NURS FPX 6105 Assessment 1 Learning Theories and Diversity

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NURS FPX 6105 Assessment 1 Learning Theories and Diversity

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

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Capella university

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Learning Theories and Diversity

Theories of learning provide the primary structure for creating educational frameworks for professional training in the medical field as well as for instruction in schools. Knowing the fundamental concepts underlying these theories can assist educators in applying their knowledge more expertly in a variety of teaching contexts (Zaher et al., 2022). Identifying and comprehending the ideas beneath the learning method is crucial to Health Professions Education (HPE) to optimize spaces for learning, boost productivity, and unify the instruction system. Thus, theories of learning are said to impact classroom instruction and the formulation, carrying out, and assessment of programs in HPEPs (Mukhalalati et al., 2022). 

Social Learning Theory (SLT) is a crucial tool in nursing practice, fostering a diverse learning environment through a comprehensive teaching plan. This plan, rooted in SLT principles, promotes collaborative and supportive learning experiences, fostering a sense of community and shared knowledge within the nursing education framework, thereby enhancing individual understanding. The Social Learning Theory (SLT) developed by Albert Bandura highlights how social contact shapes behavior and how learning processes are impacted by role models, rewards, and penalties (Olson & Ramirez, 2020).

Recognising learning theory

A crucial component within the nursing routine, Chronic Disease Management(CDM), has been chosen as the lesson plan’s instructional subject and will be taught through SLT. SLT is a powerful tool for nurses in CDM, promoting collaboration, knowledge exchange, and tailored medical education. It lessens the likelihood of complications, improves patients’ level of existence, and strengthens the bond between healthcare providers and family members (Fabrellas et al., 2020).  A vast range of nursing students with varying ethnic origins, learning methods, and professional backgrounds comprise the audience. The concept of inverse determination, which maintains that there are practical connections between a person’s factors, the outside world, and how they act, is a fundamental component of the SLT. (Smith, 2021).

SLT is an essential technique for managing CDM in nursing education. Nurses gain confidence and competence by learning from seasoned healthcare professionals through role modeling. This strategy promotes a learning atmosphere and sets professional standards, enabling a more nuanced comprehension of optimal methods for treating Chronic Illnesses (CI)  (Farley, 2019).

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

 Nurses are utilizing SLT to emulate the practical actions of experienced healthcare professionals in managing chronic diseases. This process encourages internalization and adaptation of favorable practices, bridging theory and practice, thereby enhancing high-quality care for patients with chronic conditions (Smith et al., 2023).SLT is a tool that nurses use in the educational setting to improve their understanding and application of effective strategies for managing CIs. In interactive sessions, professionals act as role models for nurses, facilitating a dynamic exchange where questions are asked and answered. This teaching approach aims to create a supportive and welcoming learning environment where theoretical knowledge and practical skills are seamlessly integrated to manage CI efficiently (Chang & Daly, 2019).

Teaching nurses entails helping them to apply SLT to integrate theory and practice seamlessly. This approach allows for a smooth transition from academic concepts to real-world applications, combining theoretical knowledge with practical competencies as nurses watch and mimic techniques used by healthcare professionals. With competence and confidence, nurses can manage chronic diseases with skill and agility thanks to this instructional approach (Radbruch et al., 2020).

Justification of Learning Theory Selection 

The most successful theory for teaching CDM is, by far, SLT. The complex and dynamic nature of healthcare practices is seamlessly aligned with its emphasis on observational learning, role modelling, and collaborative knowledge exchange. Nurses use observational learning to watch medical professionals to gain knowledge and skills. This method offers practical illustrations of patient care, communication strategies, and approaches to problem-solving. By learning about the subtleties of healthcare procedures, nurses become more adept at handling challenging situations like managing CIs. Due to this dynamic approach, healthcare personnel continue to improve (Selekman et al., 2019).

