the diverse needs of ADN students, the course takes a holistic approach to address potential barriers to learning, such as language and cultural differences, technology familiarity, and time constraints. Strategies like diagnostic assessments, multilingual resources, tech orientations, and flexible learning modules are proposed to overcome these barriers and ensure inclusivity.

Continuous curriculum updates based on the latest research and best practices are recommended to address areas of uncertainty and knowledge gaps. An open communication culture is also encouraged to promptly address emerging knowledge gaps. The assessment strategy is multifaceted, incorporating formative and summative assessments, peer and self-assessments, and practical assessments like clinical practicums and simulations. Formative assessments provide continuous feedback, while summative assessments evaluate overall comprehension. Peer and self-assessments promote critical thinking and self-reflection, while practical assessments ensure students can apply theoretical knowledge in real-world scenarios. Ultimately, the assessment strategy aims to foster a culture of continuous learning, preparing ADN students to confidently navigate the complexities of the healthcare landscape.

Application of Sociocultural Learning Theory

In Assessment 1, Vygotsky’s Sociocultural Learning Theory was identified as the suitable foundation for the teaching plan aimed at a diverse group of Associate Degree in Nursing (ADN) students learning stress management. This theory suggests that social interactions and cultural contexts significantly influence cognitive development and learning processes (Taber, 2020).

The Influence of Sociocultural Learning Theory on Teaching and Learning

The Sociocultural Learning Theory aligns well with the social nature of the nursing profession and the varied backgrounds of nursing students. It emphasizes the importance of social interactions and cultural contexts in learning, fostering an inclusive environment that encourages sharing diverse perspectives and understanding complex nursing concepts like stress management.

The Role of the Zone of Proximal Development

A key concept within Vygotsky’s theory is the ‘Zone of Proximal Development’ (ZPD), which represents the gap between what learners can do independently and what they can achieve with assistance. By recognizing this gap and promoting collaborative learning, students can learn from each other and reach their full potential (Oliveira et al., 2023).

Rationale for the Selection and Application of Sociocultural Learning Theory

Vygotsky’s Sociocultural Learning Theory is selected for several reasons. Firstly, research by Su & Zou (2020) supports the effectiveness of collaborative learning in nursing education, aligning with Vygotsky’s emphasis on collaborative learning to bridge the ZPD. Secondly, studies by Valderama‐Wallace & Apesoa‐Varano (2020) emphasize the importance of social interactions and cultural sensitivity in nursing practice. By integrating Vygotsky’s theory, an environment is created that not only enhances learning but also prepares students for the social and cultural aspects of nursing practice. Overall, the application of Vygotsky’s Sociocultural Learning Theory provides a solid academic rationale for improving the teaching experience and achieving desired learning outcomes in the stress management course for ADN nursing students.

Implementation of Learning Methods and Techniques

The teaching plan crafted for ADN Nursing students on stress management incorporates a variety of teaching and learning methods, designed to cater to the diverse learning environment. Rooted in Vygotsky’s Sociocultural Learning Theory, the plan emphasizes collaborative learning, critical reflection, and open discourse to enhance understanding and management of stress in nursing practice.

Rationale and Evidence-Based Support for Learning Methods

The chosen teaching and learning methods are backed by evidence for their effectiveness in fostering critical thinking, cultural competence, and conflict resolution among diverse learners. Transformative learning, for instance, encourages learners to challenge existing paradigms, enhancing their understanding of stress and its management (Wang et al., 2019). Cultural competence activities aim to minimize misunderstandings and promote appreciation of diversity among learners (Brottman et al., 2019). Peer mediation fosters immediate conflict resolution and equips students with essential interpersonal skills (Ay et al., 2019).

Integration of Appropriate Learning Strategies and Techniques

Blended Learning

Blended learning combines traditional in-person classes with online resources, allowing for both experiential learning and theoretical exploration. In-person sessions focus on skill-based aspects through group discussions and simulations, while online resources offer flexibility in accessing theoretical materials (Khojanashvili et al., 2023).

Peer Learning

Peer learning encourages collaboration through structured activities and discussions. Sharing personal experiences fosters deeper comprehension of stress management and creates a supportive network among students (Khojanashvili et al., 2023).

Self-guided Learning

Self-guided learning accommodates busy schedules by providing flexibility in accessing course materials. This approach promotes important skills such as time management and problem-solving (Khojanashvili et al., 2023).

Assumptions Based on Learning Strategies

The chosen strategies acknowledge varying levels of prior knowledge among students, the need for peer support, and busy schedules typical of nursing students. Blended learning caters to diverse baseline knowledge levels, while peer learning offers emotional support and self-guided learning respects time constraints (Saifan et al., 2021; Madsgaard et al., 2022).

Integration of Evidence-Based Best Practices for Classroom and Learner Management

The stress management course for ADN nursing students prioritizes evidence-based practices in classroom and learner management to optimize the learning environment. This section discusses these practices, considers conflicting data, and acknowledges alternative perspectives.

Classroom Management Practices

Effective classroom management sets the stage for successful teaching and learning experiences. Drawing from Jacob Kounin’s Classroom Management Theory, the course emphasizes structured scheduling, clear learning objectives, and open communication channels to reduce confusion and prevent disruptive behaviors (Shoghi et al., 2019).

However, Kounin’s theory may overlook individual learner differences. To address this, elements of Barry Zimmerman’s Self-Regulated Learning Theory are integrated, promoting learner autonomy and engagement. Students are empowered to identify and manage their stressors actively (Shoghi et al., 2019).

Learner Management Practices

Evidence-based learner management practices focus on nurturing students as self-regulated learners. Utilizing Zimmerman’s Self-Regulated Learning Theory, the course incorporates goal-setting and self-monitoring strategies. This encourages students to set personal stress management goals and monitor progress, fostering self-efficacy and active learning participation (Tambunan et al., 2020).

However, learners with self-regulation difficulties may require additional support, as these strategies may not universally address their needs (Tambunan et al., 2020).

Considering Conflicting Data and Other Perspectives

The selection of these strategies does not disregard conflicting data or alternative perspectives. For example, Zimmerman’s theory may not fully acknowledge the social aspect of learning, critical in nursing education. Similarly, Kounin’s theory may not sufficiently accommodate individual learner differences.

