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NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

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Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

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Assessment Strategies and Complete Course Plan

Teaching Chronic Disease Management (CDM) in nursing focuses on preparing students to effectively care for patients with long-term health conditions. This course plan emphasizes evidence-based assessment strategies to gauge student understanding and skill acquisition. It integrates best practices for classroom management and learner motivation to create an engaging learning environment (Murtagh et al., 2021).

Additionally, the plan addresses potential barriers to learning, such as social, cultural, and economic factors, while promoting cultural competence. Through comprehensive assessments and evaluation, the course aims to equip students with the necessary competencies for successful CDM nursing practice. The course provides a comprehensive approach to CDM nursing education, integrating evidence-based teaching strategies, addressing barriers to learning. It also promotes cultural competence to prepare students for delivering high-quality care in diverse healthcare settings.

Theory to Optimize Teaching Experience and Learning Outcomes

In CDM nursing education, the Social Learning Theory (SLT) emerges as a vital theoretical framework to enhance teaching experiences and learner outcomes. SLT underscores the significance of social interaction and observational learning, making it highly relevant in healthcare education, particularly in CDM. Within this complex domain, where students must navigate intricate patient care scenarios, SLT’s emphasis on role modeling becomes invaluable (Rumjaun & Narod, 2020). Integrating SLT principles into teaching methodologies involves fostering collaborative learning environments. This encourages students to actively engage with the material and each other. Additionally, educators facilitate hands-on simulations, allowing students to apply theoretical knowledge to practical scenarios (Hwang et al., 2022). As a result, students deepen their understanding and skill acquisition in CDM nursing education.

Further enhancing SLT’s application in CDM nursing education is its understanding of cognitive functions such as motivation and memory. Success in managing a chronic illness requires mastery of complex cognitive processes. Teachers can use SLT to engage students’ motivation, attention, and memory by appealing to these cognitive systems. Educators can design engaging and participatory lessons by utilizing SLT concepts (Hwang et al., 2022). In addition to teaching students the skills they need, these opportunities boost their self-esteem and give them the tools they need to succeed in the challenging field of CDM nursing. 

Rationale for Theory

The rationale for applying SLT in CDM nursing education lies in its ability to foster collaborative knowledge exchange, role modeling, and observational learning. These aspects are vital for preparing nursing students to adeptly care for patients with chronic conditions. SLT, by providing tangible examples of problem-solving techniques, communication tactics, and patient care strategies through observational learning (Murtagh et al., 2021). This significantly enhances students’ understanding and competence in the field of CDM. Moreover, SLT’s emphasis on cognitive functions, especially self-efficacy, motivates students. They gain the self-assurance and competence to deal with all of the difficulties that arise while providing care to CDM patients. According to Rumjaun and Narod (2020), incorporating SLT into CDM nursing education teaching promotes both individual understanding and group knowledge exchange. As a result, student achievement rises and, most significantly, patients benefit from nurses who are better equipped to care for them. 

Thinking, Learning, and Communicating Methods for Specific Learning Situations

In CDM nursing education, incorporating diverse education tactics is essential to cater to different learning styles and enhance learner engagement. Evidence-based research supports the effectiveness of varied approaches. These include didactic lectures, case studies, and hands-on simulations. They promote active learning and skill development (Pramesworo et al., 2023). Teachers can help their nursing learners develop their logical thinking and issue-solving abilities by using these strategies in the classroom.

Furthermore, understanding the theories of student inspiration, such as Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT), provides valuable insights into fostering learner engagement and persistence (Yue & Lu, 2022). SDT emphasizes intrinsic motivation, suggesting that by fostering autonomy and providing opportunities for choice, educators can enhance students’ intrinsic drive for learning. EVT, on the other hand, underscores the need of perceived value and expectancy in motivating students (Eccles & Wigfield, 2020). By demonstrating the relevance and significance of CDM skills to nursing practice, educators can increase students’ motivation to engage fully in the learning process.