 Nurses utilize SLT as a learning strategy, fostering interactive learning environments where they interact with experienced professionals. This approach facilitates the application of theoretical knowledge, encourages questioning, and provides a cooperative environment for nurses to participate. This approach improves their knowledge and proficiency in areas like managing chronic diseases and aligning with healthcare practice intricacies (Jeffries, 2022). Under the direction of SLT, nurses are taught how to manage CIs through role modeling. Proven practitioners act as role models by exemplifying good problem-solving techniques, patient-centered care, and effective communication. In the complex world of CDM, this strategy ensures that nurses acquire and apply essential competencies by fostering a culture of continuous improvement (Bastable, 2021).

Less Applicable Theories

The psychological theory of behaviorism strongly emphasizes observable behaviors and outside cues, but it can ignore the social and cognitive facets of providing healthcare. It ignores complicated decision-making and internal mental processes in managing CIs, calling for a more all-encompassing and interactive approach to nursing education (Aerts et al., 2019). Constructivism is a theory that strongly emphasizes learner-centered, interactive methods of CDM in nursing education. It implies that students build on their preexisting mental models to construct knowledge. It need to adequately address healthcare’s observational and collaborative aspects, which call for social learning and professionals (Holmen et al., 2020).

The learning theory of cognitivism emphasizes information processing, memory, and problem-solving as internal mental processes. Individual cognitive development is highlighted by cognitivism in nursing education for the management of chronic diseases. It does not fully capture the social dynamics and collaborative nature of healthcare practice, though, so it can be less applicable. It is especially true in situations where nurses must watch and emulate skilled professionals’ successful strategies in order to acquire comprehensive skill sets (Wang et al., 2021).

Diverse Learner Populations: Significance and Consequences

Diversity in the healthcare system is essential for nurses to learn how to manage CIs. Diverse characteristics, such as ethnic background, sexual orientation, gender identity, citizenship, physical capacity, and financial standing, must be represented by nurses. Their varied backgrounds enable them to provide the best care possible to various patient groups in managing CIs (Stanford, 2020). Medical professionals, particularly healthcare workers, must acquire knowledge, ability, and understanding as essential capabilities. Even though there are barriers to providing culturally sensitive care, developing one’s understanding of cultural capabilities is essential to developing effective educational and training strategies that will lead to excellent positions as nurses for an increasing number of diverse individuals. (Young & Guo, 2020).

 Adopting this all-encompassing perspective on diversity improves the educational process. It prepares nurses to care for the diverse patient populations typical of CI management scenarios in a nuanced and culturally sensitive manner (Byrd, 2022). In a nursing class, diversity is essential because it improves the learning environment. Exposure to various viewpoints and backgrounds fosters cultural competence and a thorough grasp of healthcare issues. A varied learning environment helps nurses become more adaptive and empathetic by better preparing them to handle the complexity of patient care they will face in their professional roles (McNally et al., 2019).

Conflict Management in Class 

Evidence-based conflict resolution techniques in a diverse nursing class include encouraging candid communication, encouraging active listening, and putting structured problem-solving sessions into place. The effectiveness of these approaches is supported by peer-reviewed literature, which effectively addresses conflicts and fosters a positive and inclusive classroom dynamic (Wise & Sportsman, 2022). Furthermore, studies have shown that fostering a supportive learning environment and implementing cultural competence training can effectively reduce conflicts from various viewpoints (Song et al., 2021). By encouraging openness, communication, and a sense of equity among students, such strategies enhance the overall educational experience in diverse classrooms. It helps to create a positive learning environment (Martinez et al., 2021). 

SLT is a framework designed to help ethnic minority nursing students with language, socialization, understanding of cultures, and relationship problems. To create a welcoming and inclusive learning environment, it promotes observational learning, role modeling, and internalization of desired behaviors. Additionally, SLT encourages group projects that improve socialization and provide culturally aware learning opportunities (Johannessen et al., 2022).

Conclusion

Conclusively, incorporating SLT into nursing education for CDM is essential as it fosters cooperation, sharing of knowledge, and customized medical instruction. This evidence-based approach closes the gap between theory and practice in managing chronic conditions by boosting nurses’ confidence and competence. Accepting diversity in the classroom enhances the educational experience by promoting cultural competence and better preparing nurses to handle the complex patient care requirements in the varied CDM environment.