Motivating learners poses challenges, necessitating careful consideration. While the Self-Determination Theory (SDT) emphasizes autonomy, competence, and relatedness, it may understate external factors like cultural and socioeconomic conditions. Likewise, the Achievement Goal Theory provides insights into learners’ academic goals but may undervalue intrinsic interest and enjoyment in learning (Ryan & Deci, 2020).

Incorporation of Evidence-Based Best Practices to Enhance Learner Motivation

The stress management course for ADN nursing students integrates evidence-based strategies to boost learner motivation. Strategies drawn from Self-Determination Theory (SDT) and Growth Mindset theory aim to nurture learners’ autonomy, competence, and sense of belonging. Stress is portrayed as a challenge that can be tackled, promoting a growth mindset among students (Ryan & Deci, 2020).

Another key practice integrated into the course is Culturally Responsive Teaching. This approach acknowledges and respects cultural diversity, fostering a supportive environment where learners from various backgrounds feel valued and motivated to engage (Tambunan et al., 2020).

While these strategies are grounded in research and best practices, receptiveness to feedback and adaptability to meet individual learner needs are emphasized. Flexibility is essential to ensure that the teaching approach effectively caters to the unique characteristics and requirements of ADN nursing students. By being responsive and adaptable, an inclusive and motivating learning environment for stress management is aimed for.

Consideration of Barriers to Learning and Areas of Uncertainty

In the development and execution of educational programs, it is imperative to acknowledge and overcome potential hindrances to learning. Such barriers encompass linguistic and cultural disparities, divergent educational backgrounds, varying levels of technological proficiency, and time constraints.

Identification and Management of Learning Barriers

Students enter programs with differing levels of foundational knowledge and educational experiences. To alleviate this challenge, initial diagnostic assessments are implemented to pinpoint areas necessitating additional assistance, thereby customizing learning resources accordingly.

Language and cultural disparities may impede certain students, especially those not proficient in English or hailing from diverse cultural contexts. To counteract this, resources and support are offered in multiple languages wherever feasible, and the curriculum is designed to embrace cultural diversity.

The integration of technology in a blended learning setting might pose difficulties for students less adept with technology. This obstacle is managed through comprehensive orientations on utilizing the learning management system and other online tools. Continuous technical support is also provided to aid students encountering obstacles.

Balancing multiple responsibilities presents a time management challenge for some students. This is accommodated through the program’s flexibility, offering self-paced modules and recorded sessions that students can engage with at their convenience.

Identification and Management of Areas of Uncertainty and Knowledge Gaps

Given the dynamic nature of the nursing field, uncertainties and knowledge gaps may arise. To address this, the curriculum undergoes continuous updates and enhancements informed by the latest research and best practices. Additionally, fostering an environment of open communication encourages students to voice concerns, pose questions, and offer feedback, facilitating the prompt identification and resolution of emerging knowledge gaps.

Assessment Strategies

The assessment framework employed is diverse, aiming to provide a comprehensive evaluation of student learning and growth. A key aspect of the approach is the integration of cultural competence within nursing and healthcare education. It encompasses a blend of formative and summative assessments, supplemented by peer, self, and practical evaluations. These assessments serve not only to gauge knowledge acquisition but also to foster practical skills, critical thinking, and self-reflection.

Formative Assessments

Integral to the strategy are formative assessments, which offer continuous feedback to both students and instructors. This ongoing assessment facilitates the identification of areas requiring further elucidation or instruction, thereby enhancing the learning journey (van der Kleij, 2019). The relevance, currency, sufficiency, and credibility of the evidence underpinning these assessment methodologies are meticulously assessed. Examples of formative assessments include:

• Quizzes: Regular quizzes allow students to assess their grasp of the material in a low-pressure environment, while providing instructors with immediate insights into areas needing reinforcement.
• Reflective Journals: Encouraging students to maintain reflective journals fosters critical thinking about their learning process, enhancing understanding and retention.
• Discussion Posts: Online discussions cultivate a sense of community, encourage active engagement, and offer platforms for exploring diverse viewpoints.
• Group Activities: Collaborative group tasks enable peer learning, allowing students to learn from one another and solidify their comprehension of the material.

Summative Assessments

Summative assessments, conducted at the culmination of instructional periods, focus on evaluating student learning outcomes. Examples include:

• Final Exams: These comprehensive assessments test students’ overall understanding and integration of course material.
• Capstone Projects: Students undertake capstone projects to showcase their ability to apply and synthesize knowledge and skills acquired throughout the course.
• Simulations: In the nursing domain, simulations provide a valuable means of assessing students’ competency in realistic yet controlled settings.

Peer and Self-Assessments

Incorporating peer and self-assessment strategies promotes critical thinking and self-reflection among students. These methods enable students to evaluate their own work and that of their peers, fostering constructive feedback and deepening the learning experience (Farrag, 2020).

Practical Assessments

Practical assessments are integral, particularly in nursing education, where hands-on skills are paramount. This approach ensures students can effectively translate theoretical knowledge into practical nursing proficiency (van der Kleij, 2019). Practical assessments include:

• Clinical Practicums: Students apply theoretical knowledge in real-world settings under supervision, honing and showcasing their practical skills.
• Simulations: High-fidelity simulations replicate real-life scenarios, allowing students to demonstrate their abilities in a controlled, safe environment.

Conclusion

In conclusion, the stress management course for Associate Degree in Nursing (ADN) students is meticulously designed to integrate evidence-based teaching and learning methods, address barriers to learning, and foster a conducive environment for student success. Drawing from educational theories like Vygotsky’s Sociocultural Learning Theory, the course emphasizes collaborative learning, critical reflection, and cultural sensitivity. Evidence-based practices such as blended learning, peer mediation, and self-guided learning are strategically incorporated to cater to the diverse needs of ADN students. Additionally, learner motivation is enhanced through strategies grounded in Self-Determination Theory (SDT) and Growth Mindset theory, alongside Culturally Responsive Teaching practices. Continuous updates and feedback mechanisms ensure the curriculum remains relevant and effective, while comprehensive assessment strategies aim to evaluate student learning comprehensively. By embracing these approaches, the stress management course endeavors to equip ADN nursing students with the essential skills and knowledge to thrive in their academic and professional endeavors.

References

Ay, C., Yurt, N., & Canbazoglu Bilici, S. (2019). The effect of peer mediation training on interpersonal problem solving skills and social skills. Educational Sciences: Theory & Practice, 19(6), 83-103.

Brottman, M. R., Chae, D. H., & Hill, L. M. (2019). Teaching culturally competent care: Using simulation in a diverse clinical setting. Clinical Simulation in Nursing, 28, 38-43.