In addition, considering the role of social interaction and observational learning in the SLT is crucial for optimizing learner outcomes in CDM nursing education (Yılmaz & Yılmaz, 2019). SLT highlights the importance of modeling and reinforcement in shaping behavior. It suggests that by providing opportunities for students to observe and emulate expert practitioners, educators can facilitate skill acquisition and knowledge retention (Eccles & Wigfield, 2020). Educators can boost student engagement, motivation, and outcomes in CDM nursing courses by applying what they know about these ways of thinking, learning, and communicating to real-world learning scenarios.

Nursing and Healthcare Teaching Strategies, Techniques, and Outcomes

Learning Strategies and Techniques

To achieve the requirements of all learners  and ensure the best possible learning outcomes in CDM nursing education, a wide range of learning methodologies and approaches must be used. Common chronic diseases and evidence-based management options are introduced in didactic lectures (Boeykens et al., 2022). Students have the chance to use their critical thinking skills and create unique treatment programs for people suffering from long-term illnesses through case studies. Students can hone their clinical abilities and decision-making chops in a simulated setting before tackling actual patient care situations (Pramesworo et al., 2023). These methods encourage active participation from nursing students and accommodate a variety of learning styles.

Learning Outcomes

Students will engage in various learning activities, including attending lectures, participating in case studies, and engaging in hands-on simulations. They will aim to demonstrate an understanding of common chronic diseases, their pathophysiology, and evidence-based management strategies. They will apply critical thinking skills through exercises, case scenario analysis, and care plan development. Criteria for measurement will include the submission of written care plans. These plans should demonstrate critical thinking skills and effectiveness in addressing patient needs (Boeykens et al., 2022). Effective communication skills will be developed through role-playing exercises, patient interaction observations, and interdisciplinary team discussions.

Performance assessments, such as oral presentations or role-plays, will measure proficiency in various healthcare scenarios. Cultural competence will be fostered through participation in workshops, reflective exercises, and sensitivity training. Criteria for measurement will include written reflections or participation in role-plays (Rahemi & Williams, 2020). These learning outcomes will guide the selection of appropriate learning strategies and techniques in CDM nursing education, ensuring that students acquire the necessary knowledge, skills, and attitudes to provide high-quality patient care.

Populations and Situations

The choice of learning strategies and techniques should also consider the nurse learner population and classroom for CDM nursing education. For example, a situation where integrating collaborative learning activities and peer teaching can foster engagement and knowledge sharing among diverse student populations (Ali et al., 2022). Flexible scheduling options, such as asynchronous online modules, accommodate the diverse needs of students balancing academic demands with personal and professional commitments (Neuwirth et al., 2020). By tailoring learning strategies to specific populations and situations, educators can enhance the effectiveness of nursing and healthcare education in the CDM context.

Assumptions

The choices of education schemes and techniques are grounded on several assumptions. Firstly, it is assumed that students have foundational knowledge of basic nursing principles and have completed prerequisite coursework in relevant subjects such as anatomy, physiology, and pharmacology. Secondly, it is assumed that students are motivated to learn and are committed to their professional growth and development in the field of nursing (Boeykens et al., 2022). By employing various learning strategies and techniques, educators can effectively address diverse student needs and preferences, leading to enhanced learning outcomes in CDM nursing education.

Evidence-Based Best Practices for Learner Management

In teaching space and student supervision in CDM nursing education, integrating evidence-based best practices is essential for promoting student engagement and motivation. One such practice is the implementation of positive behavior reinforcement, which involves providing rewards for desired behaviors (Schieltz et al., 2020). Research suggests that this approach can lead to improved student engagement and motivation. By providing consistent rewards for desired behaviors and consequences for undesirable ones, educators can maintain discipline and promote a positive learning environment. Clear communication of expectations and establishment of structured routines help to reduce disruptive behavior and increase engagement among students. A study by Stevenson et al. (2020), shows that establishing clear expectations and routines has been shown to reduce disruptive behavior and increase academic achievement. 

