Assessment 1: Learning Theories and Diversity

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Student Name

Capella University

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Course Name

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Prof Name

MARCH 26, 2024

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Developing a teaching plan tailored to a diverse group of learners demands the careful
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application of relevant educational theories, a critical necessity in nursing education given the
varying ages, cultural backgrounds, and prior healthcare experiences of students. This plan,
crafted for community college ADN nursing students with a focus on stress management,
acknowledges and embraces this diversity to enhance the educational journey, nurturing
inclusivity and cultural competency among future healthcare professionals. Anchored in
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Vygotsky’s Sociocultural Learning Theory, which highlights the significance of social interactions
in learning, this plan is customized to address the needs of a diverse nursing student
population.

The Sociocultural Learning Theory, inspired by Lev Vygotsky's research, forms the cornerstone
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of the stress management teaching plan for ADN Nursing students. This theory asserts that
cognitive development is profoundly influenced by the sociocultural milieu, with learning
occurring through social interactions and cultural exposures. In the realm of nursing education,
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characterized by a mosaic of age groups, cultural heritages, and healthcare backgrounds, this
theory holds particular relevance.
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The concept of the 'Zone of Proximal Development' (ZPD), a central tenet of Vygotsky's theory,
is especially pertinent in such a diverse environment. ZPD delineates the disparity between
what learners can accomplish independently and what they can achieve with guidance and
collaboration. In a multifaceted nursing student cohort, employing collaborative learning
methodologies becomes imperative to cater to diverse ZPDs. Collaborative learning, as

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advocated by Vygotsky's theory, nurtures inclusivity and fosters a supportive milieu for
interactive and reflective learning on stress management.

Furthermore, research underscores the efficacy of Vygotsky's theory in nursing education.

Collaborative settings cultivate a sense of community and facilitate the exchange of diverse
perspectives, enriching students' comprehension of intricate nursing concepts. This aligns with
the needs of diverse learners, fostering inclusivity and furnishing an enabling environment for
interactive stress management education.

The aptness of Sociocultural Learning Theory is evident in its emphasis on social interactions

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and cultural context, mirroring the collaborative and communicative ethos of nursing. Moreover,
the theory's focus on collaborative learning heightens critical thinking and problem-solving skills,
indispensable for healthcare professionals. Alternative theories like Piaget's Cognitive
Development Theory may prove less effective due to their individualistic approach, which may

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not seamlessly align with collaborative and diverse learning environments.

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Additionally, Vygotsky's theory acknowledges cultural and experiential diversity, pivotal
considerations in nursing education. Given the manifold backgrounds and experiences of
nursing students, a learning theory that embraces such diversity is indispensable. Sociocultural
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Learning Theory, with its stress on social interaction and cultural context, furnishes a robust
framework for the nursing education curriculum.

The nursing students participating in this stress management program exhibit diverse
characteristics, encompassing varying ages, cultural backgrounds, healthcare experiences, and
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levels of digital literacy. Each facet of this diversity contributes to distinct learning dynamics,
enriching the educational milieu.

To address conflicts arising from diverse viewpoints, cultural disparities, and generational
disparities, evidence-based strategies have been delineated. These encompass transformative
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learning to stimulate critical reflection, fostering cultural competence through workshops and
simulations, and implementing peer mediation for conflict resolution.
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In conclusion, teaching in a diverse environment mandates meticulous consideration of learning

theories and strategies. Vygotsky's Sociocultural Learning Theory, coupled with evidence-based
conflict management strategies, engenders an inclusive learning milieu that equips nursing
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students to emerge as effective and culturally sensitive healthcare professionals. Recognizing

the value of diversity in the classroom enhances the educational journey, fostering critical
thinking, cultural competence, and adaptability in delivering healthcare across varied contexts.

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References
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mediation on students’ conflict resolution and problem-solving skills. International Journal of
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competency in health care. Academic Medicine, 95(5), 1.
https://doi.org/10.1097/acm.0000000000002995

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Hanfstingl, B., Benke, G., & Zhang, Y. (2019). Comparing variation theory with Piaget’s theory of
cognitive development: More similarities than differences? Educational Action Research, 27(4),
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Valderama‐Wallace, C. P., & Apesoa‐Varano, E. C. (2020). “The Problem of the Color Line”:
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learning: Some insights. Journal of Adult and Continuing Education, 25(2), 234–251.
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https://doi.org/10.1177/1477971419850837

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