Farrag, M. A. (2020). Strategies to improve nursing students’ performance in summative assessment. Journal of Nursing Education and Practice, 10(3), 98-105.

Khojanashvili, D., Bjørgen, D., Širbegović, S., & Ulleberg, P. (2023). Blended learning: Impact on academic performance and student satisfaction. Computers & Education, 185, 104030.

Madsgaard, M., Kjaergaard, H. H., & Hartmeyer, S. L. (2022). Supporting self-guided learning in nursing education: An exploratory study of students’ and instructors’ perspectives. Nurse Education in Practice, 59, 103256.

Oliveira, A. W., Silva, L. G., & Lopes, T. P. (2023). The zone of proximal development in educational psychology: A systematic review. Education and Information Technologies, 28(2), 2433-2457.

Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.

Saifan, A. R., Abu-Shanab, E., & Nazzal, A. (2021). Self-regulated learning strategies used by nursing students: A review. Nurse Education in Practice, 53, 103083.

Shoghi, M., Moghaddam, M. F., & Khosravan, S. (2019). Developing a growth mindset in the classroom: Strategies for teaching resilience. Innovations in Education and Teaching International, 56(4), 444-452.

Taber, K. S. (2020). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 50(3), 1273-1296.

Tambunan, A. R., Ramdhani, M. A., & Riyanto, Y. (2020). An analysis of students’ self-regulation in learning mathematics viewed from mindset learning theories. Journal of Physics: Conference Series, 1467(1), 012023.

Valderama‐Wallace, C. P., & Apesoa‐Varano, E. C. (2020). Cultural competence in nursing education: Practical approaches for an increasingly diverse population. Journal of Nursing Education, 59(11), 601-603.

van der Kleij, F. M. (2019). The impact of formative assessment practices on student learning outcomes: A study on student perceptions and motivation. Educational Research Review, 28, 100290.

Wang, L., Ye, B., Zhou, J., Liu, X., & Zhang, Y. (2019). The role of transformative learning in a critical nursing education program. Teaching and Learning in Nursing, 14(4), 217-220.

Detailed Assessment Instructions for the NURS FPX 6105 Assessment Strategies and Complete Course Plan Assignment

Description

Create a 12–15-page complete teaching plan, synthesizing previous work with an assessment plan for the course to create a cohesive whole.

Note: Assessments in this course build on each other and must be completed in sequential order.

Assessment is a key to teaching and learning. In this assessment, you will select meaningful ways to assess the teaching and learning in the course you have been designing, and will tie together each of the parts of your course design.

The Assessment 4 Context document contains important information about the following topics:

Teaching and Technology.

Assessment Practices.

Evidence-based Teaching.

Best Practices in Nursing Education.

• Assessment Instructions
• Note: Assessments in this course build on each other and must be completed in sequential order.
• For this assessment, you will build an assessment plan of your own that fits with your course plan. Your assessment plan should blend seamlessly into the course components that you have already designed. To that end, you will consolidate the work you have already completed in earlier assessments with the assessment plan here in order to create a clear, concise, focused teaching plan that meets the needs of the content, learner population, and environment.
• Preparation

Take time to reflect on the following questions as you craft your assessment plan for your course, conducting additional research as necessary.

What types of assessment do you believe are most appropriate for your educational topic and intended audience?

How will you evaluate whether or not learning outcomes were accomplished?

Do the assessments you selected support cultural competence?

HOW WILL THE ASSESSMENTS DEMONSTRATE THAT LEARNING HAS OCCURRED?

As you select the assessments that you will use, what is your rationale for the type of assessments you will use? Explain how these assessments support differences in learning styles (visual, auditory, kinesthetic)?

Also, before completing your final, complete course plan, be sure to make any necessary changes or improvements based on what you have learned over the course overall.

(Optional) Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

• Instructions
• Create a complete teaching plan for your course that fuses together all previous course components and includes the addition of a detailed assessment plan.
• Your complete teaching plan should provide:
• An overview of the course topic, environment, and learner population.

An explanation of the learner outcomes for the course as well as the learning theory or theories that are the foundation of the course.

An incorporation of evidence-based best practices to enhance learner motivation in your selected learning environment and format.

AN INTEGRATION OF APPROPRIATE TEACHING STRATEGIES, TECHNIQUES, AND LEARNER OUTCOMES FOR NURSING AND HEALTHCARE EDUCATION FOR USE IN SPECIFIC SITUATIONS AND POPULATIONS AND OF EVIDENCE-BASED BEST PRACTICES FOR CLASSROOM AND LEARNER MANAGEMENT.

A consideration of barriers to learning when designing and developing educational programs and an integration of cultural competence in nursing and healthcare educational offerings.

A logical, well-designed assessment plan that addresses these points:

A selection of assessment types that are most appropriate for the content, environment, and learner population.

• An explanation of how you will evaluate whether or not learning outcomes were accomplished in the course, and how assessments will demonstrate that learners have learned as intended.
• An analysis of how your selected assessment types support cultural competence as well as fit for learners with varied learning styles.
• Organize your plan as follows:
• Title page.
• Table of Contents.
• An overview of your course (topic, setting audience, and so on).

Learning Theories and Diversity (Assessment 1).

• Teaching Strategies (Assessment 2).
• Management and Motivation (Assessment 3).
• Assessment Strategies (designed in this Assessment).

Summary.

References.

• Appendices.
• Your completed plan should be clear and flow together well. It should show cohesion, understanding, and the application of best practices, and all writing should be professional and free of errors.
• Additional Requirements
• Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
• Length: 12–15 pages, plus a title page and a references page.
• Use correct APA format, including running head, page numbers, and a title page.
• Use and cite at least 10 references, and at least five of them from peer-reviewed journals that are not required for this course.
• Writing should be free of grammar and spelling errors that distract from content.
• Suggested Resources
• The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Preparation for Assessment

YOU ARE INVITED TO PRACTICE IN THE VILA HEALTH CHALLENGE SIMULATION SETTING BEFORE BEGINNING THIS ASSESSMENT.

Vila Health: Developing an Assessment Strategy | Transcript.

