NURS-FPX6105 Teaching & Active Learning
Learning Theories and Diversity
Name
NURS-FPX6105 Teaching & Active Learning Strategies Instructor
Capella University Date
Learning Theories and Diversity
Learning theories play a crucial role in providing a foundational structure for organizing educational courses and individual topics in a manner that is customized to address the unique requirements of distinct student populations. In the context of a clinical nurse educator, the student population primarily comprises adult learners with degrees or other nursing certifications from authorized universities. The individuals in question are either moving into clinical practice or actively seeking to augment their knowledge and skills in particular areas of nursing practice. Hence, in developing curricula for this particular group of students, the instructor must carefully choose a suitable learning theory to inform the pedagogical strategy. In the present context, the instructor has chosen to use the adult learning theory to teach recently employed nurses at a clinical establishment about attaining a harmonious equilibrium between their professional and personal spheres. This paper examines the course environment, the selected educational theory, its rationale, the varied student demographics, and the strategies for efficiently addressing conflicts in the learning environment.
Course and Course Environment
As a clinical nurse educator, a crucial duty entails delivering staff development education to motivate nurses in clinical environments, providing guidance and assistance through coaching and mentoring, and imparting knowledge on effective strategies to attain their professional goals. A crucial element for nurses making the shift from academic environments to clinical practice is understanding the significance of maintaining a well-balanced work-life equilibrium. According to Rani et al. (n.d), establishing a strong work-life balance is crucial to attract and maintain a substantial nursing staff effectively. The lack of this equilibrium often prompts several nurses to contemplate departing from their clinical positions, exacerbating the difficulties organizations encounter due to the adverse impact of excessive nurse turnover on their capacity to provide optimum patient care (Rani et al., n.d). As a result, it is essential to train and mentor newly employed nurses in the clinical setting, focusing on strategies that foster work-life balance and mitigate the risk of overwhelming stress leading to resignation.
To effectively handle this problem, the orientation curriculum for newly hired nurses at the clinical institution will be modified to include the theme of work-life balance. The objective of the course is to give support to recently employed nurses as they adapt to their responsibilities as healthcare practitioners and enhance the rate at which new nursing staff members remain in their positions by aiding their endeavors to maintain a harmonious equilibrium between work and personal life and foster a nurturing environment for these emerging professionals. Incorporating work-life balance lessons into the coaching and orientation program will be facilitated by implementing meticulously designed training initiatives and practical advice. The intended recipients of these sessions will mostly consist of newly recruited nurses assigned to various units, including the general ward.
Adult learning theory
The choice of the adult learning theory is the basis for the development of the course. The theoretical framework discussed in this study has five main orientations, namely the cognitivist, behaviorist, humanistic, social cognitive, and constructivist orientations (Chuang, 2021). The cognitivist approach is advantageous in educational contexts since it enables the delivery of organized material, enhancing learning outcomes and promoting skills development. On the other hand, the behaviorist perspective emphasizes behavior alteration via coaching and purposeful practice within contexts built on competence. In contrast, the humanist perspective emphasizes attending to individuals' emotional and personal growth requirements, fostering their drive to attain self-fulfillment and self-consciousness. The social cognitive orientations are centered on the role-model approach to learning, which emphasizes interactions and observational learning. Constructivists emphasize creating meaning via action-oriented learning and developmental activities (Chuang, 2021). Each of these orientations plays a crucial role in the education of adult learners in clinical situations but with different focuses on knowledge areas.
Among the several orientations discussed, the social-cognitive orientation is the most relevant to the recommended lessons on work-life balance. According to Chuang (2021), the adult learning theory's social cognitive orientation posits that the most effective learning occurs when people actively participate in social interactions within a communal environment. Based on the theoretical framework presented, the primary objective of the learning process is to attain and proficiently execute novel behaviors and responsibilities. This is mostly achieved via engaging with seasoned and well-informed persons inside structured or unstructured educational initiatives. This method posits that the acquisition of information is influenced by the learner's interactions within an authentic setting, whereby experiential learning plays a crucial role in the process. The methodology used in this approach is informed by David Kolb's learning cycle.
Justification of Theory of Adult Learning Theory
The adult learning theory presents a very effective framework for imparting knowledge on work-life balance management to newly employed nurses within the context of an orientation and coaching program. By adopting this approach, the nurse educator can demonstrate exemplary professional behavior while sharing information with the newly recruited clinical personnel. Corbett and Spinello (2020) assert that the coaching and mentoring paradigm aligns with the social cognitive orientation of the adult learning theory. In this context, the nurse educator assumes the position of a formal mentor, while the learners' supervisors and experienced colleagues within the clinical units establish an informal mentorship network to facilitate their professional growth (Corbett & Spinello, 2020). This approach ensures that novice nurses get appropriate supervision from the nurse educator while benefitting from the support and mentorship experienced staff members provide.