Research suggests that creating a sense of belonging among students enhances engagement and motivation (O’Leary et al., 2020). Additionally, incorporating dynamic culture tactics, such as group debates and hands-on actions, can deepen understanding and promote participation (Dong et al., 2021). Lastly, providing timely and constructive feedback is essential for guiding student learning and encouraging continuous improvement (Nishina et al., 2019). By integrating these evidence-based strategies into classroom management approaches, educators can create a positive learning environment. This environment supports student engagement, motivation, and academic success in CDM nursing education.

Conflicting Viewpoints

However, conflicting data exist regarding the effectiveness of rewards in the long term. Some studies, like the one conducted by Ryan & Deci (2020), suggest that extrinsic rewards might undermine intrinsic motivation and impede the development of self-regulation skills. Conversely, research by Schieltz et al. (2020) indicates that positive reinforcement can have a good effect on student mind and behavior. Similarly, while structured classroom environments have been shown in some studies, such as Stevenson et al. (2020), to promote academic achievement, other perspectives argue that excessively rigid structures may stifle creativity and autonomy. This could potentially lead to disengagement among students, as argued by some scholars.

In light of conflicting data and perspectives, it is essential for educators in CDM nursing education to critically evaluate and consider the implications of different classroom and learner management practices. While positive behavior reinforcement and clear expectations can have benefits in promoting student engagement and academic achievement, educators must also be mindful of potential drawbacks. Teachers can better address their students’ needs when they take into account competing viewpoints and facts while making decisions (Yue & Lu, 2022). Because of this, the CDM nursing education program will be a more pleasant and encouraging place to learn.

Barriers to Learning While Designing and Developing Educational Programs

It is crucial to think about the different types of learning obstacles that students can encounter while making plans for CDM nursing education. The capacity of students to actively interact with the content and achieve academic success might be hindered by various factors, such as social, cultural, economic, and resource-related considerations (Schieltz et al., 2020). Educators can encourage inclusive and supportive learning environments that promote student success by recognizing and proactively addressing these barriers.

Social Barriers

Social barriers, such as limited access to peer support networks or feelings of isolation, can hinder students’ motivation and participation in educational activities. Addressing these barriers involves fostering a supportive learning environment where students feel connected to their peers and educators (Flaherty & Bartels, 2019). Students’ social barriers to learning can be reduced through mentorship programs, group discussions, and collaborative projects that foster a sense of community.

Cultural Barriers

Cultural barriers also play a significant role in shaping students’ educational experiences. Differences in cultural backgrounds, values, and conversation styles can impact students’ capacity to understand and engage with course materials. To address cultural barriers, educators should adopt culturally responsive teaching practices that acknowledge and respect students’ diverse perspectives and experiences (Campos et al., 2021). Incorporating diverse examples, incorporating multicultural perspectives into the curriculum, and providing language support for non-native speakers can help create an inclusive learning environment.

Economic Barriers

Economic barriers, such as financial constraints or limited access to resources, can hinder students’ ability to fully engage in their education. Students facing economic hardship may struggle to afford textbooks, technology, or other essential materials for their studies. To address economic barriers, educators can provide access to low-cost or free resources (Schieltz et al., 2020). They can also offer financial assistance programs or scholarships, and ensure that course materials are available in digital formats to reduce costs for students.

Resources Barriers

Resource-related barriers, such as inadequate access to technology or learning facilities, can also impede students’ learning experiences. Students without reliable internet access or access to essential technology may struggle to participate in online coursework or complete assignments. To mitigate resource-related barriers, educators can provide access to technology resources (Murtagh et al., 2021). They can offer flexible learning options, such as hybrid or in-person classes. Additionally, they can guarantee that all learners have access to the necessary tools and materials for their studies (Dong et al., 2021). By considering and addressing these barriers to learning, educators can create inclusive and equitable educational programs that support the success of all students in CDM nursing education.