• SHOW LESS  
• Classroom Techniques and Strategies
• Caplan, W., Myrick, F., Smitten, J., & Kelly, W. (2014). What a tangled web we weave: How technology is reshaping pedagogy. Nurse Education Today, 34(8), 1172–1174.
• Davidson, J. E. (2009). Preceptor use of classroom assessment techniques to stimulate higher-order thinking in the clinical setting. Journal of Continuing Education in Nursing, 40(3), 139–143.
• Herrman, J. W. (2011). Keeping their attention: Innovative strategies for nursing education. The Journal of Continuing Education in Nursing, 42(10), 449–456.

KALB, K. A., O’CONNER-VON, S. K., BROCKWAY, C., RIERSON, C. L., & SENDELBACH, S. (2015). EVIDENCE-BASED TEACHING PRACTICE IN NURSING EDUCATION: FACULTY PERSPECTIVES AND PRACTICES. NURSING EDUCATION PERSPECTIVES, 36(4), 212–219.

Simpson-Beck, V. (2011). Assessing classroom assessment techniques. Active Learning in Higher Education, 12(2), 125–132.

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NURS FPX 6103 Teaching About Legal and Ethical Issues Example

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

NURS FPX 6103 Teaching About Legal and Ethical Issues Assignment Brief

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 5 Teaching About Legal and Ethical Issues in Nursing Education

Assignment Instructions Overview:

In this assignment, you will design a comprehensive teaching plan focused on legal and ethical issues in nursing education. Your task is to develop strategies for addressing academic dishonesty, promoting ethical behavior, and fostering a culture of integrity within the nursing education environment. The assignment requires you to synthesize relevant resources, incorporate evidence-based examples, and propose actionable plans for continuous learning and improvement.

The Student’s Role:

As a student in NURS FPX 6103, your role is to assume the perspective of a nursing educator tasked with teaching about legal and ethical issues in nursing education. You will leverage your knowledge of nursing ethics, professional standards, and educational principles to develop a comprehensive teaching plan tailored to the needs of nursing students and faculty.

Your task involves conducting thorough research, synthesizing relevant information, and applying evidence-based practices to address legal and ethical challenges in nursing education. You will design engaging teaching strategies, incorporate real-life examples, and propose actionable plans for promoting academic integrity and ethical behavior among students and faculty.

Throughout the assignment, you will demonstrate critical thinking, creativity, and professionalism in developing solutions to complex legal and ethical issues facing the nursing profession. Your work should reflect a commitment to upholding the highest standards of integrity and ethical conduct in nursing education and practice.

You Can Also Check Other Related Assessments:

NURS FPX 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Applying the Tripartite Model Paper Example

NURS FPX 6103 Nurse Educator Philosophy Statement Paper Example

NURS FPX 6103 Creating A Professional Development Plan Example

NURS FPX 6103 Teaching About Legal and Ethical Issues Example

Slide 1: Introduction

Greetings, fellow nursing students. Today, we gather to delve into a crucial aspect of our education: the importance of maintaining legal and ethical standards in nursing practice. As aspiring nurses, it’s essential for us to understand and uphold these standards. Addressing academic dishonesty is particularly important in our journey. This introduction underscores the necessity of taking a thorough approach to tackle this issue and foster ethical behavior. By doing so, we not only enhance the quality of our education but also cultivate integrity within ourselves, which is vital for becoming trustworthy nursing professionals (Abbott & Nininger, 2020).

Slide 2: Identified Legal and Ethical Issue: Academic Dishonesty

Academic dishonesty, encompassing acts such as plagiarism, cheating, and unauthorized collaboration, poses a significant legal and ethical challenge within nursing education. It erodes the sanctity of the learning process, undermines the credibility of educational institutions, and contradicts the fundamental principles of professional ethics. Addressing this issue mandates the implementation of several pivotal changes (Abbott & Nininger, 2020).

1. Establish Clear Expectations

• Faculty members and students must possess a comprehensive understanding of academic dishonesty.
• Clear expectations should be delineated regarding acceptable academic practices, including proper citation, avoidance of cheating, and responsible collaboration (Bloomfield et al., 2021).
• The development and dissemination of a comprehensive academic honesty policy are imperative to explicitly define academic misconduct and delineate associated consequences.

Slide 2 (continuation): 2. Strengthen Policies and Procedures

• Existing policies and procedures necessitate enhancement to furnish explicit guidance on addressing academic dishonesty.
• Emphasize the importance of upholding academic integrity and clearly state consequences for engaging in such behaviors.
• Define processes for reporting, investigating, and adjudicating cases of academic misconduct to ensure fairness and due process.

3. Promote a Culture of Honesty

• Creating a culture of honesty within the educational environment is paramount.
• Encourage open discussions and dialogues about academic integrity, ethical decision-making, and the repercussions of academic dishonesty.
• Foster environments where students feel motivated to act honestly and ethically through mentorship programs, peer support, and regular reinforcement of ethical behavior.

Slide 3: Change Management Approach

To effectuate a seamless transition towards addressing academic dishonesty, a structured change management approach can be instrumental:

a) Raise Awareness

• Engage stakeholders in dialogues about the implications of academic dishonesty through seminars, workshops, and interactive sessions.
• Provide real-life examples and evidence-based research to underscore the impact of academic dishonesty on patient safety, professional credibility, and personal integrity.

b) Training and Education

• Develop comprehensive training programs for faculty members to enhance their ability to detect and address academic dishonesty effectively (Bdair, 2021).
• Equip faculty with resources and strategies to educate students on proper citation practices, paraphrasing, and responsible academic writing.

c) Implementation of Consequences

• Clearly communicate consequences of academic dishonesty through institutional policies.
• Apply disciplinary measures consistently while ensuring fairness and due process (Philion, et.al, 2021).

Slide 4: Synthesizing Resource Information and Addressing Knowledge Gaps

To evoke meaningful change in addressing academic dishonesty, it is imperative to synthesize pertinent resource information and identify areas of uncertainty or knowledge gaps:

1. Conduct Extensive Research

• Gather relevant information, strategies, and resources aimed at preventing academic dishonesty in nursing education (Bloomfield et al., 2021).
• Explore academic journals, educational websites, and published studies focusing on effective interventions and best practices.

2. Identify Knowledge Gaps

• Identify specific areas of uncertainty or knowledge gaps related to academic dishonesty in nursing education.
• Address gaps in understanding through targeted interventions and professional development programs.

3. Design Professional Development Programs

• Design professional development programs for faculty, staff, and students addressing identified knowledge gaps.
• Provide practical guidance on fostering academic integrity and ethical behavior.

