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Management and Motivation
In the context of a superior learning environment, management is understood as the proper arrangement of resources in terms of space and time, activities, and people to promote learning. It comprises goal definition, provision of assistance, and evaluation of the process (Setyaningsih & Suchyadi, 2021). On the other hand, motivation refers to the stimulus that makes learners maintain engagement and promote exertion. In this case, it relates to fostering a positive environment of encouragement, reward, and understanding that follows the student’s preferences to learn at personal abilities. NURS FPX 6105 Assessment 2 Promising managerial approaches and incentives in such an environment create the best learning climate to optimize the learning process (Setyaningsih & Suchyadi, 2021). The rationale of the assessment is to understand the necessity of management and motivation within the learning process.
Appropriate Learning Environment
To ensure that an appropriate learning environment is developed for the topic ‘Nursing Care for Geriatric Patients,’ one has to take into account both the topic’s content and learners’ characteristics. For this topic, the audience would mainly comprise nursing students or any interested healthcare personnel who would like to update their knowledge or gain more knowledge on how to care for elderly patients (Dahlke et al., 2020).
In regards to the audience above and the nature of the material, one of the most suitable learning environments could be a classroom or a lecture. Teachers can give term lectures and engage students in traditional teacher-led discussions with multimedia items such as slideshows and videos in this conventional classroom style. This enables the students to have a structured manner of studying geriatric nursing care and various aspects that concern geriatric nursing, such as changes that occur with age, roles of medications, and how to approach patients from senior citizens. NURS FPX 6105 Assessment 2 Students are able to participate in group work, case studies, and practical simulations to restore knowledge and skills (Warshaw et al., 2021). A different location for learning could be in a clinical or simulation lab. In this setting, learners are able to relate theoretical concepts to the practical handling of geriatric patients. Simulation labs provide a safe learning environment where participants can be trainers or learners in assessments, medications, and patient care of mannequins or standard patients.
Theories of Classroom and Learner Management
Class management and learner management are other essential components in facilitating teaching and learning. Two of the major theories well-known in this area are the Behaviouralist Theory and the Constructivist Theory. It is worth mentioning some theories and their advantages and limitations.
Behaviorism
Behaviorism is a theory that focuses on the learned behaviors, actions, and reactions in the classroom as the only aspect that needs to be managed. It presupposes that the tendencies may occur as a result of certain stimuli and reinforcement processes in students. The principles of behaviorism help theorize clear learning goals and assist in tracking students’ progress by their behaviors (Mustafa, 2021). This makes it easier to determine and monitor learning results. In this direction, behaviorism may be the most helpful for direct, instructive, and authoritative populating objectives of acquiring separate skills & behavior, such as memorization and simple mathematics or word drills(Ferguson et al., 2020).
Behaviorism avoided chapters into the mental operation of how learning took place; it did not try to explain how the student was able to reason out. It seems that more awareness is needed as to why such behaviors may occur. Some opponents state that the application of the behaviorist approach may lead to extrinsic motivation, in which learners’ primary concern becomes the ability to receive a grade or to avoid a punishment. Despite these advantages, behaviorism is not practical in explaining abstract knowledge, nor does it encourage imagination and critical thinking abilities (National University, 2023).
Constructivism
NURS FPX 6105 Assessment 2 Probably the most well-known theory is constructivism, which is based on the premise of activity, interaction, and personal construction of knowledge. They indicate that knowledge constructivism is the process by which learners acquire their knowledge through experiences with the surrounding world. Based on the analysis of the aspects of Constructivism, it enables the learners to think critically, solve problems, and have a meaningful understanding of all the concepts that are taught since everything is constructed by the learners (Western Governors University, 2020). It allows, on one mean, time-shared learning that enables the students to follow their desires or set their pace to learn, which enhances their motivation. In Constructivist classrooms, group activities and participants’ discourse are characteristic, which promote the development of social and communicative skills, as well as a variety of opinions (Lin et al., 2021).
Applying constructivist teaching techniques may require a lot of time, and it may also be cumbersome to give personal attention to all the students in class, especially where the class is large. As already mentioned, it might be simpler to explain constructivist learning outcomes in terms of what is more straightforward to measure: the quality of learning before and after. Some students may need a more stipulated structure to assist since constructivist approaches are open-ended as well as self-arranged (Miller & Murray, 2023).