Knowledge Gap and Additional Information

Identifying areas of uncertainty and knowledge gaps is essential for gaining a comprehensive understanding of CDM nursing education. In order to better understand how to meet the requirements of diverse students and remove obstacles to learning, further study is required to determine which teaching styles are most effective (Dong et al., 2021). Understanding the impact of individual differences and cultural factors on student motivation and engagement requires additional investigation. 

Cultural Competence in Nursing and Healthcare Educational Offerings

To ensure that students are adequately prepared to care for a wide range of patients, it is essential that nursing and healthcare curricula incorporate cultural competency. In CDM nursing education, cultural competence ensures that students understand and respect the diverse backgrounds and preferences of patients with chronic illnesses (Rahemi & Williams, 2020). By incorporating culturally responsive teaching methods, such as integrating diverse perspectives and providing language support, educators can create inclusive learning environments (Campos et al., 2021). These environments promote engagement and comprehension among students from various linguistic and cultural backgrounds.

Moreover, cultural competence in nursing education extends beyond classroom teaching to clinical practice. Nurses must be fortified with the information and abilities to address cultural differences in patient care settings. Understanding cultural beliefs, values, and practices allows nurses to provide culturally sensitive care and build trust with patients (Murtagh et al., 2021). Additionally, promoting cultural competence in nursing education fosters a deeper understanding of health disparities and social determinants of health (Rahemi & Williams, 2020). This empowers students to advocate for equitable healthcare access and delivery. 

Furthermore, cultural competence enhances interprofessional collaboration in healthcare settings. In CDM nursing education, students often work within interdisciplinary healthcare teams to manage chronic illnesses comprehensively. By promoting cultural competence, educators prepare students to effectively communicate and collaborate with colleagues from diverse cultural backgrounds (Murtagh et al., 2021). This collaboration ensures that patients receive holistic and patient-centered care that respects their cultural beliefs and values (Campos et al., 2021). As a whole, nursing and healthcare education programs must prioritize cultural competence if they want to train future nurses to treat patients from all walks of life with respect and dignity. 

Evaluating Evidence

The evidence supporting the integration of cultural competence in nursing and healthcare education is relevant, current, and trustworthy, as it is drawn from peer-reviewed research articles published in reputable academic journals. The sufficiency of evidence is adequate, providing comprehensive insights into the importance and benefits of cultural competence in nursing education (Neuwirth et al., 2020). These findings offer valuable guidance for educators and institutions seeking to enhance cultural competence in their educational offerings.

Teaching Plan

Teaching plan serves as a vital tool in nursing education, addressing the complex challenges of chronic disease management. It outlines essential learning outcomes, teaching strategies, and classroom management techniques. By integrating evidence-based practices and cultural competence, the plan aims to enhance student engagement and foster a supportive learning environment. Understanding the relevance and application of learning theories further strengthens the teaching approach (Abate et al., 2022). Ultimately, this plan seeks to prepare nursing students with the skills and knowledge necessary for effective patient care in chronic disease management.

Section
Content

Introduction

This section provides an overview of the teaching plan, outlining its objectives and purpose in nursing education (Hensel & Billings, 2020).

Learning Outcomes

The learning outcomes section specifies the key knowledge, skills, and attitudes that students will acquire through the teaching plan (Hensel & Billings, 2020).

Learning Theory Application

This part explains how a specific learning theory, such as Social Learning Theory, is applied to guide the teaching strategies in the plan (Tan et al., 2021).

Teaching Strategies

Various teaching methods, such as lectures, simulations, and group discussions, are detailed to facilitate effective learning in chronic disease management (Hensel & Billings, 2020).

Classroom Management

Strategies for managing the classroom environment, including establishing expectations and routines, are outlined to ensure an organized and conducive learning atmosphere (Savitsky et al., 2020).

Learner Motivation

Techniques for motivating learners, such as positive reinforcement and goal-setting, are described to enhance student engagement and participation (Tan et al., 2021).

Barriers to Learning

Common barriers to learning, such as resource limitations and cultural differences, are identified, along with strategies to address them effectively (Savitsky et al., 2020).