Capella University Assignment Writing Services
Moreover, existing research indicates that using the adult learning theory can potentially effectively enhance medical professionals' training. According to the scholarly examination conducted by Corbett and Spinello (2020) on the existing body of research on learner-centered pedagogy, using the adult learning theory yields favorable outcomes regarding student engagement, academic achievement, and knowledge transfer. Mukhalalati and Taylor (2019) have highlighted the advantages of using the components of adult learning theory in the education of leaders within the military and medical domains. Based on the findings, educators can use theoretical and pedagogical approaches to instruct students on diverse subjects. Chuang (2021) produced statistical evidence to support using Kolb's experiential learning cycle, emphasizing the advantages of integrating adult learning concepts into healthcare education. The results mentioned above provide empirical support for using the adult learning theory, particularly the social cognitive orientation, as an instructional approach to educating novice nurses on work-life balance within the clinical setting. This approach facilitates successful mentorship, cultivates a nurturing educational setting, and enhances the practical application of academic knowledge in real clinical situations.
Diversity of Learners
There is a considerable diversity problem in the clinical practice environment due to the age differences of the prospective new nurses. According to recent data collection efforts, the institution has seen an uptick in hiring older nurses who have graduated from BSN programs. According to Reinhardt et al.'s (2020) study of a nursing workforce survey, the median age of RNs is 50 years old, and this trend of an aging nursing profession is likely to persist beyond 2022. Consequently, although more nurses are joining the field, the median age of the entire nursing workforce remains quite high. The ages of new nurses at the clinic fluctuate widely, although most are between 22 and 46.
Given that people's brainpower naturally wanes as they get older, it is important to take into account the range of ages among the students. According to Tagliabue et al. (2023), acquiring activity-oriented abilities may be hindered because older persons often demonstrate shorter response times and decreased accuracy while learning new skills. The opposite is true for implicit learning abilities, which Tagliabue et al. (2023) observed to peak around adolescence and drop with age. Implicit learning abilities are crucial for developing motor, cognitive, and social competence. Teaching work-life balance, dependent on social competency, must thus consider age. Older learners may gain more from practical training than their younger counterparts because of their greater life experience in juggling several responsibilities. Therefore, the clinical nurse educator should consider the participants' learning capacity as a whole before deciding how to offer the course material.
Strategies for Conflict Management
Having a plan for dealing with disputes between students or between students and the nurse educator is crucial in a classroom setting. Cultural differences and differences in students' personalities, attitudes, interests, and learning requirements are cited as a common cause of classroom disputes by Valente and Lourenço (2020). There may be problems if pupils of different cultures, ages, or languages feel left out of the classroom experience (Valente & Lourenço, 2020). Therefore, in order to provide a safe and welcoming classroom for all students, it is essential to use effective conflict management tactics. Valente and Lourenço (2020) propose five conflict management tactics for the classroom. The educator can take one of several possible stances, including a dominant one in which his or her agenda takes precedence, an accommodating one in which student needs come first, an avoiding one in which the educator avoids taking sides, and a compromising one in which a compromise is sought out. According to their study, educators with a high emotional intelligence (EI) quotient can better identify the most acceptable conflict management method for certain scenarios (Valente & Lourenço, 2020). A key finding is that teachers with high EI are more likely to use an integrative approach to conflict management, which benefits students and teachers alike.
Conclusion
In conclusion, successful educational methods in the clinical context need the selection of relevant learning theories matched to the demands of a varied student population. The nurse educator may better aid in the professional growth and retention of newly recruited nurses by using the adult learning theory and its social cognitive orientation. In addition, it is essential to modify the instructional strategy to fit the participants' various cognitive capacities and learning preferences, especially when the learners' age range is considered. Creating a welcoming and safe school climate benefits everyone's educational experience when effective conflict resolution practices are implemented. Successful integration and development of newly recruited nurses, assuring their competence and well-being in the clinical practice context, may be greatly aided by the nurse educator's implementation of these pedagogical and interpersonal techniques.
References
Corbett, F., & Spinello, E. (2020). Connectivism and leadership: harnessing a learning theory for the digital age to redefine leadership in the twenty-first century. Heliyon, 6(1). https://doi.org/10.1016/j.heliyon.2020.e03250
Chuang, S. (2021). The applications of constructivist learning theory and social learning theory on adult continuous development. Performance Improvement, 60(3), 6-14. https://doi.org/10.1002/pfi.21963
Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: a quick guide for healthcare professional educators. Journal of medical education and curricular development, 6, 2382120519840332. https://doi.org/10.1177/2382120519840332
Rani, C., Kaur, R., & Goel, P. Work-Life Balance of Nurses and Its Antecedents: A Systematic. https://doi.org/10.54063/ojc.2022.v43i02.11
Reinhardt, A. C., León, T. G., & Amatya, A. (2020). Why nurses stay: Analysis of the registered nurse workforce and the relationship to work environments. Applied nursing research, 55, 151316. https://doi.org/10.1016/j.apnr.2020.151316
Tagliabue, C. F., Varesio, G., Assecondi, S., Vescovi, M., & Mazza, V. (2023). Age-related effects on online and offline learning in visuo-spatial working memory. Aging, Neuropsychology, and Cognition, 30(3), 486-503. https://doi.org/10.1080/13825585.2022.2054926
Valente, S., & Lourenço, A. A. (2020, February). Conflict in the classroom: How teachers’ emotional intelligence influences conflict management. In Frontiers in education (Vol. 5, p. 5). Frontiers Media SA. https://doi.org/10.3389/feduc.2020.00005
Also Read: Capella University Online Coursework Help
