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

In this assignment, we will focus on the essential topic of why and how to maintain management and motivation in nurses learning healthcare communication skills.

Appropriate Learning Environment

For healthcare communication skills training targeting nurses aged 25 to 55, the ideal learning environment should take inspiration from the positive clinical learning atmosphere in Chinese hospitals. This includes fostering supportive and motivating leadership from ward managers, incorporating effective teaching methods, and creating an environment that encourages continuous learning.

Assigning experienced instructors to provide consistent supervision, bridging the gap between theory and practice, and implementing regular feedback mechanisms by ward managers are crucial components of a conducive learning environment. Furthermore, the educational program should actively promote the value of communication skills in nursing careers and highlight the impact nurses can make on patient outcomes through improved communication. (Zhang et al., 2022)

Alternate Learning Environments

A study suggests that alternative learning environments for healthcare communication skills training for nurses aged 25 to 55 should be explored based on the positive impact of early exposure to the clinical environment. One alternative learning environment could involve simulation-based training programs imitating real-world healthcare scenarios. Another option is mentorship programs pairing experienced nurses with those in the specified age group, providing hands-on learning and the development of a professional identity.

These programs could involve rotations in different healthcare settings and incorporate practices to enhance self-awareness and empathy. To address the study’s recommendations for diverse research, such alternative learning environments should be explored across various healthcare institutions and cultural contexts to assess their effectiveness in promoting long-term improvements in healthcare communication skills and professional identity among nurses aged 25 to 55. (Wang et al., 2022)

Theories of Classroom and Learner Management

A systematic review of theories informing technology-enhanced learning in nursing and midwifery education highlighted the extensive use of behaviorist, cognitivist, constructivist, and social cognitivist theories, particularly on constructivist approaches. Kolb’s Experiential Learning Theory and Driscoll’s Constructivist Learning Theory were identified as the most frequently reported theories in technology-enhanced learning. (O’Connor et al., 2022)

Strengths and Weakness of Theories

The systematic review on technology-enhanced learning in nursing and midwifery education highlights the strengths of constructivist theories in promoting active engagement and meaningful learning experiences. Kolb’s Experiential Learning Theory and Driscoll’s Constructivist Learning Theory emphasize hands-on experiences and integrating new knowledge with existing understanding.

However, when applied to healthcare communication skills nurses learn, these theories exhibit weaknesses. They often focus on individual learning and overlook the collaborative nature of healthcare communication. Additionally, constructivist approaches may not adequately address the behavioral aspects crucial to effective communication in healthcare, such as non-verbal cues and empathy. Objective assessment of communication skills, essential for patient safety and satisfaction, poses a challenge within the constructivist framework.

A balanced approach incorporating elements from behaviorist and social cognitivist theories, which emphasize observable behaviors and social interactions, may be more effective in enhancing the applicability of learning theories in healthcare communication skills training.

Theories of Learner Motivation

A study discusses three motivational theories: Maslow’s Theory of Motivation, Herzberg’s Motivation-Hygiene Theory, and McClelland’s Achievement Motivation Theory, and their relevance to nursing, emphasizing their impact on job satisfaction and patient outcomes. In the context of a healthcare communication skills learning course for nurses, these theories can be assessed for their strengths and weaknesses. (Paula et al., 2021)

Strengths and Weakness of Theories

The discussed motivational theories, such as Maslow’s Theory of Motivation, Herzberg’s Motivation-Hygiene Theory, and McClelland’s Achievement Motivation Theory, offer valuable insights for understanding nurse motivation in healthcare communication skills learning. These theories provide a framework for addressing job satisfaction and recognition, which are crucial in fostering motivation. However, there are specific weaknesses to consider.

These theories may oversimplify the complexity of healthcare communication nuances and may not fully address socio-emotional aspects. To overcome these limitations, incorporating elements of social cognitive theory and embracing contemporary motivational perspectives can enhance their applicability to the complex dynamics of healthcare communication skills learning for nurses.

Applicability of Theories

When evaluating the applicability of classroom management theories, such as Kolb’s Experiential Learning Theory and Driscoll’s Constructivist Learning Theory, as well as learner motivation theories, specifically the social cognitive theory, to a specific course like healthcare communication skills for nurses, it is essential to assess their effectiveness and relevance. By integrating experiential learning, constructivist learning, and social cognitive theory principles into the curriculum of healthcare communication courses, the instructors can create an engaging and effective learning environment for nurses, improving their communication skills and ultimately providing better patient care.

Areas of Uncertainty

There are knowledge gaps regarding effectively implementing these theories and their impact on real-world nursing practice. Further research is required to determine the best way to sequence and design experiential and constructivist learning activities, considering nurses’ diverse healthcare environments. It is also essential to explore how cultural diversity, interdisciplinary collaboration, and patient-centered care influence the development of communication skills. Gathering feedback from nurses who have undergone training based on these theories can provide valuable insights for refining strategies and ensuring their practical effectiveness in addressing nurses’ unique communication challenges.

Evidence-Based Strategies for Management

A study on nursing faculty experiences has identified evidence-based strategies for classroom and learner management. These include understanding the root causes of disruptive behavior, guiding disruptive students through mentoring programs, and enhancing learning through engaging teaching methods. It also highlights the importance of making classes enjoyable with innovative techniques and establishing clear rules.

Furthermore, creating a safe and healthy learning environment by addressing mental health concerns and fostering open communication is emphasized for positive educational outcomes. These strategies emphasize the pivotal role of teachers in managing disruptions and promoting effective learning. (Shahin Salarvand et al., 2023)

Other Perspective

Instructors can use proactive measures such as collaborative problem-solving to address disruptive behaviors. It is essential to cultivate a culture of mutual respect and address systemic issues that may contribute to disruptions to create a positive learning environment.

Evidence-Based Best Practices to Enhance Motivation

According to Paula et al., 2021, data suggest that students with self-determining motivations exhibit higher levels of learning, satisfaction, wellness, involvement, and dedication. The study recommends educational strategies to address the lack of motivation in certain student groups, urging teaching staff to implement practices that enhance research and contribute to the quality of nursing education. The implication is the need for intensified teaching strategies focusing on examination and enhancement, guiding effective practices for nursing education, and fostering innovation in higher education. (Paula et al., 2021)

Other Perspective

The study by Paula et al. suggests recommendations for enhancing motivation in education. Other perspectives include personalized learning approaches tailored to individual student needs, fostering a positive learning environment, and integrating technology for interactive and engaging learning experiences. Additionally, promoting collaborative and peer-supported learning initiatives can contribute to motivation by creating a sense of community and shared goals among students

Conclusion

This assignment is focused on the importance of motivation and management in learning, specifically for nursing students. It emphasized the need for a specific learning environment for healthcare communication skills and explored how theories of management and motivation can enhance student learning. Furthermore, it suggested that using technology and EBP could help nursing students refine their skills in providing quality healthcare.

References

O’Connor, S., Kennedy, S., Wang, Y., Ali, A., Cooke, S., & Booth, R. G. (2022). Theories informing technology enhanced learning in nursing and midwifery education: A systematic review and typological classification. Nurse Education Today, 118(118), 105518. https://doi.org/10.1016/j.nedt.2022.105518

Paula, R. de A. B. D., MachadoJ. L. M., & Machado, V. M. P. (2021). Undergraduate Nursing Students’ Motivation for Learning. Creative Education, 12(9), 2180–2195. https://doi.org/10.4236/ce.2021.129167

Shahin Salarvand, Reyhaneh Niknejad, & Gyasi, R. M. (2023). Handling students’ misbehaviors in crowded classrooms: the nursing faculty members’ experiences. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04692-5