Integration of Cultural Competence

The importance of cultural competence in nursing education is emphasized, with methods for integrating diverse perspectives and addressing the needs of varied patient populations (Savitsky et al., 2020).

Evaluation

This section outlines the methods for assessing student learning and evaluating the effectiveness of the teaching plan (Tan et al., 2021).

Conclusion

A summary of the teaching plan and its significance in preparing nursing students for effective chronic disease management is provided (Cañadas, 2021).

Assessment Design for Course

In designing assessments for the CDM course, various approaches will be employed to ensure relevance and effectiveness. Firstly, formative assessments will be integrated throughout the course to gauge student understanding and progress regularly. These will include quizzes, case studies, and group discussions to assess knowledge application and critical thinking skills. Additionally, summative assessments will be conducted at key intervals to evaluate overall student proficiency in CDM concepts (Cañadas, 2021). These assessments will consist of written exams, practical demonstrations, and patient care simulations to assess comprehensive understanding and skill acquisition. 

Assessments will be designed to measure the targeted competencies effectively by aligning closely with course objectives and learning outcomes. This will reflect best practices. In addition, different types of learning styles and preferences will be taken into account when designing examinations, so that students can showcase their knowledge and abilities in different ways (Savitsky et al., 2020). Questions based on diagrams can assist those who learn best visually, while those who learn best visually can benefit better with spoken lectures or debates. 

In considering the course population, assessments will be culturally sensitive and inclusive, recognizing the various experiences of nursing learners. Questions and scenarios will be framed to resonate with different cultural perspectives, promoting equity and fairness in evaluation (Tan et al., 2021). Moreover, assessments will be tailored to the unique demands of the healthcare environment, emphasizing real-world application and problem-solving abilities. By incorporating a variety of assessment methods and aligning them with best practices, the course assessments will provide meaningful feedback to students and instructors alike (Abate et al., 2022). They will serve as valuable tools for measuring student progress, identifying areas for improvement, and ensuring that learners are well-prepared to excel in the field of chronic disease management.

Summary

In conclusion, the CDM course offers nursing students comprehensive education on effectively caring for patients with long-term health conditions. By integrating evidence-based teaching strategies and fostering learner engagement, the course equips students with the skills, and attitudes needed to deliver care in CDM. The plan integrates evidence-based teaching tactics, including SLT principles, varied instructional methods, and culturally approachable approaches. Classroom and learner management strategies focus on positive behavior reinforcement, clear communication, and fostering inclusive environments. Addressing barriers to learning and promoting cultural competence further enhance students’ preparedness for diverse healthcare settings. Through meaningful assessments and rigorous evaluation, students will emerge prepared to meet the challenges of managing chronic illnesses and improving patient outcomes. 

References

Abate, H., Yohanes, Y., & Gebrie, M. (2022). Clinical decision making approaches and associated factors among nurses working in a tertiary teaching hospital. International Journal of Africa Nursing Sciences17https://doi.org/10.1016/j.ijans.2022.100432 

Ali, S., Sultan, M., & Rafiq, M. (2022). Open education resources’ benefits and challenges in the academic world: A systematic review. Global Knowledge, Memory and Communication73(3), 274–291. https://doi.org/10.1108/gkmc-02-2022-0049 

Boeykens, D., Boeckxstaens, P., De Sutter, A., Lahousse, L., Pype, P., De Vriendt, P., & Van de Velde, D. (2022). Goal-oriented care for patients with chronic conditions or multimorbidity in primary care: A scoping review and concept analysis. PLOS ONE17(2). https://doi.org/10.1371/journal.pone.0262843 

Campos, A., Hopkins, M., & Quaynor, L. (2021). Linguistically responsive teaching in preservice teacher education: A review of the literature through the lens of cultural-historical activity theory. Journal of Teacher Education71(2), 203–217. https://doi.org/10.1177/0022487118808785 

