NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

om
t.c
Assessment 4: Assessment Strategies and Complete Course Plan
en
Student Name
Capella University
m
gn Course Name
Prof Name
si
Nov 10, 2023
As
ss
la
eC
in
nl
O
Do you need Help to complete your Capella Uni MSN FlexPath Class in 1 Billing?
Call Us Now (612) 234-7670
Email Us Contact@OnlineClassAssignment.com
Website: OnlineClassAssignment.com
For Free MSN Sample: OnlineClassAssignment.com/free-Sample
Learning Theories and Diversity
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
om
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
t.c
acknowledges potential limitations and adopts a holistic approach that caters to the diverse
needs of the ADN student population.
en
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
m
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
gn
updates based on the latest research and best practices, and the fostering of an open
communication culture to promptly address emerging knowledge gaps.
si
The assessment strategy is multifaceted, employing a combination of formative and summative
As
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
ss
and self-assessments promote critical thinking and self-reflection, while practical assessments
like clinical practicums and simulations ensure students can effectively translate theoretical
la
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
eC
navigate the complex healthcare landscape.
Application of Sociocultural Learning Theory

in
nl
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
O
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).
Call Us Now (612) 234-7670
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.
om
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
t.c
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
en
(Oliveira et al., 2023).
Rationale for the Selection and Application of Sociocultural
m
Learning Theorygn
The rationale for applying Vygotsky’s Sociocultural Learning Theory to this course stems from
si
several academic and practical considerations. First, evidence from Su & Zou (2020) supports
the effectiveness of collaborative learning environments in fostering a sense of community
As
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.
ss
Second, Valderama‐Wallace & Apesoa‐Varano (2020) highlights the critical role of social
la
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
eC
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
in
the teaching experience and promoting desired learning outcomes in a course on stress
management for ADN nursing students.
nl
Implementation of Learning Methods and Techniques

O
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
Call Us Now (612) 234-7670
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.
om
Rationale and Evidence-Based Support for Learning Methods
The rationale for the utilization of these teaching and learning methods lies in their proven
t.c
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
en
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
m
transformative learning in diverse classroom settings.
gn
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
si
appreciate cultural differences among themselves (Brottman et al., 2019).
As
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
ss
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
la
sensitive healthcare professionals. It strives to create a collaborative and supportive ecosystem

eC
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

in
nl
The process of addressing stress management for Associate Degree in Nursing (ADN) students
requires the implementation of carefully selected, evidence-based learning strategies that
O
accommodate the unique demands of this group. In order to achieve this, three primary learning
strategies have been chosen, namely blended learning, peer learning, and self-guided learning.
Call Us Now (612) 234-7670
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).
om
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
t.c
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
en
paces, a key factor when managing stress in an academic setting.
m
Peer Learning
gn
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
si
mechanisms. During peer-learning sessions, students participate in structured group activities
As
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
ss
and promoting empathy – both essential skills in the nursing profession (Khojanashvili et al.,
2023).
la
Self-guided Learning
eC
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
in
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
nl
can complete in their own time. This strategy not only allows students to manage their own
O
learning but also encourages them to develop important skills such as time management,
problem-solving, and self-discipline (Khojanashvili et al., 2023).
Call Us Now (612) 234-7670
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
om
It’s anticipated that ADN students will enter the course with varying degrees of understanding
about stress and stress management. Some might have already developed their coping
t.c
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
en
diverse baseline knowledge levels by providing a wide range of resources and learning activities
(Madsgaard et al., 2022).
m
Need for Peer Support
gn
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
si
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).
As
Busy Schedules
ss
Nursing students often juggle numerous responsibilities, including coursework, clinical rotations,
and part-time work. The self-guided learning approach acknowledges this challenge and
la
provides a flexible learning environment that respects students’ time constraints, thereby
eC
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
in
students to develop effective stress management skills, while respecting their individual learning
nl
needs and constraints.

