NURS FPX 6105 Assessment 2 Management and Motivation NURS-FPX 6105 Teaching and Active Learning Strategies

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Management and Motivation

A thriving learning environment is essential for successful teaching and learning, especially in the diverse field of nursing education. When teaching stress management to ADN nursing students, the choice of learning environment can significantly influence the effectiveness of imparting this critical knowledge. This report explores the optimal learning environment for the nursing course developed in Assessment 1, delving into relevant theories of classroom management, learner motivation, and evidence-based strategies pertinent to these areas. The report’s findings are rooted in recent literature, ensuring the relevancy and applicability of the discussed concepts.

Appropriate Learning Environment for the Intended Topic and Audience

The ideal learning environment for the diverse group of nursing students discussed in Assessment 1 would be a blended learning environment. A blended learning environment is particularly effective when teaching stress management, as it allows for both theoretical knowledge acquisition online and practical, hands-on stress management activities during face-to-face sessions (Tambunan et al., 2020). This model enables real-time interaction and collaboration (integral for sociocultural learning) while also offering flexibility and personalized learning through the online components. While complete online learning, as an alternative to blended learning, can provide greater flexibility and individual pace control, it may not fully capitalize on the richness of social interactions, which is pivotal in nursing education (Downer et al., 2021). Therefore, the blended learning environment is more suitable for this nursing education course, given its ability to effectively facilitate both individual and collaborative learning experiences.

Theories of Classroom and Learners Management

Prominent theories employed for classroom and learner management include Jacob Kounin’s Classroom Management Theory (1970) and Barry Zimmerman’s Self-Regulated Learning Theory (2000). Kounin’s theory underscores that a well-organized and engaging classroom environment helps deter disruptive behaviors (Shoghi et al., 2019). In the context of our nursing course on stress management, this could translate into creating a structured course schedule, well-defined learning objectives, and clear communication channels, reducing the potential stress and confusion that could lead to disruptive behaviors. It shines in promoting a well-structured learning environment and preemptively managing disruptive behaviors. However, its potential drawback is its insufficient consideration of individual learner differences. Zimmerman’s theory, in contrast, empowers learners by accentuating their active role in their learning processes, thereby promoting self-efficacy and autonomy.

NURS FPX 6105 Assessment 2 Management and Motivation

The strength of this theory lies in fostering self-regulated learning, which boosts student motivation and engagement. For our course, this would involve teaching students stress management strategies and encouraging them to take an active role in identifying their stressors and managing them effectively. Nonetheless, a potential limitation is its underemphasis on the critical role of social interactions in learning. It might also not be universally effective, as learners with self-regulation difficulties may require more guidance  (Tambunan et al., 2020). Consequently, although both theories provide valuable frameworks for classroom and learner management, their limitations must be considered when applied to diverse learning environments. Integrating aspects of both theories could lead to a more comprehensive and flexible approach to managing learners and classroom dynamics.

Theories of Learners Motivation

The Self-Determination Theory (SDT) by Deci and Ryan (1985) and the Achievement Goal Theory by Ames (1992) are two primary theories employed to understand learner motivation. SDT underlines the fundamental role of autonomy, competence, and relatedness for fostering intrinsic motivation. Its strength lies in its emphasis on individual autonomy and self-driven learning. It excels in explaining why learners may choose to engage in learning activities without external rewards. In the context of our nursing course, this theory would support the use of self-paced learning modules and the encouragement of self-efficacy in managing stress.

However, its potential limitation is its less explicit focus on the role of extrinsic motivation and the external conditions that may hinder or facilitate self-determination, including cultural and socioeconomic factors (Ryan & Deci, 2020