NURS FPX 6105 Assessment 3: Teaching Strategies

NURS-FPX 6105: Teaching and Active Learning Strategies

Instructor’s name

October, 2024

Teaching Strategies

NURS FPX 6105 Assessment 3 When developing methods and approaches to consider while teaching stress management strategies in an ADN nursing course aligned with the Sociocultural Learning Theory, one ought to incorporate dynamic and participative methods. A study technique in this area is case teaching which involves the use of case studies from the field of study (Cai et al., 2022). Not only does this facilitate peer learning and interaction, ideals that are espoused by Sociocultural Learning Theory but also the kind of learning that results in critical thinking. Factors such as journaling and discussing different topics with a group enable the students to process comprehended content and consider cultural aspects and development. These strategies are consistent with the social-interactionism theory and the Cultural phenomenon.

Learning Outcomes for Stress Management Course

The rationale for the primary learning objective, measured by student achievement to the course outcomes: The stress management course is designed considering the principles of the Sociocultural Learning Theory to enable ADN nursing students to develop skills to manage stress in healthcare organizations based on the literature (Elliott et al., 2021). These objectives include sociocultural as well as multicultural and diverse perspectives, collaboration and teamwork, and various challenges that may meet the student at their places of work.

By the end of the course, students will understand the various stressors in healthcare and social/cultural determinants of health.
When practicing SoSLT in the teaching of stress management to ADN nursing students, educators should emphasize the Interpersonal Coping and Resilience Model within the community and collaborative part (Elliott et al., 2021).
In different healthcare facilities, with the help of community resources for students and organizing group work, stress-related problems can be resolved and a supportive environment for learning can be created.

Assumptions

ADN nursing students already have experience with how institutes of health function as well as minimum information concerning the difficulties encountered in nursing (Liu et al., 2024).
Students are fully involved in learning activities and can locate the theoretical knowledge gained in class with practical experience.
Incorporation of Sociocultural learning theories improves the student’s critical thinking, cultural tact, and general student professional development.

Teaching Strategies Based on Topic and Audience

Role-Play and Case Studies

This paper focused on the use of role-play and case-based teaching on stress management to develop the skills for self-awareness and problem-solving (Victor et al., 2024). They also increase social interaction and cultural reciprocity which is Miss dboekx fundamental to Sociocultural Learning Theory.

Simulations and Technological Tools

Simulation makes students practice realistic stress control strategies in clinical settings that they will encounter later (West et al., 2024). Additional technological-based tools that supplement the delivery of practical stress management skills include the use of interactive learning teaching tools.

Peer Collaboration

Group discussions and cooperative problem-solving make students learn from peers and enable them to interact. Stress-related issues being solved by students in groups improve interpersonal communication, development of teamwork skills as well as conflict-solving skills.

Knowledge Gaps

They also need to draw attention to the absence of investigation of the number of sociocultural education modalities that help students develop stress management competencies in realistic clinical settings in the long term (West et al., 2024). For this reason, studies concerning the efficiency of such approaches inevitably provoke doubts concerning the subsequent application of the achieved competencies after training. In addition, identifying how culture influences how various groups of learners experience stress and their coping mechanisms can direct the process of making use of information about how attempts can be made to improve teaching practices (Panda et al., 2021).

It becomes necessary, therefore, to enumerate various difficulties that a learner can experience while designing strategies for teaching the Stress Management Course that will correspond to the sociocultural learning theories. Among these obstacles are

Restricted Resources

Not all learners have IQ technology devices like computers, tablets, or internet connection which are crucial when it comes to online classes or other digital learning tools (Al et al., 2023). Moreover, some students will experience challenges in getting important course material such as textbooks, software, or other relevant learning aids and thus will not effectively participate in the program.

Language Barriers

This is especially difficult if the individual learning has English as their second language because they are bound to miss most of what is taught in class. This not only affects their learning and listening skills when attending lectures and reading but also affects their interaction during debates and group projects (Al et al., 2023). Lack of language comprehension can result in feelings of loneliness irritation and poor self-esteem; thus the ability of these learners to explain their ideas in class and with friends will be wanting.