O
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
Call Us Now (612) 234-7670
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
om
confusion and stress that could lead to disruptive behaviors.
However, Kounin’s theory tends to overlook the individual differences among learners. To
t.c
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).
en
Learner Management Practices
m
Evidence-based learner management practices within our course aim to support students’
gn
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,
si
thereby fostering a sense of self-efficacy and active involvement in learning. This, however,
As
might not be universally effective, as learners with self-regulation difficulties may require
additional guidance and support (Tambunan et al., 2020).
ss
Considering Conflicting Data and Other Perspectives

la
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
eC
crucial in nursing education. Likewise, Kounin’s theory might not account adequately for
individual learner differences.
in
There are also challenges in motivating learners, which require careful attention. While the
Self-Determination Theory (SDT) emphasizes autonomy, competence, and relatedness, it less
nl
explicitly addresses external factors like cultural and socioeconomic conditions. Similarly, the
Achievement Goal Theory provides a strong understanding of learners’ academic goals and
O
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.
Call Us Now (612) 234-7670
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
om
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
t.c
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).
en
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
m
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
gn
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
si
for stress management.
As
Learning Theories and Diversity: Consideration of Barriers to

Learning and Areas of Uncertainty
ss
In the process of designing and implementing educational programs, it is imperative to

la
acknowledge and address potential barriers to learning. These obstacles may stem from
language and cultural variances, diverse educational backgrounds, varying levels of
eC
technological comfort, and time constraints.
Identification and Management of Learning Barriers

in
Diverse student backgrounds contribute to variations in foundational knowledge and educational

nl
experiences. To overcome this challenge, we utilize initial diagnostic assessments, facilitating

the identification of areas requiring additional support. This approach enables the tailoring of
O
learning resources to individual learner needs.
Language and cultural disparities may impede some students, particularly those not fluent in
English or from diverse cultural backgrounds. To alleviate this, we provide resources and
support in multiple languages where feasible, ensuring cultural inclusivity in program design.
Call Us Now (612) 234-7670
The integration of technology in a blended learning model may pose challenges for students
less adept in technology use. To manage this, we conduct comprehensive orientations on
utilizing our learning management system and other online tools. Continuous tech support is
also available to assist students facing challenges.
For students juggling multiple responsibilities, time constraints can hinder learning. We address
this by offering program flexibility, including self-paced modules and recorded sessions that
students can access and complete at their convenience.
om
Identification and Management of Areas of Uncertainty and
Knowledge Gaps
t.c
In the dynamic field of nursing, uncertainties and knowledge gaps may arise. These are
addressed through ongoing updates to the curriculum based on the latest research and best
en
practices. Additionally, fostering open communication with students encourages them to voice
concerns, ask questions, and provide feedback, facilitating the prompt identification and
resolution of emerging knowledge gaps.
m
Assessment Strategies
gn
Our assessment approach aims to provide a comprehensive understanding of student learning
si
and development, incorporating cultural competence into nursing and healthcare education. It
involves a blend of formative and summative assessments, complemented by peer, self, and
As
practical assessments.
ss
Formative Assessments
Formative assessments are integral for continuous feedback to both students and instructors.
la
Regular quizzes, reflective journals, discussion posts, and group activities are employed to
eC
assess understanding, encourage critical thinking, and promote a sense of community.
Summative Assessments
in
Designed to evaluate student learning at the end of an instructional period, summative

nl
assessments include final exams, capstone projects, and simulations. These assessments
focus on measuring learners' competence and understanding of specific areas.
O
Call Us Now (612) 234-7670
Peer and Self-Assessments
Incorporating peer and self-assessment strategies promotes critical thinking and self-reflection.
Students evaluate their work and that of their peers, fostering constructive feedback and a
deeper learning experience.
Practical Assessments
Critical in nursing education, practical assessments ensure the seamless translation of
om
theoretical knowledge into hands-on skills. Clinical practicums and simulations provide
opportunities for students to apply theoretical knowledge in real-life settings.
t.c
In conclusion, our comprehensive assessment strategy fosters an enriching, active learning
environment that effectively evaluates and supports the diverse needs and progress of our
learners. This approach cultivates a culture of continuous learning, preparing students for the
en
complexities of the healthcare landscape.
m
Summary
gn
The advanced nursing practices course targets registered nurses seeking to enhance their
skills, specialize, assume leadership roles, or engage in academic research. With a focus on
patient care ethics, advanced clinical procedures, nursing leadership, and healthcare policies,
si
the curriculum aims to empower nurses with advanced knowledge and skills, fostering critical
As
thinking and ethical practice.
Utilizing diverse teaching strategies, including direct instruction, collaborative learning,

ss
case-based teaching, and hands-on practical sessions, the course ensures active engagement
and a comprehensive understanding. Learning resources range from textbooks to interactive
online content, videos, case studies, research articles, and specialized healthcare databases.
la
Assessment strategies, encompassing formative and summative assessments, peer and

eC
self-assessments, and practical assessments, go beyond measuring knowledge acquisition.