Slide 5: Teaching Presentation and Measuring Change

To evoke change regarding academic dishonesty, a well-designed teaching presentation focusing on academic integrity and its consequences is crucial:

1. Develop a Structured Presentation

• Use evidence-based examples to illustrate the consequences of academic dishonesty.
• Incorporate interactive elements to foster active participation and promote a deeper understanding of the topic.

2. Engage the Audience

• Foster discussions through case studies and group activities.
• Encourage critical thinking and reflection among participants (Guerrero-Dib et al., 2020).

3. Incorporate Pre- and Post-Presentation Assessments

• Utilize surveys or quizzes to measure changes in knowledge, attitudes, and behaviors related to academic integrity.

Slide 6: Culturally Sensitive Issues and Evidence-Based Research

Recognizing the influence of cultural differences on perceptions of academic integrity:

1. Utilize Evidence-Based Examples

• Incorporate findings from studies exploring cultural factors influencing academic integrity (McDowall and Ramos, 2023).
• Encourage respectful discussions that embrace cultural diversity (Gottardello and Karabag, 2020).

2. Ground Discussions in Evidence-Based Research

• Utilize evidence-based research to substantiate the importance of cultural competence in promoting academic integrity.

Slide 7: Action Plans for Continuous Learning

To ensure continuous learning about academic integrity:

1. Implement Regular Training Sessions

• Develop training programs for faculty members to enhance their understanding of academic integrity.
• Collaborate with experts to deliver evidence-based training sessions (Garg & Goel, 2022)..

2. Empower Students

• Encourage student-led initiatives focused on promoting ethical behavior.
• Conduct surveys or focus groups to gain insights into student perspectives on academic integrity (Çelik & Razı, 2023).

3. Conduct Regular Reviews of Institutional Policies

• Regularly review institutional policies related to academic integrity (Stevenson et al., 2023).
• Incorporate feedback from faculty and students to ensure policies are comprehensive and effective.

Slide 8: Conclusion

In conclusion, addressing legal and ethical issues in nursing education is pivotal for upholding professional standards and fostering integrity. Through proactive measures, ongoing training, and continuous research, we nurture an ethical learning environment. By empowering stakeholders and staying abreast of emerging challenges, we equip future nurses to navigate complex ethical dilemmas with confidence and integrity. Thus, it is through our collective commitment that we fortify the foundation of nursing education, ensuring excellence and compassion in patient care.

Slide 9: References

 Abbott, M. R. B., & Nininger, J. (2020). Academic integrity in nursing education: Policy review. Journal of Professional Nursing. https://doi.org/10.1016/j.profnurs.2020.12.006

Bdair, I. (2021). Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study. Teaching and Learning in Nursing, 16(3). https://doi.org/10.1016/j.teln.2021.02.008

Bloomfield, J. G., Crawford, T., & Fisher, M. (2021). Registered nurses understanding of academic honesty and the perceived relationship to professional conduct: Findings from a cross-sectional survey conducted in Southeast Asia. Nurse Education Today, 100, 104794. https://doi.org/10.1016/j.nedt.2021.104794

Çelik, Ö., & Razı, S. (2023). Facilitators and barriers to creating a culture of academic integrity at secondary schools: An exploratory case study. International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00125-4

Gottardello, D., & Karabag, S. F. (2020). Ideal and actual roles of university professors in academic integrity management: A comparative study. Studies in Higher Education, 47(3), 1–19. https://doi.org/10.1080/03075079.2020.1767051

Guerrero-Dib, J. G., Portales, L., & Heredia-Escorza, Y. (2020). Impact of academic integrity on workplace ethical behaviour. International Journal for Educational Integrity, 16(1). https://doi.org/10.1007/s40979-020-0051-3

Garg, M., & Goel, A. (2022). A systematic literature review on online assessment security: Current challenges and integrity strategies. Computers & Security, 113, 102544. https://doi.org/10.1016/j.cose.2021.102544

McDowall, A., & Ramos, F. (2023). Preparation for doctoral research: A narrative review. The Australian Educational Researcher, 1-19. https://doi.org/10.1007/s13384-023-00630

Philion, R., St-Pierre, I., & Bourassa, M. (2021). Accommodating and supporting students with disability in the context of nursing clinical placements: A collaborative action research. Nurse Education in Practice, 54, 103127. https://doi.org/10.1016/j.nepr.2021.103127

Stevenson, S. M., Flannigan, K., Willey, A., & Kaur, T. (2023). Exploring factors that contribute to nursing students’ willingness to report peer academic integrity violations. Nursing Education Perspectives, Publish Ahead of Print. https://doi.org/10.1097/01.nep.0000000000001090

Detailed Assessment Instructions for the NURS FPX 6103 Teaching About Legal and Ethical Issues Presentation Assignment

Description

Assessment Instructions

PREPARATION

In this assessment, you will create a PowerPoint presentation of 12–20 slides that you could use to teach a group about a legal or ethical issue related to nursing or nursing education. To do so, you will select a case from the Nursing Education Legal and Ethical Scenarios media piece, linked in the Resources under the Capella Multimedia heading to focus on.

• Review the case and take time to reflect on the change that needs to occur and the group that you will be addressing.
• Research what the group needs to know to improve the legal or ethical situation that has occurred.
• Use a minimum of seven references, of which at least five should come from peer-reviewed sources.

As you conduct research, synthesize information that will be needed to evoke a change in the situation.‹

INSTRUCTIONS

Create a 12–20 slide PowerPoint presentation that you would use to teach about the legal or ethical situation and to create change related to that situation.

Note: You must include 2–4 context slides. These are additional slides that provide contextual information for this assessment. Follow the guidelines for the two types of slides below.

Presentation Slides

For your 12–20 slide presentation:

• Choose an appropriate theme and style.
• Include an introductory slide that identifies the problem and your role.
• Use slides to convey the important information and understandings to the group.
• Provide a summary slide that reiterates the important points of the presentation.
• Provide a slide that offers resources for the group after the teaching/learning experience.
• Include a slide with any references used in preparing the PowerPoint.
• Use the speaker’s notes feature to provide any additional information that you would include in the presentation. This should include any cultural sensitivity aspects and how the content is expected to make a change regarding the issue being addressed.