References

Aerts, N., Van Bogaert, P., Bastiaens, H., & Peremans, L. (2019). Integration of nurses in general practice: A thematic synthesis of the perspectives of general practitioners, practice nurses and patients living with chronic illness. Journal of Clinical Nursing29(1-2), 251–264. https://doi.org/10.1111/jocn.15092 

Bastable, S. B. (2021). Nurse as educator: Principles of teaching and learning for nursing practice. In Google Books. Jones & Bartlett Learning. https://books.google.com.pk/books?hl=en&lr=&id=GS1LEAAAQBAJ&oi=fnd&pg=PP1&dq=Social+learning+theory+.+chronic+diseases+.+management+by+nurses&ots=3MVoBd-7 

Byrd, D. A. (2022). Best practices for diversifying nursing education: Observations from a consultant’s experience. Journal of Nursing Education, 1–3. https://doi.org/10.3928/01484834-20220412-02 

Chang, E., & Daly, J. (2019). Transitions in nursing eBook: Preparing for professional practice. In Google Books. Elsevier Health Sciences. https://books.google.com.pk/books?hl=en&lr=&id=woKlDwAAQBAJ&oi=fnd&pg=PP1&dq=teaching+nurses+chronic+disease+management&ots=ZPEf7KTQOa&sig=YyRY8EEpm8Ih4UNWn2Zb9zuRClo#v=onepage&q=teaching%20nurses%20chronic%20disease%20management&f=false 

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Fabrellas, N., Carol, M., Palacio, E., Aban, M., Lanzillotti, T., Nicolao, G., Chiappa, M. T., Esnault, V., Graf‐Dirmeier, S., Helder, J., Gossard, A., Lopez, M., Cervera, M., Dols, L. L., Solà, E., Pose, E., Caraceni, P., Vargas, V., Alessandria, C., & Beuers, U. (2020). Nursing care of patients with cirrhosis: The liverhope nursing project. Hepatology71(3), 1106–1116. https://doi.org/10.1002/hep.31117 

Farley, H. (2019). Promoting self‐efficacy in patients with chronic disease beyond traditional education: A literature review. Nursing Open7(1), 30–41. https://doi.org/10.1002/nop2.382 

Holmen, H., Larsen, M. H., Sallinen, M. H., Thoresen, L., Ahlsen, B., Andersen, M. H., Borge, C. R., Eik, H., Wahl, A. K., & Mengshoel, A. M. (2020). Working with patients suffering from chronic diseases can be a balancing act for healthcare professionals – a meta-synthesis of qualitative studies. BMC Health Services Research20(1). https://doi.org/10.1186/s12913-019-4826-2 

Jeffries, P. (2022). Clinical simulations in nursing education: Advanced concepts, trends, and opportunities. In Google Books. Lippincott Williams & Wilkins. https://books.google.com.pk/books?hl=en&lr=&id=KPGKEAAAQBAJ&oi=fnd&pg=PT35&dq=justify+SLT+as+good+theory++to+teach++chronic+disease+management+to+nurses&ots=XKTcNnT0zT&sig=sI0mwYNv_FFTgWbeD9soMfYjt3M&redir_esc=y#v=onepage&q&f=false 

Johannessen, B., Flateland, S., Haraldstad, K., Skisland, A., & Rohde, G. (2022). Being an ethnic minority nursing student – A meta synthesis. Journal of Professional Nursing40, 111–121. https://doi.org/10.1016/j.profnurs.2022.03.011 

McNally, K., Metcalfe, S. E., & Whichello, R. (2019). Interventions to support diversity in nursing education. Journal of Nursing Education58(11), 641–646. https://doi.org/10.3928/01484834-20191021-05 

Mukhalalati, B., Elshami, S., Eljaam, M., Hussain, F. N., & Bishawi, A. H. (2022). Applications of social theories of learning in health professions education programs: A scoping review. Frontiers in Medicine9(1). https://doi.org/10.3389/fmed.2022.912751 

