NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan
Assessment 4 Assessment Strategies
Student Name
Capella University
NURS-FPX 6105 Teaching and Active Learning Strategies
Prof. Name
Date
Overview
This comprehensive assessment outlines the design and implementation of a stress management course tailored for ADN nursing students. The course integrates various 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 enhance learner motivation, the course combines practices based on the Self-Determination Theory (SDT), Growth Mindset Theory, and Culturally Responsive Teaching. While each of these theories offers valuable insights, the course acknowledges potential limitations and adopts a holistic approach that caters to the diverse needs of the ADN student population. The assessment also considers potential barriers to learning, including language and cultural differences, varied educational backgrounds, technology familiarity, and time constraints. It proposes strategies like initial diagnostic assessments, multilingual resources, comprehensive tech orientations, and flexibility in learning through self-paced modules and recorded sessions. To tackle areas of uncertainty and knowledge gaps, it recommends continuous curriculum updates based on the latest research and best practices, and the fostering of an open communication culture to promptly address emerging knowledge gaps.NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan
The assessment strategy is multifaceted, employing a combination of formative and summative assessments, supplemented by peer, self, and practical assessments. Formative assessments serve to provide continuous feedback to students and instructors, whereas summative assessments evaluate overall comprehension at the conclusion of instructional periods. Peer and self-assessments promote critical thinking and self-reflection, while practical assessments like clinical practicums and simulations ensure students can effectively translate theoretical knowledge into practice. Ultimately, the comprehensive assessment strategy aims to cultivate a culture of continuous learning. It ensures that students are well-prepared and confident to navigate the complex healthcare landscape.Application of Sociocultural Learning Theory
In Assessment 1, the Sociocultural Learning Theory developed by Vygotsky was identified as the appropriate theory to underpin the teaching plan for the diverse group of Associate Degree in Nursing (ADN) students learning stress management. This theory is premised on the belief that social interactions and cultural contexts significantly influence cognitive development and learning processes. Hence, its application can be leveraged to optimize both the teaching experience and learner outcomes (Taber, 2020).The Influence of Sociocultural Learning Theory on Teaching and Learning
The inherent social nature of the nursing profession, as well as the diverse backgrounds of nursing students, align well with Vygotsky’s theory, which places significant emphasis on social interactions and cultural contexts. This theory is particularly effective at fostering a learning environment that promotes inclusivity, encourages the sharing of diverse perspectives, and enhances comprehension of complex nursing concepts such as stress management. Additionally, the concept of ‘Zone of Proximal Development’ (ZPD) central to Vygotsky’s theory can be instrumental in guiding the selection and application of teaching strategies. The ZPD represents the gap between what learners can achieve independently and what they can accomplish with the assistance of others. Recognizing this gap and creating opportunities for collaborative learning enables students to learn from each other and maximize their potential (Oliveira et al., 2023).Rationale for the Selection and Application of Sociocultural Learning Theory
The rationale for applying Vygotsky’s Sociocultural Learning Theory to this course stems from several academic and practical considerations. First, evidence from Su & Zou (2020) supports the effectiveness of collaborative learning environments in fostering a sense of community among students and enhancing their understanding of complex nursing concepts. This aligns well with the principles of Vygotsky’s theory, which advocates for collaborative learning as a way to bridge the ZPD and facilitate cognitive development. Second, Valderama‐Wallace & Apesoa‐Varano (2020) highlights the critical role of social interactions and cultural sensitivity in nursing practice. By applying Vygotsky’s Sociocultural Learning Theory, we can provide an environment that not only enriches learning but also prepares students for the social and cultural aspects of nursing practice. This dual role of the theory makes it highly relevant and beneficial for nursing education. Overall, the application of Vygotsky’s Sociocultural Learning Theory provides a robust academic rationale for enhancing the teaching experience and promoting desired learning outcomes in a course on stress management for ADN nursing students.Implementation of Learning Methods and Techniques
The teaching plan developed in Assessment 1 for ADN Nursing students on stress management strategically employs various methods of thinking, learning, and communication. This was done with the aim to best support the diverse learning environment, and was based on the underpinnings of Vygotsky’s Sociocultural Learning Theory. The central strategies included fostering collaborative learning environments, promoting critical reflection, and encouraging open discourse, all of which aim to bolster comprehension and management of stress in nursing practice. The plan also takes into consideration potential conflicts that might arise in such a diverse classroom setting, and has integrated evidence-based strategies like transformative learning, cultural competence development, and peer mediation to ensure a harmonious and inclusive learning space.Rationale and Evidence-Based Support for Learning Methods
