NURS-FPX6105 Assessment 2

Management and Motivation

Name

NURS-FPX6105 Teaching & Active Learning Strategies Instructor

Capella University Date

Management and Motivation

As they go from the classroom to the hospital, young nurses should remember the value of a balanced life. The goal of a clinical nurse educator is to disseminate information on ways to better oneself that may be used in one's professional and personal relationships. To conduct this course, the educator has to provide a proper learning atmosphere and inspire the learners to attend the appropriate sessions. Suitable learning environments, useful theories of classroom management and motivation, and best practices for fostering learner motivation and instruction in a variety of contexts are all discussed in this article.

Learning Environment

The nurse's clinical practice setting, where she interacts with patients, is the best location for teaching lessons on work-life balance and motivation to care for patients. Clinicians and other non-medical employees may access a variety of emotional and psychological treatments, including therapy, via the hospital's staff welfare office. Hayat et al. (2021) argue that the quality of clinical education may be enhanced by providing educational and welfare amenities inside a clinical setting. Workshops and physical training sessions may be held in facilities similar to those in conventional classrooms. According to Torkshavand et al. (2020), children are more likely to remember knowledge when teachers can teach by example, and the classroom environment is centered on the needs of the students. For instance, putting a learner in a situation where they engage with teenage patients might educate them on how to deal with patients in this age range.

 Students may gain valuable "soft skills" like how to deal with stress and prioritize their time effectively by taking advantage of the welfare services available to them. However, certain settings could be more conducive to keeping students engaged and enthusiastic. There are several disadvantages to learning in virtual classrooms, such as the fact that students can only apply the nursing skills they have learned once and can only partially internalize the material. Students are more likely to be inspired to study when they have access to guidance from a variety of sources, inside as well as outside of the lecture hall (Torkshavand et al., 2020). Students may benefit greatly from the wealth of educational and welfare opportunities available in a clinical environment.

Relevant Theories

Classroom and Learner Management

The best way to teach students about striking a good work-life balance is through humanistic classroom management ideas. Since humanistic theories assume that students have agency over their actions, the teacher must consider the students' motivations, interests, and needs (Aung, 2020). The educator's ability to communicate effectively with students allows them to probe their feelings of community, sense of accomplishment, and sense of self-identity and then implement necessary changes. As a humanistic philosophy, Glasser's approach emphasizes realism and control treatment, fosters student connections, and provides opportunities for students to establish their own opinions, set goals, and dedicate themselves to the learning process. Humanistic theories like Ginott's wise information model advocate for smart communication to achieve peaceful interactions with pupils (Amatullah et al., 2021). Both theories provide helpful frameworks for imparting the desired training.

Learner Motivation

Self-determination theory, which proposes that people's motivations vary from person to person, is the most important theory of learner motivation (Torkshavand et al., 2020). Regarding the rules and incentives, there are three distinct forms of motivation: lack of motivation, external or monetary incentives, and internal or innate drives. When students are unmotivated, teachers have minimal influence on their behavior (Torkshavand et al., 2020). Extrinsically driven individuals can maintain their motivation via a combination of external, internal, cognitive, and affective forms of control. On the other side, intrinsically motivated people are driven by their own interest, delight, and sense of fulfillment (Torkshavand et al., 2020). The self-determination theory's greatest merit is that it provides a universally applicable scale for measuring the factors influencing an individual's motivation.

Applicability of Theories

Learners gaining insight into how to strike a work-life balance might benefit from the humanistic notions articulated in Glasser's and Ginott's models (Arduini-Van Hoose, 2020). The theories are relevant because students' capacity to make and implement decisions will keep them invested in reflecting on how a given course would affect their future nursing profession and personal life. Humanists would argue that effective communication is needed to discipline students, but nobody knows. Whether the adult students will exhibit behavior issues that warrant disciplinary action is not apparent. Arduini-Van Hoose (2020) continues to posit that learners may be inspired by using the principles of self-determination theory, which provide the groundwork for figuring out which methods of inspiration will work best for every given student.