Context Slides

For the 2–4 contextual slides (which are not considered part of the actual presentation but rather should contain information that you as a presenter would need to consider in your preparation and presentation):

• Discuss any specific cultural and/or diversity aspects of the presentation that could be significant in the learning process. Include references and sources used to inform this.
• Analyze how the presentation may result in a significant change in the identified environment. Cite any relevant sources.
• Develop specific plans for how you might stay informed about the legal or ethical issue that was your focus. What resources could you use to learn about changes or developments that would impact your work?

ADDITIONAL REQUIREMENTS

Your presentation should meet the following requirements:

• Presentation: Create a professional-looking PowerPoint presentation, using speaker notes throughout.
• Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
• APA format: Use correct APA format for all citations and references.
• Length: 12–20 slides for teaching presentation plus 2–4 additional contextual slides. Be sure to include the references slide.

Resources

REQUIRED RESOURCES

The following resources are required to complete the assessment.

Capella Multimedia

• Nursing Education Legal and Ethical Scenarios | Transcript.

SUGGESTED RESOURCES

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6103 The Nurse Educator Role Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Capella University Library Resources

• Killam, L. A., & Heerschap, C. (2013) Challenges to student learning in the clinical setting: A qualitative descriptive study. Nurse Education Today, 33(6), 684–691.
• Klocko, M. N. (2014). Academic dishonesty in schools of nursing: A literature review. Journal of Nursing Education, 53(3), 121–125.
• Pitt, V., Powis, D., Levett-Jones, T., & Hunter, S. (2012). Factors influencing nursing students’ academic and clinical performance and attrition: An integrative literature review. Nurse Education Today, 32(8), 903–913.
• Robertson, J. E. (2012). Can’t we all just get along? A primer on student incivility in nursing education. Nursing Education Perspectives, 33(1), 21–26.

Internet Resources

Please note that links may change frequently. Permissions to use the following links have been granted, or the links have been deemed appropriate for educational use at the time of course publication.

• Hlavac, G. C., & Easterly, E. J. (2015). FERPA primer: The basics and beyond. Retrieved from http://www.naceweb.org/public/ferpa0808.htm

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NURS FPX 6103 Nurse Educator Philosophy Statement Paper Example

NURS FPX 6103 Assessment 3 Nurse Educator Philosophy Statement

NURS FPX 6103 Nurse Educator Philosophy Statement Paper Assignment Brief

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 3 Nurse Educator Philosophy Statement Paper

Assignment Objective:

The primary objective of this assignment is to develop a comprehensive philosophy statement as a nurse educator, outlining your beliefs, values, and approaches to teaching, scholarly activities, and service. You will integrate evidence-based practices, historical perspectives, and competencies required for the nurse educator role into your philosophy statement.

Understanding Assignment Objectives:

This assignment aims to assess your ability to articulate a clear and coherent philosophy statement as a nurse educator. You will demonstrate your understanding of evidence-based practices, historical influences, and competencies essential for effective teaching, scholarly activities, and service in nursing education.

The Student’s Role:

As a student, your role is to:

• Reflect on your beliefs, values, and experiences as they relate to nursing education.
• Conduct research to identify evidence-based practices, historical events, and competencies relevant to the nurse educator role.
• Synthesize your findings to develop a comprehensive philosophy statement that guides your approach to teaching, scholarly activities, and service.
• Write in academic language, ensuring clarity, coherence, and adherence to assignment instructions.

You Can Also Check Other Related Assessments:

NURS FPX 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Applying the Tripartite Model Paper Example

NURS FPX 6103 Creating A Professional Development Plan Example

NURS FPX 6103 Teaching About Legal and Ethical Issues Example

NURS FPX 6103 Nurse Educator Philosophy Statement Paper Example

Nurse Educator Philosophy Statement

In my role as a nurse educator, I strongly believe in creating an engaging learning atmosphere for adult learners to support their personal and professional advancement. This involves utilizing proven teaching methods and integrating pertinent learning theories to help them acquire the essential knowledge and skills required in healthcare. Such an approach is crucial for nurturing competent and empathetic healthcare professionals. Consequently, this philosophy forms the foundation of my work in teaching, scholarly activities, and service, enabling me to contribute meaningfully to nursing education.

Informed Nurse Educator Philosophy: Integration of Practice and Literature

My philosophy as a nurse educator, specializing in clinical skills development and simulation-based training, is shaped by a blend of personal convictions and evidence from scholarly literature. I hold a firm belief in the autonomy of adult learners, acknowledging their diverse life experiences and perspectives. Emphasizing collaboration and respect, I endeavor to engage adult learners actively in their educational journey, fostering an environment that encourages open dialogue and a sense of belonging.

Central to my philosophy are the principles of inclusivity and safety within the learning environment. I prioritize the creation of a space where adult learners feel empowered to express themselves freely and share their experiences without fear of judgment. By nurturing a culture of collaboration and mutual respect, I aim to cultivate rich learning experiences that promote critical thinking and application of knowledge in real-world healthcare contexts (Tsimane & Downing, 2020).

In shaping my teaching strategies, I draw inspiration from various learning theories, including andragogy, constructivism, and transformative learning. Recognizing the self-directed nature of adult learners, I employ learner-centered approaches that empower individuals to take ownership of their educational pursuits. Through the utilization of diverse instructional methods such as simulations, case studies, and problem-based learning, I bridge the gap between theory and practice, facilitating meaningful learning experiences that resonate with adult learners.

Through my nurse educator philosophy, I endeavor to empower adult learners to excel in their nursing careers and embrace lifelong learning. By valuing their unique experiences, fostering an inclusive learning environment, and adopting learner-centered teaching strategies, I aspire to inspire and support adult learners in their educational endeavors (Wang et al., 2020).

Application to the Tripartite Roles

My teaching philosophy underscores the active participation of learners in the educational process, focusing on a learner-centered approach that acknowledges individual differences in needs and learning styles. To cultivate a supportive and engaging learning environment, I tailor instructional methods to meet the unique preferences of each learner. For instance, I utilize techniques such as small group discussions, case studies, and simulations to cater to diverse learning preferences. Furthermore, fostering collaboration among students, encouraging open dialogue, and providing constructive feedback contribute to creating a safe space for active participation and enhancing the overall learning experience (Matewere et al., 2022).

In line with my philosophy, I place significant value on engaging in scholarly activities as a nurse educator. Through ongoing research and scholarship, I aim to advance nursing education and enhance teaching methodologies. For example, my research studies explore the effectiveness of various teaching approaches in clinical settings. However, it is essential to provide specific examples of my research focus or recent scholarly contributions to provide a deeper understanding of my contributions to the field. Actively publishing scholarly articles in peer-reviewed journals and participating in conferences and workshops allow me to integrate the latest research findings and best practices into my teaching, ensuring evidence-based instructional strategies (Wang et al., 2020).

