NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Assessment 4: Assessment Strategies and Complete Course
Plan
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Student Name
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Capella University
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NURS-FPX 6105 Teaching and Active Learning Strategies
Prof. Name
m MAR 24, 2024

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Comprehensive Evaluation of an ADN Nursing Students'
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Stress Management Course
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Introduction
This exhaustive evaluation delineates the formulation and execution of a stress

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management curriculum tailored specifically for ADN nursing students. The course
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seamlessly integrates evidence-based methodologies in classroom dynamics and

learner engagement, drawing inspiration from educational paradigms such as Jacob
Kounin’s Classroom Management Theory and Barry Zimmerman’s Self-Regulated
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Learning Theory. Motivational components encompass practices rooted in

Self-Determination Theory (SDT), Growth Mindset Theory, and Culturally Responsive
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Teaching, catering to the diverse needs of the ADN student cohort.

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While recognizing the significance of each theory, the course adopts a holistic
perspective to accommodate the multifaceted requirements of ADN students.
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Integration of Sociocultural Learning Theory

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In Assessment 1, Vygotsky’s Sociocultural Learning Theory was identified as an apt

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framework for the stress management course catering to ADN students. This theory
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underscores the influence of social interactions and cultural contexts on cognitive
development and learning processes, thereby enhancing teaching efficacy and learner
outcomes (Taber, 2020).
Impact of Sociocultural Learning Theory on Teaching and Learning
The inherently social nature of nursing and the diverse backgrounds of ADN students
align seamlessly with Vygotsky’s theory, fostering inclusivity and comprehension of
intricate nursing concepts. The concept of ‘Zone of Proximal Development’ guides
teaching methodologies, facilitating collaborative learning for optimal outcomes (Oliveira
et al., 2023).
Rationale for Selection and Application of Sociocultural Learning Theory
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The adoption of Vygotsky’s theory finds support in research advocating for collaborative
learning to bolster community-building and grasp complex nursing concepts (Su & Zou,
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2020). Emphasizing social interactions and cultural sensitivity preps students for
real-world nursing scenarios, rendering the theory pertinent and advantageous
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(Valderama‐Wallace & Apesoa‐Varano, 2020).
Implementation of Learning Methods and Techniques

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The teaching plan integrates thinking, learning, and communication methodologies
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grounded in Vygotsky’s theory. Strategies encompass collaborative learning, critical
reflection, and open discourse, mitigating potential conflicts with transformative learning,
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cultural competence development, and peer mediation.

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Rationale and Evidence-Based Support for Learning Methods

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The effectiveness of these strategies in fostering critical thinking and cultural

competence lends credence to transformative learning (Wang et al., 2019). Activities
such as intercultural workshops and diversity simulations augment cultural competence,
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while peer mediation equips students with indispensable skills (Ay et al., 2019).
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Integration of Appropriate Learning Strategies and Techniques

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Addressing stress management for ADN students necessitates evidence-based learning

strategies. Blended learning, combining in-person and online components, offers
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flexibility. Peer learning fosters collaboration, while self-guided learning accommodates

busy schedules, promoting time management and self-discipline.
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Assumptions Based on Learning Strategies
The chosen strategies are underpinned by a profound understanding of the distinctive

characteristics and needs of the ADN student populace, ensuring a responsive and
effective learning milieu for stress management (Saifan et al., 2021).
Consideration of Barriers to Learning and Areas of Uncertainty
The course design and execution prioritize understanding and mitigating potential
barriers to learning, including language and cultural disparities, varied educational
backgrounds, technology familiarity, and time constraints.
Identification and Management of Learning Barriers
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Students enter the program with differing levels of prior knowledge and educational
backgrounds. Diagnostic assessments facilitate pinpointing areas needing additional
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support and tailoring resources accordingly.
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Assessment Strategies
The assessment approach embraces a multifaceted framework, aiming to capture a
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holistic view of student learning and development. It incorporates a blend of formative
and summative assessments, complemented by peer, self, and practical assessments,
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fostering critical thinking, practical skills, and self-reflection.
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Summary
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The stress management course for ADN nursing students is meticulously designed to
cater to their diverse needs and ensure effective learning outcomes. By integrating
evidence-based strategies and addressing potential barriers, the course aims to
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empower students with comprehensive stress management skills while nurturing a

culture of continuous learning and improvement.
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References
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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
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Journal of Instruction, 12(3), 717–730.

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Brottman, M. R., Char, D. M., Hattori, R. A., Heeb, R., & Taff, S. D. (2019). Toward
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cultural competency in health care. Academic Medicine, 95(5), 1.

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Farrag, S. G. (2020). Innovative assessment practice to improve teaching and learning
in civil engineering. International Journal of Learning and Teaching, 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.
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).
Oliveira, J., Cassandre, M. P., & Sara. (2023). Entrepreneurial learning based on the
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zone of proximal development. Entrepreneurship Education and Pedagogy,
251512742311791-251512742311791.
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Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a
self-determination theory perspective: Definitions, theory, practices, and future
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directions. Contemporary Educational Psychology, 61(1), 1–11.
Shoghi, M., Sajadi, M., Oskuie, F., Dehnad, A., & Borimnejad, L. (2019). Strategies for
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bridging the theory-practice gap from the perspective of nursing experts. Heliyon, 5(9),
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e02503.
Saifan, A., Devadas, B., Daradkeh, F., Abdel-Fattah, H., Aljabery, M., & Michael, L. M.
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(2021). Solutions to bridge the theory-practice gap in nursing education.

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Assessment 4: Assessment Strategies and Complete Course

m MAR 24, 2024

This exhaustive evaluation delineates the formulation and execution of a stress

seamlessly integrates evidence-based methodologies in classroom dynamics and

Learning Theory. Motivational components encompass practices rooted in

Teaching, catering to the diverse needs of the ADN student cohort.

Integration of Sociocultural Learning Theory

In Assessment 1, Vygotsky’s Sociocultural Learning Theory was identified as an apt

Impact of Sociocultural Learning Theory on Teaching and Learning

Rationale for Selection and Application of Sociocultural Learning Theory

Implementation of Learning Methods and Techniques

cultural competence development, and peer mediation.

Rationale and Evidence-Based Support for Learning Methods

The effectiveness of these strategies in fostering critical thinking and cultural

Integration of Appropriate Learning Strategies and Techniques

Addressing stress management for ADN students necessitates evidence-based learning

flexibility. Peer learning fosters collaboration, while self-guided learning accommodates

The chosen strategies are underpinned by a profound understanding of the distinctive

Consideration of Barriers to Learning and Areas of Uncertainty

Identification and Management of Learning Barriers

The assessment approach embraces a multifaceted framework, aiming to capture a

empower students with comprehensive stress management skills while nurturing a

Journal of Instruction, 12(3), 717–730.

cultural competency in health care. Academic Medicine, 95(5), 1.

(2021). Solutions to bridge the theory-practice gap in nursing education.

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