NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan How Assessment Supports Cultural Competence

Summary

The course that has been designed in this report is staff development training on work-life balance for new nurses getting absorbed into the facility and transitioning from higher-education programs. The objective of the course is to help new nurses get acquainted with the new work environment and the patients they will serve and equip them with the knowledge to have a satisfactory and enhanced lifestyle despite the stresses that might occur. The course is built on the principles of the social cognitive perspective of the adult learning theory in a setup where the educator provides coaching and orientation, and the other nurses are the social support system for individual learners. The learners are diverse in age and require teaching strategies that conform to the specific needs and preferences of the various age groups. Traditional teaching strategies such as lectures and presentations will be supplemented with flipped classrooms, with the lesson plan designed to overcome barriers related to language, reading and writing, culture, family backgrounds, and individual circumstances. Learner motivation will be achieved through (a) the conduction of workshops, (b) trainer uniformity, and (c) having a checklist of desired solutions. The assessment of the students will be achieved through formative approaches such as student self-assessment, self-test quizzes through an online discussion board, and a mid-course exam. Course surveys will be conducted at the midway point and at the end to gauge the achievement of course outcomes. 

References

Allen, S. J., Rosch, D. M., & Riggio, R. E. (2021). Advancing leadership education and development: Integrating adult learning theory. Journal of Management Education, 1-32. https://doi.org/10.1177/10525629211008645

Antón-Solanas, I., Coelho, M., Huércanos-Esparza, I., Vanceulebroeck, V., Kalkan, I., Cordeiro, R,, Kömürkü, N., Soares-Coelho, T., Hamam-Alcober, N., Dehaes, S., Casa-Nova, A., & Sagarra-Romero, L. (2020). The teaching and learning cultural competence in a multicultural environment (CCMEn) model. Nursing Reports, 10(2), 154-163. https://doi.org/10.3390/nursrep10020019

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Bhati, A., & Song, I. (2019). New methods for collaborative experiential learning to provide personalised formative assessment. International Journal of Emerging Technologies in Learning, 14(7), 179-195.

Clark, R., Freedberg, M., Hazeltine, E., & Voss, M. W. (2015). Are there age-related differences in the ability to learn configural responses? PLoS ONE, 10(8), e0137260. https://doi.org/10.1371/journal.pone.0137260

Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part I. The Journal of Continuing Education in Nursing, 45(8), 353-359. https://doi.org/10.3928/00220124-20140716-01