The rationale for the utilization of these teaching and learning methods lies in their proven efficacy in promoting critical thinking, cultural competence, and conflict resolution among diverse groups of learners. Transformative learning, for instance, stimulates learners to question and challenge existing paradigms, thus fostering a more profound comprehension of stress and its management techniques. This method aligns with the tenets of critical pedagogy and is supported by studies such as the one by Wang et al. (2019), which advocate for the inclusion of transformative learning in diverse classroom settings. To enhance cultural competence and minimize cultural misunderstandings, the plan has integrated activities like intercultural workshops, diversity simulations, and reflective writing assignments. These activities are designed to encourage learners to explore, understand, and appreciate cultural differences among themselves (Brottman et al. 2019). The strategy of peer mediation, on the other hand, not only helps in immediate conflict resolution but also equips students with essential negotiation and interpersonal skills for their future nursing careers (Ay et al. 2019). By strategically applying these evidence-based teaching and learning methods and approaches, the teaching plan aims to cultivate an environment conducive for the development of nursing students into effective, compassionate, and culturally sensitive healthcare professionals. It strives to create a collaborative and supportive ecosystem that fosters learning and development while ensuring an inclusive and diverse classroom setting, enriching the overall learning experience.Integration of Appropriate Learning Strategies and Techniques
The process of addressing stress management for Associate Degree in Nursing (ADN) students requires the implementation of carefully selected, evidence-based learning strategies that accommodate the unique demands of this group. In order to achieve this, three primary learning strategies have been chosed , namely blended learning, peer learning, and self-guided learning.Blended Learning
This approach brings together the benefits of both traditional in-person classes and online learning. The in-person component concentrates on experiential learning which is critical for skill-based aspects of stress management. In these sessions, students engage in group discussions, role-plays, and simulations to practice stress management techniques in a controlled, supportive environment. This hands-on approach allows students to obtain immediate feedback from instructors and classmates, which can lead to better skill acquisition and confidence (Khojanashvili et al., 2023). The online component of the course allows students to delve into the theoretical aspects of stress management. Here, students are given access to a variety of resources, such as video lectures, reading materials, and interactive quizzes, which they can engage with at their own pace. This offers a flexible learning environment that respects individual learning styles and paces, a key factor when managing stress in an academic setting.Peer Learning
Peer learning has been integrated to cultivate an environment of collaborative learning. Given the personal and often sensitive nature of stress management, peer discussions and shared experiences can serve as a powerful tool to enhance understanding of different coping mechanisms. During peer-learning sessions, students participate in structured group activities and discussions, share their personal experiences with stress, and explore different coping strategies together. This can not only foster a deeper comprehension of stress management concepts but also create a support network among the students, providing emotional support and promoting empathy – both essential skills in the nursing profession (Khojanashvili et al., 2023).Self-guided Learning
Considering the often hectic schedule of nursing students, a self-paced, self-guided learning strategy has been incorporated. This allows learners to engage with the materials flexibly and at their own pace, eliminating the additional stress that can come from rigid class schedules. In this approach, students have access to a range of resources and learning activities that they can complete in their own time. This strategy not only allows students to manage their own learning but also encourages them to develop important skills such as time management, problem-solving, and self-discipline (Khojanashvili et al., 2023).Assumptions Based on Learning Strategies
The learning strategies chosen for this course are grounded on several assumptions. The selection of these strategies is not made arbitrarily. Instead, they are rooted in an understanding of the unique characteristics and needs of the ADN student population. This recognition of their specific circumstances allows for the development of a responsive and effective learning environment for stress management (Saifan et al., 2021).Varying Levels of Prior Knowledge
It’s anticipate that ADN students will enter the course with varying degrees of understanding about stress and stress management. Some might have already developed their coping mechanisms while others may be relatively unfamiliar with formal stress management techniques. Hence, the blended learning approach has been chosen, as it can cater to these diverse baseline knowledge levels by providing a wide range of resources and learning activities (Madsgaard et al., 2022).Need for Peer Support
Given the high-stress nature of nursing studies, it is assumed that peer learning and shared experiences will offer substantial benefits. The collaborative activities not only foster academic growth but also encourage students to build supportive relationships, which can serve as a vital source of emotional support throughout their study (Saifan et al., 2021).Busy Schedules
Nursing students often juggle numerous responsibilities, including coursework, clinical rotations, and part-time work. The self-guided learning approach acknowledges this challenge and provides a flexible learning environment that respects students’ time constraints, thereby reducing the potential for additional academic-related stress (Madsgaard et al., 2022). By integrating these learning strategies based on the outlined assumptions, the course aims to deliver a comprehensive and flexible learning experience. This design enables ADN nursing students to develop effective stress management skills, while respecting their individual learning needs and constraints.Integration of Evidence-Based Best Practices for Classroom and Learner Management
The design and implementation of our course in stress management for ADN nursing students leverage evidence-based best practices in classroom and learner management. The following section explores these practices, considers conflicting data, and acknowledges other perspectives.Classroom Management Practices
Classroom management is essential for creating an environment conducive to effective teaching and learning. Our course draws on Jacob Kounin’s Classroom Management Theory, integrating strategies such as creating a structured course schedule, setting clear learning objectives, and establishing robust communication channels. These elements aim to decrease potential confusion and stress that could lead to disruptive behaviors. However, Kounin’s theory tends to overlook the individual differences among learners. To address this, we also incorporate elements of Barry Zimmerman’s Self-Regulated Learning Theory, promoting learner autonomy and engagement by enabling students to take an active role in identifying their stressors and managing them (Shoghi et al., 2019).Learner Management Practices
