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NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Student Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Overview

This comprehensive assessment delineates the design and execution of a stress management course tailored specifically for ADN nursing students. The course amalgamates diverse evidence-based strategies in classroom and learner management, drawn from educational theories such as Jacob Kounin’s Classroom Management Theory and Barry Zimmerman’s Self-Regulated Learning Theory. To heighten learner motivation, the course integrates practices rooted in Self-Determination Theory (SDT), Growth Mindset Theory, and Culturally Responsive Teaching. While each theory contributes valuable insights, the course adopts a holistic approach to cater to the varied needs of the ADN student demographic.

Application of Sociocultural Learning Theory

In Assessment 1, the Sociocultural Learning Theory developed by Vygotsky was identified as the appropriate theoretical framework for the teaching plan geared towards the diverse ADN student cohort learning stress management. This theory emphasizes the influential role of social interactions and cultural contexts in cognitive development and learning processes. Leveraging this theory optimizes both the teaching experience and learner outcomes (Taber, 2020).

The Influence of Sociocultural Learning Theory on Teaching and Learning

The inherently social nature of nursing and the diverse backgrounds of nursing students align well with Vygotsky’s Sociocultural Learning Theory, which emphasizes social interactions and cultural contexts. This theory is particularly effective in fostering inclusive learning environments, encouraging diverse perspectives, and enhancing comprehension of complex nursing concepts like stress management.

Additionally, Vygotsky’s concept of the ‘Zone of Proximal Development’ (ZPD) guides the selection and application of teaching strategies. Recognizing the gap between independent and assisted learning enables collaborative learning opportunities, maximizing student potential (Oliveira et al., 2023).

Rationale for the Selection and Application of Sociocultural Learning Theory

The rationale for applying Vygotsky’s Sociocultural Learning Theory stems from academic and practical considerations. Evidence supports collaborative learning environments in nursing education, aligning with Vygotsky’s emphasis on social learning. Moreover, the theory prepares students for the social and cultural dimensions of nursing practice, making it highly relevant for nursing education (Valderama‐Wallace & Apesoa‐Varano, 2020).

Implementation of Learning Methods and Techniques

The teaching plan for ADN Nursing students on stress management strategically employs various methods rooted in Vygotsky’s Sociocultural Learning Theory. These methods aim to support diverse learning environments and include fostering collaborative learning, promoting critical reflection, and encouraging open discourse.

Rationale and Evidence-Based Support for Learning Methods

The rationale for utilizing these teaching and learning methods lies in their efficacy in promoting critical thinking, cultural competence, and conflict resolution among diverse learners. Transformative learning stimulates learners to question and challenge existing paradigms, aligning with critical pedagogy principles (Wang et al., 2019). Activities promoting cultural competence minimize misunderstandings among students (Brottman et al., 2019), while peer mediation develops negotiation skills essential for nursing careers (Ay et al., 2019).

Integration of Appropriate Learning Strategies and Techniques

Addressing stress management for ADN students requires carefully selected, evidence-based learning strategies accommodating their unique demands. Blended learning combines in-person and online components, catering to various learning styles (Khojanashvili et al., 2023). Peer learning fosters collaboration and support, while self-guided learning accommodates busy schedules (Khojanashvili et al., 2023).

Assumptions Based on Learning Strategies

The chosen learning strategies are grounded in the understanding of ADN students’ characteristics and needs. They accommodate varying levels of prior knowledge, the need for peer support, and busy schedules, ensuring a responsive learning environment (Madsgaard et al., 2022; Saifan et al., 2021).

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

The course design leverages evidence-based best practices in classroom and learner management. It integrates elements from Kounin’s Classroom Management Theory and Zimmerman’s Self-Regulated Learning Theory, balancing structured learning environments with learner autonomy (Shoghi et al., 2019).

Consideration of Barriers to Learning and Areas of Uncertainty

The course design addresses potential barriers to learning, including language differences, educational backgrounds, technology familiarity, and time constraints. Strategies such as initial assessments, multilingual resources, and flexible learning modules mitigate these barriers (Saifan et al., 2021; Madsgaard et al., 2022).

Assessment Strategies

Assessment strategies encompass formative and summative assessments, peer and self-assessments, and practical assessments. These strategies evaluate knowledge acquisition, practical skills, critical thinking, and self-reflection, ensuring comprehensive student evaluation (Farrag, 2020; van der Kleij, 2019).

Summary

The course design aims to empower ADN nursing students with advanced stress management skills in a flexible, inclusive learning environment. Rooted in evidence-based theories and practices, it fosters critical thinking, cultural competence, and practical skills essential for nursing practice

References

Ay, S. Ç., Keskin, H. K., & Akilli, M. (2019). Examining the effects of negotiation and peer mediation on students’ conflict resolution and problem-solving skills. International Journal of Instruction, 12(3), 717–730. https://eric.ed.gov/?id=EJ1220189

Brottman, M. R., Char, D. M., Hattori, R. A., Heeb, R., & Taff, S. D. (2019). Toward cultural competency in health care. Academic Medicine, 95(5), 1. https://doi.org/10.1097/acm.0000000000002995

Farrag, S. G. (2020). Innovative assessment practice to improve teaching and learning in civil engineering. International Journal of Learning and Teaching, 74–80. https://doi.org/10.18178/ijlt.6.2.74-80

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

Oliveira, J., Cassandre, M. P., & Sara. (2023). Entrepreneurial learning based on the zone of proximal development. Entrepreneurship Education and Pedagogy, 251512742311791-251512742311791.

https://doi.org/10.1177/25151274231179193

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

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

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

Su, F., & Zou, D. (2020). Technology-enhanced collaborative language learning: Theoretical foundations, technologies, and implications. Computer Assisted Language Learning, 35(8), 1–35. https://doi.org/10.1080/09588221.2020.1831545

Taber, K. S. (2020). Mediated learning leading development—The social development theory of Lev Vygotsky. Springer Texts in Education, 277–291. https://doi.org/10.1007/978-3-030-43620-9_19

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

Valderama‐Wallace, C. P., & Apesoa‐Varano, E. C. (2020). “The Problem of the Color Line”: Faculty approaches to teaching Social Justice in Baccalaureate Nursing Programs. Nursing Inquiry. https://doi.org/10.1111/nin.12349

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

van der Kleij, F. M. (2019). Comparison of teacher and student perceptions of formative assessment feedback practices and association with individual student characteristics. Teaching and Teacher Education, 85, 175–189. https://doi.org/10.1016/j.tate.2019.06.010

Wang, V. X., Torrisi-Steele, G., & Hansman, C. A. (2019). Critical theory and transformative learning: Some insights. Journal of Adult and Continuing Education, 25(2), 234–251. https://doi.org/10.1177/1477971419850837