Cañadas, L. (2021). Contribution of formative assessment for developing teaching competences in teacher education. European Journal of Teacher Education46(3), 1–17. https://doi.org/10.1080/02619768.2021.1950684 

Dong, Y., Yin, H., Du, S., & Wang, A. (2021). The effects of flipped classroom characterized by situational and collaborative learning in a community nursing course: A quasi-experimental design. Nurse Education Today105, 105037. https://doi.org/10.1016/j.nedt.2021.105037

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology61https://doi.org/10.1016/j.cedpsych.2020.101859 

Flaherty, E., & Bartels, S. J. (2019). Addressing the community‐based geriatric healthcare workforce shortage by leveraging the potential of interprofessional teams. Journal of the American Geriatrics Society67(S2), S400–S408. https://doi.org/10.1111/jgs.15924

Hensel, D., & Billings, D. M. (2020). Strategies to teach the national council of state boards of nursing clinical judgment model. Nurse Educator45(3), 128–132. https://doi.org/10.1097/nne.0000000000000773 

Hwang, G.-J., Chang, C.-Y., & Ogata, H. (2022). The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study. Nurse Education Today108https://doi.org/10.1016/j.nedt.2021.105164 

Murtagh, S., McCombe, G., Broughan, J., Carroll, Á., Casey, M., Harrold, Á., Dennehy, T., Fawsitt, R., & Cullen, W. (2021). Integrating primary and secondary care to enhance chronic disease management: A scoping review. International Journal of Integrated Care21(1). https://doi.org/10.5334/ijic.5508 

Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2020). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education27(2), 141–156. https://doi.org/10.1177/1477971420947738 

Nishina, A., Lewis, J. A., Bellmore, A., & Witkow, M. R. (2019). Ethnic diversity and inclusive school environments. Educational Psychologist54(4), 1–16. https://doi.org/10.1080/00461520.2019.1633923

O’Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education7(1). https://doi.org/10.1186/s40594-020-00230-7 

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Pramesworo, I. S., Sembiring, D., Sarip, M., Lolang, E., & Fathurrochman, I. (2023). Identification of new approaches to information technology-based teaching for successful teaching of millennial generation entering 21st century education. Jurnal Iqra’: Kajian Ilmu Pendidikan8(1), 350–370. https://doi.org/10.25217/ji.v8i1.2722 

Rumjaun, A., & Narod, F. (2020). Social learning theory—Albert Bandura. Springer Texts in Education1(1), 85–99. https://doi.org/10.1007/978-3-030-43620-9_7

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 Psychology61(1), 1–11. https://doi.org/10.1016/j.cedpsych.2020.101860 

Savitsky, B., Findling, Y., Ereli, A., & Hendel, T. (2020). Anxiety and coping strategies among nursing students during the COVID-19 pandemic. Nurse Education in Practice46https://doi.org/10.1016/j.nepr.2020.102809 

Schieltz, K. M., Wacker, D. P., Suess, A. N., Graber, J. E., Lustig, N. H., & Detrick, J. (2020). Evaluating the effects of positive reinforcement, instructional strategies, and negative reinforcement on problem behavior and academic performance: An experimental analysis. Journal of Developmental and Physical Disabilities32(2), 339–363. https://doi.org/10.1007/s10882-019-09696-y 

Stevenson, N. A., VanLone, J., & Barber, B. R. (2020). A commentary on the misalignment of teacher education and the need for classroom behavior management skills. Education and Treatment of Children43(4), 393–404. https://doi.org/10.1007/s43494-020-00031-1 

Tan, M. W., Lim, F. P., Siew, A., Levett-Jones, T., Chua, W. L., & Liaw, S. Y. (2021). Why are physical assessment skills not practiced? A systematic review with implications for nursing education. Nurse Education Today99https://doi.org/10.1016/j.nedt.2021.104759 

Yue, Y., & Lu, J. (2022). International students’ motivation to study abroad: An empirical study based on expectancy-value theory and self-determination theory. Frontiers in Psychology13https://doi.org/10.3389/fpsyg.2022.841122 

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