Evidence-based learner management practices within our course aim to support students’ development as self-regulated learners. Drawing on Zimmerman’s Self-Regulated Learning Theory, the course incorporates strategies such as goal-setting and self-monitoring. The course encourages students to set personal stress management goals and monitor their progress, thereby fostering a sense of self-efficacy and active involvement in learning. This, however, might not be universally effective, as learners with self-regulation difficulties may require additional guidance and support (Tambunan et al., 2020).Considering Conflicting Data and Other Perspectives
The choice of these strategies does not ignore conflicting data or other perspectives. For instance, Zimmerman’s theory may not fully acknowledge the social aspect of learning, which is crucial in nursing education. Likewise, Kounin’s theory might not account adequately for individual learner differences. There are also challenges in motivating learners, which require careful attention. While the Self-Determination Theory (SDT) emphasizes autonomy, competence, and relatedness, it less explicitly addresses external factors like cultural and socioeconomic conditions. Similarly, the Achievement Goal Theory provides a strong understanding of learners’ academic goals and behaviors, but it may downplay the role of intrinsic interest and enjoyment in learning (Ryan & Deci, 2020). To overcome these potential limitations, our course combines elements from these theories, fostering both an organized learning environment and intrinsic motivation among students. Moreover, we acknowledge the need for further research to better understand how to effectively blend these theories in a multicultural and digital learning environment.Incorporation of Evidence-Based Best Practices to Enhance Learner Motivation
To enhance learner motivation, the course incorporates strategies based on SDT and Growth Mindset theory. For example, we aim to foster a sense of autonomy, competence, and relatedness among learners. The course also frames stress as a challenge that can be managed and overcome, promoting a growth mindset (Ryan & Deci, 2020). Culturally Responsive Teaching is another evidence-based practice which integrate into the course. By recognizing and appreciating cultural diversity, this strategy seeks to foster a sense of belonging and motivation among learners from diverse backgrounds (Tambunan et al., 2020). However, even as we adopt these proven strategies, we remain open to feedback and willing to adapt our approach to meet individual learner needs. By staying flexible and responsive, we aim to provide an effective, engaging learning experience for all our students. The selection of these strategies is not made arbitrarily. Instead, they are rooted in an understanding of the unique characteristics and needs of the ADN student population. This recognition of their specific circumstances allows for the development of a responsive and effective learning environment for stress management.Consideration of Barriers to Learning and Areas of Uncertainty
When designing and implementing our educational programs, we recognize the importance of understanding and addressing potential barriers to learning. These barriers could include language and cultural differences, diverse educational backgrounds, varying comfort levels with technology, and time constraints.Identification and Management of Learning Barriers
Different students come with varying foundational knowledge and educational backgrounds. We address this barrier through the implementation of initial diagnostic assessments. This helps us identify the areas where a learner may need additional support and tailor the learning resources accordingly. Language and cultural barriers could hinder some students, particularly those for whom English is not their first language or who come from diverse cultural backgrounds. To mitigate this, we offer resources and support in multiple languages where possible. We also design our program to be culturally inclusive, considering the different cultural contexts that our students may come from.NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan
The use of technology in a blended learning approach can be a barrier for students who are less tech-savvy. We manage this through comprehensive orientations on the use of our learning management system and other online tools. We also offer continuous tech support for students who may face challenges along the way. For students who are juggling multiple responsibilities, finding time for learning can be a challenge. We accommodate this through the flexibility of our program. We offer self-paced modules and recorded sessions that students can access and complete at their convenience.Identification and Management of Areas of Uncertainty and Knowledge Gaps
In the constantly evolving field of nursing, there may be areas of uncertainty and knowledge gaps. We acknowledge these and address them through continuous updates and improvements in our curriculum based on the latest research and best practices. We also foster a culture of open communication, encouraging students to voice out their concerns, ask questions, and provide feedback. This helps us identify any emerging knowledge gaps and address them promptly.Assessment Strategies
Our approach to assessment is multifaceted, aiming to capture a comprehensive picture of student learning and development. In particular, we strive to integrate cultural competence in our nursing and healthcare educational offerings. It involves a mixture of formative and summative assessments, supplemented by peer, self, and practical assessments. The purpose of these is not only to evaluate knowledge acquisition, but also to develop practical skills, critical thinking, and self-reflection.Formative Assessments
Formative assessments are an integral part of our strategy, employed to provide continuous feedback to students and instructors alike. This ongoing monitoring allows for the identification of areas requiring further clarification or instruction, thus enhancing the overall learning process (van der Kleij, 2019). We consistently evaluate the relevance, currency, sufficiency, and trustworthiness of the evidence for these assessment choices. Examples of formative assessments we use include:- Quizzes: Regular quizzes enable students to test their understanding of the material in a low-stakes setting, while also providing immediate feedback to the instructor on areas that may need reinforcement.