The course design, implementation, and assessment strategies are meticulously crafted to
create an enriching and active learning environment, addressing the diverse needs of learners.
in
nl
O
Call Us Now (612) 234-7670
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
om
Farrag, S. G. (2020). Innovative assessment practice to improve teaching and learning in civil
engineering. International Journal of Learning and Teaching, 74–80.
t.c
https://doi.org/10.18178/ijlt.6.2.74-80
Khojanashvili, L., Tsereteli, M., Bakashvili, M., & Aslan, M. (2023). Exploring the challenges of
en
transitioning to higher education for students studying away from home. Educational Psychology
in Practice, 1–22. https://doi.org/10.1080/02667363.2023.2208343
m
Madsgaard, A., Røykenes, K., Smith-Strøm, H., & Kvernenes, M. (2022). The affective
gn
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
si
Oliveira, J., Cassandre, M. P., & Sara. (2023). Entrepreneurial learning based on the zone of
As
proximal development. Entrepreneurship Education and Pedagogy,

251512742311791-251512742311791.https://doi.org/10.1177/25151274231179193
ss
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination
theory perspective: Definitions, theory, practices, and future directions. Contemporary
la
Educational Psychology, 61(1), 1–11. https://doi.org/10.1016/j.cedpsych.2020.101860

eC
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
in
Saifan, A., Devadas, B., Daradkeh, F., Abdel-Fattah, H., Aljabery, M., & Michael, L. M. (2021).
nl
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
O
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
Call Us Now (612) 234-7670
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
om
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
t.c
van der Kleij, F. M. (2019). Comparison of teacher and student perceptions of formative
assessment feedback practices and association with individual student characteristics. Teaching
en
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
m
learning: Some insights. Journal of Adult and Continuing Education, 25(2), 234–251.
https://doi.org/10.1177/1477971419850837
gn
si
As
ss
la
eC
in
nl
O
Call Us Now (612) 234-7670

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Uploaded by

Copyright:

Available Formats

om

assessments, supplemented by peer, self, and practical assessments. Formative assessments

navigate the complex healthcare landscape.

Application of Sociocultural Learning Theory

In Assessment 1, the Sociocultural Learning Theory developed by Vygotsky was identified as

Rationale for the Selection and Application of Sociocultural

interactions and cultural sensitivity in nursing practice. By applying Vygotsky’s Sociocultural

Implementation of Learning Methods and Techniques

sensitive healthcare professionals. It strives to create a collaborative and supportive ecosystem

Integration of Appropriate Learning Strategies and Techniques

Varying Levels of Prior Knowledge

needs and constraints.

Integration of Evidence-Based Best Practices for Classroom and

Classroom Management Practices

Considering Conflicting Data and Other Perspectives

Incorporation of Evidence-Based Best Practices to Enhance

Learning Theories and Diversity: Consideration of Barriers to

In the process of designing and implementing educational programs, it is imperative to

technological comfort, and time constraints.

Identification and Management of Learning Barriers

Diverse student backgrounds contribute to variations in foundational knowledge and educational

experiences. To overcome this challenge, we utilize initial diagnostic assessments, facilitating

learning resources to individual learner needs.

assess understanding, encourage critical thinking, and promote a sense of community.

Designed to evaluate student learning at the end of an instructional period, summative

thinking and ethical practice.

Utilizing diverse teaching strategies, including direct instruction, collaborative learning,

Assessment strategies, encompassing formative and summative assessments, peer and

self-assessments, and practical assessments, go beyond measuring knowledge acquisition.

proximal development. Entrepreneurship Education and Pedagogy,

Educational Psychology, 61(1), 1–11. https://doi.org/10.1016/j.cedpsych.2020.101860

You might also like