Evidence-Based Strategies and Best Practices

For students to be motivated to study in the clinical setting, it is crucial that they get an excellent clinical education and that teachers and students have strong academic and clinical ties. Cui et al. (2021) believe seminars, trainer uniformity, and a list of desired outcomes are the three best strategies and techniques for raising student motivation via exceptional clinical education. Learners can be better prepared to put theoretical principles into practice by participating in workshops on the topic they are studying, such as work-life balance or caring for specific patient populations, without experiencing emotional exhaustion when the same trainer or educator guides students through both theoretical and practical sessions, student engagement and motivation to learn increases, as stated by Cui et al. (2021). Students are more likely to actively participate in class since the technique facilitates open dialogue between them and the teacher. Cui et al. (2021) further say that using checklists allows instructors to understand better where their students are struggling so that they may better tailor their instruction to address those areas. The approach aids in keeping students interested, enhancing the course of learning, and ensuring the education services suit students' requirements.

Coordination meetings and seminars on relationships are two of the finest ways to strengthen bonds between instructors and students. The coordination meetings are held so that the students and teacher may feel at ease with one another, resulting in a productive learning environment (Cui et al., 2021). If relationship-building courses are offered, students will be better prepared to deal with patients. Learners interested in gaining a deeper understanding of their patients and creating trustworthy connections with patients of all ages, backgrounds, and preferences might benefit from this technique (Ocloo et al., 2021). However, the approach shown by Belita et al. (2020) is to organize social events and pair students with encouraging instructors because this viewpoint emphasizes the need to include managers in all phases of the nursing education process.

Conclusion

New nurses should consider work-life balance, patient-centered care, and reward systems when transitioning from school to practice. There are several ways in which the quality of clinical education might be enhanced, and one of them is by incorporating social services and educational facilities within the clinical setting. By helping students develop a sense of community and identity, humanistic approaches to classroom management may improve students' academic outcomes. By emphasizing the significance of internal and external motivators, the self-determination theory offers a framework for individualizing education to match the requirements of each learner. Evidence-based tactics such as workshops, coordination meetings, and relationship-building seminars help instructors and students form closer bonds, improving the quality of instruction and the student's overall experience in the classroom. It is necessary to address the engagement of management at all levels of the education process to establish a comprehensive and efficient plan for supporting student growth and accomplishment.

References

Amatullah, T., Avanzato, R., Baxter, J., Gibbins, T., Graham, L., Fradkin-Hayslip, A., ... & Waid, N. (2021). Foundations of Education (Fall 2021). https://dspace.sunyconnect.suny.edu/handle/1951/71794

Arduini-Van Hoose, N. (2020). Systems of Classroom Management. Educational Psychology. https://edpsych.pressbooks.sunycreate.cloud/chapter/systems-of-classroom-management/

Aung, Y. M. (2020). Humanism and education. International Journal of Advanced Research in Science, Engineering and Technology, 7(5), 13555-13561. https://www.researchgate.net/profile/Ya-Min-Aung/publication/342521660_Humanism_and_Education/links/5ef997c7299bf18816eff767/Humanism-and-Education.pdf

Belita, E., Carter, N., & Bryant-Lukosius, D. (2020). Stakeholder engagement in nursing curriculum development and renewal initiatives: A review of the literature. Quality Advancement in Nursing Education-Avancées en Formation Infirmière, 6(1), 2.

Cui, L., Zhu, Y., Qu, J., Tie, L., Wang, Z., & Qu, B. (2021). Psychometric properties of the critical thinking disposition assessment test amongst medical students in China: a cross-sectional study. BMC Medical Education, 21, 1-8. https://link.springer.com/article/10.1186/s12909-020-02437-2

Hayat, A. A., Keshavarzi, M. H., Zare, S., Bazrafcan, L., Rezaee, R., Faghihi, S. A., ... & Kojuri, J. (2021). Challenges and opportunities from the COVID-19 pandemic in medical education: a qualitative study. BMC Medical Education, 21(1), 247. https://link.springer.com/article/10.1186/s12909-021-02682-z

Ocloo, J., Garfield, S., Franklin, B. D., & Dawson, S. (2021). Exploring the theory, barriers and enablers for patient and public involvement across health, social care and patient safety: a systematic review of reviews. Health research policy and systems, 19, 1-21. https://link.springer.com/article/10.1186/s12961-020-00644-3

Torkshavand, G., Khatiban, M., & Soltanian, A. R. (2020). Simulation-based learning to enhance students’ knowledge and skills in educating older patients. Nurse Education in Practice, 42, 102678. https://www.sciencedirect.com/science/article/pii/S1471595319307024

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