Time constraints

Most of the learners in today’s society are faced with a lot of challenges such as working, attending to family, or other responsibilities. As a result, the challenge of sharing time with study and other activities leading to the accomplishment of the above responsibilities contributes to stress and burnout (Cadet, 2021). Such time constraints may allow students to fail classes, miss deadlines, or lose interest altogether which in turn limits the reception and comprehension of knowledge.

Learning challenges

Sometimes the students have learning disability that makes it hard for them to learn or they need special assistance to enable them to learn (Al et al., 2023). This may such as dyslexia, attention deficit disorders, or other specific learning disabilities that affect people in their ability to learn or pay attention in class. For such children to easily learn with their counterparts, they need support like learning profiles, learning materials, or learning partners, and without such support, they will always be lagging thus they might withdraw themselves due to low morale.

Motivational Challenges

Several factors that may lead to a lack of motivation may include; A person may not find the content interesting and may not possess adequate interest in the subject matter, the goals of the courses may not be of interest to the person or there may be inadequate self-generated motivation (Cadet, 2021). In this case, the students will lose interest in the course, earn poor grades in the process, and hence a poor academic result. Moreover, other external factors such as personal stress, mental health, or unsuitable conditions for learning can even lower student’s drive to succeed.

Cultural Differences

Culturally, there are expected forms of learning, which need to be understood when developing the culturally sensitive approach to learning in the arena of child caretaking. Among them, the rather critical ones are connected with the lack of access to materials and language barriers, but these are partly solvable with the help of research (Sharifi et al., 2019). Performing information provision in various formats and using web resources with large-class processing options minimizes access restrictions. Language barriers are therefore addressed through the use of at least one additional resource for every student thus facilitating full participation of all the students (Majda et al., 2021). Flexible approaches such as daily, weekly, and nightly timetables, decentralized learning activities, and legal notices concerning the conditions of the course can also help avoid time constraints. According to Fleming’s VARK Learning Style: the help required to help students with learning disorders involves implementing principles of inclusion, providing supporting learning facilities, and issuing supportive aids when needed.

Culturally appropriate behaviors are critical elements in the classroom in as much as admitting diversity (Majda et al., 2021). This way, educators can ensure that content sensitive to different cultural backgrounds is included in the teaching-learning environment, in addition to encouraging group learning activities. Concerning tech issues, the availability of support assistance, conducting tutorial sessions on specific social media platforms, and making formats friendly for different screen resolutions and OS are critically important (Velarde et al., 2023). Such strategies backed by beneficial research results assist teachers in the support of students suffering from learning disabilities and enhance the educational procedure. Using the VARK learning style Fleming to match instructional strategy that furthers students’ learning style preferences, makes a positive impact on the interest, understanding, as well as mastery of key course concepts.

Effect of Evidence-Based Strategies on Barriers to Learning

Successful implementation of incorporated evidence-based teaching increases instructional effectiveness in learning by facilitating areas of time, resources, and motivational barriers in learning. Regarding the implementation of stress management courses for ADN nursing students, these challenges can be overcome in the following ways by using Fleming VARK Learning Style and Sociocultural Learning Theory frameworks (Velarde et al., 2023). VARK addresses individuals’ learning styles: visual, auditory, read/write, kinesthetic, and facilitating;

educator’s ability to adapt to students’ needs. Thus, Sociocultural Learning Theory focuses on the social interactions and culture of learning, which in turn is effective in encouraging collaboration and the use of peer learning besides augmenting the learning experience (Victor et al., 2024). Further, the studies point to the efficiency of integrating technology into learning-teaching processes as well as the use of assessment. Employing computerized models, simulations, and web-based media not only promotes meaningful learning but also addresses the current learning and communication technology proficiency of learners. These ALMs like CBL, simulation, and PBL let students solve problems, think critically, and work in teams not only making them understand what they are learning in class but also how these concepts are applied in practice.