Service is an integral aspect of my role as a nurse educator, guided by my philosophy. I engage in service activities within professional organizations, committees, and community initiatives related to nursing education. For instance, serving on the curriculum development committee of a nursing education association allows me to contribute to designing innovative teaching approaches aligned with current healthcare trends. Advocating for the needs of nursing educators, promoting excellence in teaching and learning, and fostering innovation in nursing education are central to my service involvement. For instance, delivering presentations at conferences on the importance of incorporating technology in nursing education showcases my dedication to advocating for innovative teaching practices. Active participation in service activities contributes to the growth and development of the field, benefiting both educators and students (Matewere et al., 2022).

Influence of Historical Events

Historical events have played a crucial role in shaping the responsibilities of nurse educators over time. A notable example is the Flexner Report of 1910, which had a profound impact on nursing education. This report highlighted the need for standardized nursing education and urged the closure of substandard nursing schools. Consequently, many nursing institutions underwent restructuring, merging with universities, and adhering to stringent educational standards. This transformation not only elevated the status of nursing education but also prompted nurse educators to adapt their teaching methods and curricula to meet the rigorous academic criteria set by universities (Tesseyman et al., 2020).

Another significant historical event that influenced the role of nurse educators occurred in the late 20th century with the emergence of evidence-based practice. This movement emphasized the integration of research evidence into clinical decision-making. Nurse educators recognized the importance of incorporating evidence-based practices into their teaching approaches to prepare students for evidence-based nursing practice. Consequently, they began integrating research principles into their curriculum, teaching students how to critically evaluate and apply research findings in their clinical practice. This shift in teaching methodologies underscored the significance of integrating research evidence and fostering critical thinking skills among nurse educators (Park et al., 2020).

Despite the positive impact of many historical events on the role of nurse educators, there are still areas where the influence remains uncertain or under exploration, such as the integration of technology in nursing education. The rise in online learning platforms and virtual simulations has the potential to enhance learning experiences and offer opportunities for distance education. However, the full extent of their effectiveness in nursing education is still being investigated. Nurse educators are currently adapting their teaching approaches to effectively incorporate these technological tools, exploring their capacity to enhance student engagement, interactivity, and clinical skills development (Tesseyman et al., 2020).

Competencies for Nurse Educator Role

Nurse educators must possess a diverse set of competencies to excel in their role. One critical competency is subject matter expertise, which entails having in-depth knowledge and understanding of the subjects they teach. It is imperative for nurse educators to stay updated with the latest research, evidence-based practices, and emerging trends in the field to provide accurate information to students (Ng, 2019).

Pedagogical knowledge and skills are equally essential for nurse educators. They need to comprehend various teaching strategies, instructional design principles, and assessment methods. By employing diverse teaching approaches and actively engaging students in the learning process, nurse educators can accommodate different learning styles and create dynamic learning experiences (Ng, 2019).

Effective communication and strong interpersonal skills are also vital competencies for nurse educators. They should be capable of articulating complex concepts clearly, actively listening to students, and offering constructive feedback. Establishing a supportive and respectful learning environment fosters positive relationships with students, encouraging collaboration and effective learning (Kirca & Bademli, 2019).

Engaging in research and scholarship is another crucial competency for nurse educators. By conducting research studies, publishing scholarly articles, and participating in conferences and workshops, nurse educators contribute to the advancement of nursing education. Integrating research findings into their teaching enhances the quality of education and promotes critical thinking among students (Markey & Okantey, 2019).

Leadership and collaboration skills are necessary for nurse educators to shape nursing education and advocate for the profession. Active involvement in professional organizations, committee service, and contribution to curriculum development and program evaluation demonstrate their leadership abilities. Collaboration with interdisciplinary teams and healthcare partners is essential to address emerging healthcare needs and improve patient care (Fitzgerald & Clukey, 2021).

Cultural competence is a vital competency for nurse educators in today’s diverse healthcare landscape. They should be sensitive to cultural differences, embrace diversity, and create inclusive learning environments (Markey et al., 2021). By integrating cultural competence into their teaching, nurse educators prepare future nurses to provide culturally appropriate care and address health disparities.

Conclusion

The nurse educator philosophy statement reflects a commitment to creating a dynamic learning environment conducive to the growth and development of adult learners. Informed by evidence-based practices and historical events, this philosophy guides the approach to teaching, scholarship, and service. By fostering an engaging learning environment, integrating pedagogical principles, and promoting inclusivity and safety, nurse educators empower adult learners to excel in their nursing careers. Moreover, through the integration of evidence-based practices, leadership, collaboration, and cultural competence, nurse educators enhance their effectiveness in preparing future nurses to meet the diverse healthcare needs of society. As nurse educators continue to evolve, upholding these competencies and adapting to emerging trends in nursing education remains imperative to ensure the delivery of high-quality healthcare.

References

Fitzgerald, A., & Clukey, L. (2021). Professional identity in graduating nursing students. Journal of Nursing Education, 60(2), 74–80.

Kirca, N., & Bademli, K. (2019). Relationship between communication skills and care behaviors of nurses. Perspectives in Psychiatric Care, 55(4), 624–631.

Markey, K., & Okantey, C. (2019). Nurturing cultural competence in nurse education through a values-based learning approach. Nurse Education in Practice, 38, 153–156.

Markey, K., Doody, O., Kingston, L., Moloney, M., & Murphy, L. (2021). Cultural competence development: The importance of incorporating culturally responsive simulation in nurse education. Nurse Education in Practice, 52, 103021.

Ng, L. K. (2019). The perceived importance of soft (service) skills in nursing care: A research study. Nurse Education Today, 85, 104302.

Park, M., Jeong, M., Lee, M., & Cullen, L. (2020). Web-based experiential learning strategies to enhance the evidence-based-practice competence of undergraduate nursing students. Nurse Education Today, 91, 104466.

Tesseyman, R., Whitehead, D., & Mccausland, D. (2020). The politics of nursing education: Critical perspectives on pedagogies and policies. Journal of Nursing Management, 28(8), 1727–1734.

Tsimane, T., & Downing, C. (2020). Development and validation of a learning environment survey for nurse educators. Journal of Nursing Education, 59(11), 654–661.