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Olson, M. H., & Ramirez, J. J. (2020). An Introduction to Theories of Learning. Routledge. https://doi.org/10.4324/9781003014447 

Radbruch, L., De Lima, L., Knaul, F., Wenk, R., Ali, Z., Bhatnaghar, S., Blanchard, C., Bruera, E., Buitrago, R., Burla, C., Callaway, M., Munyoro, E. C., Centeno, C., Cleary, J., Connor, S., Davaasuren, O., Downing, J., Foley, K., Goh, C., & Gomez-Garcia, W. (2020). Redefining palliative care—A new consensus-based definition. Journal of Pain and Symptom Management60(4), 754–764. https://doi.org/10.1016/j.jpainsymman.2020.04.027 

Martinez,R M., Leal-Costa, C., Garcia-Gonzalez, J., Sánchez-Torrano, M., & Ramos-Morcillo, A. J. (2021). Evaluation of evidence-based practice learning among undergraduate nursing students: Relationship between self-reported and objective assessment. Nurse Education Today105, 105040. https://doi.org/10.1016/j.nedt.2021.105040 

Selekman, J., Shannon, R. A., & Yonkaitis, C. F. (2019). School nursing: A comprehensive text. In Google Books. F.A. Davis. https://books.google.com.pk/books?hl=en&lr=&id=VXWmDwAAQBAJ&oi=fnd&pg=PR1&dq=justify+SLT+as+good+theory++to+teach++chronic+disease+management+to+nurses&ots=Y1jOm9SXyB&sig=VKVH7aIg8v91Ao_UYoZfvo6G58I&redir_esc=y#v=onepage&q&f=false 

Smith , M. J., liehr, P. R., & Carpenter, R. D. (2023). Middle range theory for nursing. In Google Books. Springer Publishing Company. https://books.google.com.pk/books?hl=en&lr=&id=QvN8EAAAQBAJ&oi=fnd&pg=PP1&dq=teaching+nurses+chronic+disease+management&ots=gOG-iATIID&sig=qCqtt4D3s1igFqRc_mRwjjCnzh8#v=onepage&q=teaching%20nurses%20chronic%20disease%20management&f=false 

Smith, M. A. (2021). Social learning and addiction. Behavioural Brain Research398(1), 112954. https://doi.org/10.1016/j.bbr.2020.112954 

Song, C., Kim, W., & Park, J. (2021). What should be considered in the evidence-based practice competency-based curriculum for undergraduate nursing students? From the student’s point of view. International Journal of Environmental Research and Public Health18(20), 10965. https://doi.org/10.3390/ijerph182010965 

Stanford, F. (2020). The importance of diversity and inclusion in the healthcare workforce. Journal of the National Medical Association112(3), 247–249. https://doi.org/10.1016/j.jnma.2020.03.014 

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Wang, Q., Fang, Y., Huang, H., Lv, W., Wang, X., Yang, T., Yuan, J., Gao, Y., Qian, R., & Zhang, Y. (2021). Anxiety, depression, and cognitive emotion regulation strategies in Chinese nurses during the COVID‐19 outbreak. Journal of Nursing Managementhttps://doi.org/10.1111/jonm.13265 

Wise,Y P. S., & Sportsman, S. (2022). Leading and managing in nursing e-book: Leading and managing in nursing e-book. In Google Books. Elsevier Health Sciences. https://books.google.com.pk/books?hl=en&lr=&id=3j-  

Young, S., & Guo, K. L. (2020). Cultural diversity training: The necessity of cultural competence for health care providers and in nursing practice. The Health Care Manager39(2), 100–108. https://doi.org/10.1097/hcm.0000000000000294  

Zaher, S., Otaki, F., Zary, N., Al Marzouqi, A., & Radhakrishnan, R. (2022). Effect of introducing interprofessional education concepts on students of various healthcare disciplines: A pre-post study in the United Arab Emirates. BMC Medical Education22(1), 517. https://doi.org/10.1186/s12909-022-03571-9 

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