- Reflective Journals: By maintaining a reflective journal, students are encouraged to think critically about their learning journey, thereby deepening their understanding and retention of the material.
- Discussion Posts: Online discussion posts foster a sense of community, promote active participation, and provide opportunities for students to explore different perspectives.
- Group Activities: These provide opportunities for students to work collaboratively, thus learning from one another and reinforcing their understanding of the material.
Summative Assessments
Summative assessments are designed to evaluate student learning at the conclusion of an instructional period, such as the end of a module or course. These evaluations focus on measuring learners’ competence and understanding of specific areas (Farrag, 2020). The following are some examples:- Final Exams: These exams are designed to test the students’ overall understanding and integration of the course material.
- Capstone Projects: Students undertake capstone projects to demonstrate their ability to apply and integrate the knowledge and skills acquired throughout the course.
- Simulations: In the nursing field, simulations offer an invaluable tool for assessing students’ competency in a realistic but controlled environment.
Peer and Self-Assessments
Promoting critical thinking and self-reflection, we incorporate peer and self-assessment strategies. These methods allow students to evaluate their own work and that of their peers, encouraging constructive feedback and a more profound learning experience (Farrag, 2020).Practical Assessments
Practical assessments form a crucial part of our strategy, particularly in the field of nursing, where hands-on skills are paramount. This approach ensures that students can seamlessly translate theoretical knowledge into effective nursing practice (van der Kleij, 2019). Furthermore, it enhances students’ confidence in their abilities to manage real-world scenarios and promotes a deeper understanding of their roles as future healthcare professionals. This includes:- Clinical Practicums: Here, students apply theoretical knowledge in real-life settings under supervision, thus developing and showcasing their practical skills.
- Simulations: High-fidelity simulations mimic real-life situations, enabling students to demonstrate their abilities in a controlled, risk-free environment.
Summary
The course is centered on advanced nursing practices and is designed for registered nurses seeking to expand their skills, specialize in their practice, move into leadership roles, or delve into academic research. The curriculum delves into important areas such as patient care ethics, advanced clinical procedures, nursing leadership, and healthcare policies. In line with these focus areas, the course’s learning objectives are meticulously designed to empower nurses with advanced knowledge and skills, foster critical thinking, promote ethical practice, and groom nurses for leadership roles. In order to support the learning process and provide a rich learning experience, we make use of a wide variety of learning resources. These resources range from textbooks and supplementary readings to interactive online content, videos, case studies, research articles, and access to specialized healthcare databases. An overview of the course reveals a focus on advanced nursing practices in a learning environment that seamlessly combines online and practical sessions for a flexible and interactive experience. The learner population primarily comprises registered nurses, each coming with varied backgrounds, experiences, and career aspirations.NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan
The teaching strategies employed are diverse and carefully chosen to cater to a wide range of learning styles. These strategies include direct instruction, collaborative learning, case-based teaching, and hands-on practical sessions. The goal is to ensure an active engagement in the learning process and provide a comprehensive understanding of the course material. Finally, the assessment strategies are meticulously crafted to provide a comprehensive measure of learning outcomes. They go beyond the mere measurement of knowledge acquisition and include formative and summative assessments, peer and self-assessments, and practical assessments. The aim here is to foster critical thinking, encourage self-reflection, and ensure the application of theoretical knowledge in practical settings. In conclusion, the entire course design and its implementation are meticulously crafted to create an enriching and active learning environment that effectively evaluates and supports the diverse needs and progress of our learners.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.NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan
https://doi.org/10.1177/25151274231179193 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 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/10.1177/1477971419850837ADDITIONAL INSTRUCTIONS FOR THE CLASS – NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan
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