Wang, J., Yu, H., & Jia, L. (2020). The influence of teaching methods on nursing students’ learning outcomes: An integrated review. Nurse Education Today, 85, 104282.

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NURS FPX 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Assessment 1 The History of Nursing Education

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 1 The History of Nursing Education

NURS FPX 6103 The History of Nursing Education Essay Example

Introduction

As the landscape of healthcare continually evolves, so too must the education of those at its forefront: nurses. The role of nurse educators has transformed significantly since the establishment of nursing schools in the early 20th century. Initially charged with instructing and preparing future nurses, the responsibilities of nurse educators have expanded to encompass a spectrum of duties including curriculum development, program evaluation, and scholarly research. This essay delves into the historical underpinnings that have shaped nursing education, analyzes their contemporary relevance, and forecasts future trends that will influence the trajectory of nursing education.

Historical Influences on Nursing Education

Florence Nightingale stands as an indomitable figure in the annals of nursing history. Her pioneering efforts during the Crimean War revolutionized the perception of nursing, elevating it from an unregulated vocation to a respected profession grounded in scientific principles. Nightingale’s emphasis on cleanliness and hygiene laid the foundation for evidence-based practice in nursing education (Alligood, 2021). Similarly, Mary Eliza Mahoney shattered racial barriers in nursing, becoming the first African American registered nurse in the United States. Her advocacy for equitable access to education and career opportunities paved the way for greater diversity within the nursing profession (Houlahan et al., 2022).

The establishment of the American Nurses Association (ANA) in 1911 marked a pivotal moment in nursing history. The ANA played a central role in standardizing nursing education and practice, thereby enhancing the quality of care delivered by nurses nationwide. Its ongoing advocacy efforts continue to shape the nursing profession, advocating for the rights of both nurses and patients (Houlahan et al., 2022).

Advancements in medical technology have profoundly influenced nursing education and practice. From electronic health records to telemedicine, nurses are required to adapt to new technologies rapidly. Today’s nurses must possess the skills to navigate complex healthcare systems efficiently, leveraging technological innovations to optimize patient care (Maibaum et al., 2021).

The COVID-19 pandemic has ushered in unprecedented challenges for nursing education. The imperative for nursing programs to equip students with the skills to respond effectively to public health crises has never been greater. The pandemic has underscored the indispensable role of nurses within the healthcare system and accelerated the adoption of innovative technologies and care delivery models (Bolina et al., 2020).

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Importance of Historical Influences

These historical influences have profoundly shaped the trajectory of nursing education, imbuing it with a commitment to evidence-based practice, inclusivity, and advocacy. Florence Nightingale’s legacy underscores the importance of critical thinking and scientific inquiry in nursing education, while Mary Eliza Mahoney’s achievements highlight the necessity of fostering diversity within the nursing workforce. The ANA’s role in setting standards for nursing education has elevated the quality of care delivered by nurses nationwide. Moreover, advancements in medical technology have necessitated the integration of technological literacy into nursing curricula, ensuring that nurses remain adept at leveraging emerging technologies to enhance patient care. The COVID-19 pandemic has underscored the importance of equipping nurses with the skills to respond effectively to public health crises, further emphasizing the need for dynamic and responsive nursing education programs (Bolina et al., 2020).

Impact of Trends on Nursing Education

Several emerging trends are poised to significantly impact the future of nursing education. The proliferation of wearable technology, telemedicine, and electronic health records necessitates a paradigm shift in nursing education. Nurses must be equipped with the skills to harness these technologies effectively, leveraging them to optimize patient care and enhance clinical outcomes (Maibaum et al., 2021).

As the population ages and diversifies, there will be an increasing demand for nurses with expertise in population health management. Nursing education programs must emphasize the importance of collaboration with patients and communities to promote health and prevent illness. Nurses must possess the knowledge and skills to implement evidence-based interventions that address the unique needs of diverse patient populations (Drennan & Ross, 2019).

Inter-professional education and collaboration are becoming increasingly integral to the delivery of high-quality, patient-centered care. Nursing education programs must cultivate teamwork and communication skills among students, preparing them to function effectively within multidisciplinary healthcare teams. A comprehensive understanding of the roles and responsibilities of other healthcare professionals is essential for fostering collaborative practice and optimizing patient outcomes (Irajpour et al., 2019).

Relationship of Trends with Nursing History

The evolution of nursing education is intricately intertwined with historical developments that have shaped the nursing profession. From Florence Nightingale’s advocacy for evidence-based practice to the establishment of nursing organizations like the ANA, the legacy of past pioneers continues to inform contemporary nursing education. The embrace of emerging trends such as technological innovation, population health management, and inter-professional collaboration represents a natural progression in the evolution of nursing education. By building upon the lessons of the past, nursing education programs can effectively prepare nurses to navigate the complexities of modern healthcare delivery (Irajpour et al., 2019).

Conclusion

The history of nursing education is replete with transformative moments that have shaped the nursing profession into what it is today. From the pioneering efforts of Florence Nightingale to the contemporary challenges posed by the COVID-19 pandemic, nursing education has continuously adapted to meet the evolving needs of society. As the healthcare landscape continues to evolve, nursing education must remain responsive to emerging trends and technologies. By embracing innovation, fostering inclusivity, and promoting inter-professional collaboration, nursing education programs can ensure that nurses are equipped with the skills and knowledge to provide safe, effective, and patient-centered care in the 21st century and beyond.

References

Alligood, M. R. (2021). Nursing Theorists and Their Work E-Book. Elsevier Health Sciences.

Bolina, A. F., Bomfim, E., & Lopes-Júnior, L. C. (2020). Frontline nursing care: The COVID-19 pandemic and the Brazilian health system. SAGE Open Nursing, 6.

Drennan, V. M., & Ross, F. (2019). Global nurse shortages—The facts, the impact and action for change. British Medical Bulletin, 130(1).

Houlahan, B., Deveneau, L., & Robinson, J. (2022). The lasting effects of historical racial divides in nursing education: A case study examining holistic admission policies development. Nurse Education Today, 114.

Irajpour, A., Farzi, S., Saghaei, M., & Ravaghi, H. (2019). Effect of interprofessional education of medication safety program on the medication error of physicians and nurses in the intensive care units. Journal of Education and Health Promotion, 8(196).

Maibaum, A., Bischof, A., Hergesell, J., & Lipp, B. (2021). A critique of robotics in health care. AI & Society.

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