BSN Writing Services

BSN Writing Services

Call Us

+1-(612) 234-7670

Our Email

info@bsnwritingservices.com

NURS FPX 6105 Assessment 3 Teaching Strategies

Student Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Teaching Strategies

Learning Outcomes for the Course

The stress management course designed for Associate Degree in Nursing (ADN) students aims to address stress management issues comprehensively. The learning outcomes are structured around theoretical understanding, practical application, and personal growth. Firstly, students should grasp the concept of stress, distinguishing between eustress and distress, and understand their physiological and psychological responses. Secondly, students must identify personal stressors and apply various stress management techniques. Lastly, students should integrate these techniques into their professional lives to manage work-related stressors and maintain a work-life balance (Khojanashvili et al., 2023).

Evaluation of Appropriate Teaching Strategies for the Course and Audience

For ADN nursing students, a blended learning approach combining online and face-to-face instruction is deemed effective. The online component facilitates theoretical knowledge acquisition, while face-to-face sessions allow for group discussions, experiential learning, and practicing stress management activities. Peer learning strategies, such as peer-led discussions and collaborative tasks, enhance engagement and critical thinking. Additionally, self-paced learning strategies accommodate diverse learning needs (Madsgaard et al., 2022).

Description of Evidence-Based Strategies for Managing Potential Barriers to Learning

To ensure inclusivity and effectiveness, the course employs strategies to manage potential barriers such as cultural diversity, language proficiency, digital literacy, individual stress levels, and prior knowledge. These include culturally responsive teaching, providing digital literacy support, embedding stress-relief activities, and addressing prior knowledge and misconceptions (Madsgaard et al., 2022; Saifan et al., 2021).

Strategies Overcome Learning Barriers Based on Current Peer-Reviewed Literature

The selected strategies are grounded in peer-reviewed research, aiming to enhance learning outcomes and engagement. These strategies include cultural inclusivity, digital literacy support, stress-relief activities, and addressing prior knowledge. By incorporating these strategies, the course aims to create an inclusive and supportive learning environment conducive to improved engagement and satisfaction (Abacioglu et al., 2020; Khojanashvili et al., 2023; van Loon et al., 2020).

Strategies to Sustain Motivation of Diverse Learners Based on Current Peer-Reviewed Literature

To sustain motivation, the course implements a blended learning approach, emphasizes cultural inclusivity, integrates stress-relief activities, and promotes active learning. These strategies aim to enhance engagement and motivation among diverse learners, contributing to better academic performance and overall satisfaction (Petges & Sabio, 2020; van Loon et al., 2020).

Conclusion

The success of the stress management course relies on its learning outcomes, teaching strategies, and the ability to mitigate learning barriers while sustaining motivation. By incorporating evidence-based practices and addressing the unique needs of students, the course aims to equip nursing students with essential stress management skills, fostering academic success and overall well-being.

References

Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching. The British Journal of Educational Psychology, 90(3), 736–752. https://doi.org/10.1111/bjep.12328

Khojanashvili, L., Tsereteli, M., Bakashvili, M., & Aslan, M. (2023). Exploring the challenges of transitioning to higher education for students studying away from home. Educational Psychology in Practice, 1–22. https://doi.org/10.1080/02667363.2023.2208343

Madsgaard, A., Røykenes, K., Smith-Strøm, H., & Kvernenes, M. (2022). The affective component of learning in simulation-based education – facilitators’ strategies to establish psychological safety and accommodate nursing students’ emotions. BMC Nursing, 21(1). https://doi.org/10.1186/s12912-022-00869-3

NURS FPX 6105 Assessment 3 Teaching Strategies

Petges, N., & Sabio, C. (2020). Understanding the enrollment decisions of associate degree nursing students: A qualitative study. Teaching and Learning in Nursing, 15(1), 25–31. https://doi.org/10.1016/j.teln.2019.08.006

Saifan, A., Devadas, B., Daradkeh, F., Abdel-Fattah, H., Aljabery, M., & Michael, L. M. (2021). Solutions to bridge the theory-practice gap in nursing education in the UAE: A qualitative study. BMC Medical Education, 21(1). https://doi.org/10.1186/s12909-021-02919-x

van Loon, A. W. G., Creemers, H. E., Beumer, W. Y., Okorn, A., Vogelaar, S., Saab, N., Miers, A. C., Westenberg, P. M., & Asscher, J. J. (2020). Can schools reduce adolescent psychological Stress? A multilevel meta-analysis of the effectiveness of school-based intervention programs. Journal of Youth and Adolescence, 49(6), 1127–1145. https://doi.org/10.1007/s10964-020-01201-5

NURS FPX 6105 Assessment 3 Teaching Strategies