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NURS FPX 6105 Assessment 2 Management and Motivation

Student Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Management and Motivation

Appropriate Learning Environment for the Intended Topic and Audience

The optimal learning environment for teaching stress management to a diverse group of nursing students, as discussed in Assessment 1, is a blended learning environment. Blended learning, combining online theoretical knowledge acquisition with face-to-face practical activities, offers flexibility and fosters real-time interaction crucial for sociocultural learning (Tambunan et al., 2020). While complete online learning provides flexibility, it may lack the richness of social interactions vital in nursing education (Downer et al., 2021). Thus, the blended learning approach is preferred for its effectiveness in facilitating both individual and collaborative learning experiences.

Theories of Classroom and Learners Management

Key theories 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 emphasizes creating an organized and engaging classroom environment to deter disruptive behaviors, while Zimmerman’s theory focuses on empowering learners to take an active role in their learning processes (Shoghi et al., 2019). Integrating aspects of both theories can lead to a comprehensive approach to managing learners and classroom dynamics.

NURS FPX 6105 Assessment 2 Management and Motivation

Theories of Learners Motivation

The Self-Determination Theory (SDT) by Deci and Ryan (1985) highlights autonomy, competence, and relatedness for fostering intrinsic motivation, while the Achievement Goal Theory by Ames (1992) distinguishes between mastery and performance goals (Ryan & Deci, 2020). Integrating these theories can inform strategies to promote intrinsic motivation among nursing students, emphasizing mastery goals in understanding and managing stress.

Applicability of Classroom Management and Learner Motivation Theories

Both classroom management and learner motivation theories have relevant applications for nursing education. Utilizing these theories can enhance engagement and active participation by creating organized and engaging learning environments and fostering intrinsic motivation among students.

Evidence-Based Strategies for Classroom and Learner Management

Evidence-based strategies such as the “Good Behavior Game” for classroom management and goal-setting techniques for learner management are vital for facilitating an optimal learning environment. These strategies should be adapted to accommodate the diversity of learners, ensuring a flexible and personalized approach.

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

Incorporating evidence-based approaches like Self-Determination Theory and Growth Mindset theory can enhance learner motivation across diverse settings. Culturally responsive teaching practices can also foster a sense of belonging and increased motivation among students from diverse backgrounds (Mitton & Murray-Orr, 2021).

Conclusion

In conclusion, a blended learning environment is optimal for teaching stress management to nursing students. By integrating theories of classroom management and learner motivation and employing evidence-based strategies, educators can create an environment conducive to learning, ultimately cultivating critical thinking and practical skills essential for the nursing profession.

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

NURS FPX 6105 Assessment 2 Management and Motivation