NURS FPX 6105 Assessment 2 Theories of Learner Motivation
Vroom’s Expectancy Theory recognizes that organizational members will strive to perform a particular activity if they think their effort will result in a good performance, as a result of which they get a reward or a desired outcome. This theory is built on the belief that people reason their behaviors mainly on the effort-performance expectancy, performance-outcome expectancy, and perceived value of outcomes. It also explains that learners’ motivation is attained when they get a feeling that they are in a position to achieve something and have an aim of attaining meaningful accomplishments (Gichangi & Maina, 2020; Osafo et al., 2021).
NURS FPX 6105 Assessment 2 Expectancy Theory also has its strengths, which include focusing on perception and tailoring motivation programs. It understands that different employees have different attitudes toward the outcomes, and this provides better grounds for motivation. Besides, it is integrated with the formation of goal and performance management practices in educational contexts, thus having operational utility for educators (Zboja et al., 2020). Lastly, there is an issue that expectancy theory partially fails to explain human motivation because it postulates that people make decisions based purely on rationality; emotions and social/cultural factors are excluded from the model (Pursiainen & Forsberg, 2021).
Albert Bandura has done a Social Cognitive Theory based on the aspect of observational learning, self-regulatory theory, and self-efficacy for learners. This theory holds that people can learn new behaviors and motivations through observational learning and self-efficacy (which is the belief in one’s capability to succeed) through experiences, observation, others’ words and thoughts, and feelings and bodily conditions (Mujahidah, 2023). In education, that is, in learning psychology, this theory implies that learners can be motivated by watching peers or models solve demanding learning activities and build confidence in their learning ability. The only advantage of SCT is that it acknowledges a specific role of social context in motivation. Its central feature rests in human interaction as well as imitation in the acquisition of knowledge.
Evaluating Applicability of Theories
With regard to the course “NURS FPX 6105 Assessment 2 for Geriatric Patients,” there is a strong potential for applying the notions of learner motivation and classroom and learner management in the context of the latter’s improvement. Other related theories may include expectancy and social cognitive theory with regard to learners’ motivation. Expectancy Theory further postulates that student has a calorie incentive to do their best and highest level on the task if those efforts will achieve success to be achieved. In the instance of nursing care for geriatric patients, the introduction of a positive change has a way of influencing learners positively to assume an active role in any course that they are learning ASSESSMENT. The other theory, Social Cognitive Theory, deals with modeling and the ability or incapacitation to perform the behavior. Hence, the adoption of role models and the use of successful caregiving stories mean that students need to be motivated and positive with what they are doing so that they can offer adequate care (Kwon et al., 2022).
It is possible to integrate elements of Behaviorism and Constructivism when managing the class and learners. Behaviorism can be used to set proper expectations and rules, particularly in students’ conduct in class, with the aim of creating positive behavior through operations conditioning. By applying this assignment, one can show the patients how crucial it is to follow the protocols when providing care for seniors. Likewise, constructivism can also be used to enhance students’ participation and critical thinking. Through such real-life problem-solving opportunities for students and making them self-reflect on these incidents, they can actually establish logical knowledge construction in the given field (Calavia et al., 2021).
Therefore, Expectancy Theory, Social Cognitive Theory, Behaviorism, and Constructivism can be effectively used in the course “Nursing Care for Geriatric Patients” to increase students’ motivation and manage the class. If properly utilized, these theories can help nurture health professionals’ skilled and empathetic care for older people (Calavia et al., 2021).
Evidence-Based Strategies for Classroom Management
NURS FPX 6105 Assessment 2 Research-based classroom and learner management practices rely on available knowledge. Their goal is to design the school setting to promote students’ learning, conduct, and achievement. Such strategies will involve procedures that could be applied previously in other school systems and proven to be efficient.
One of them is positive behavior intervention and support (PBIS), which works on positive behavioral reinforcement and compliance with the set standards. Various studies have revealed that assertive and constructive strategies are more beneficial than a more severe focus on punishment with respect to students’ conduct (Bastable et al., 2021).
NURS FPX 6105 Assessment 2 Classroom Management and Organization
Classroom management and organization are other evidence-based interventions. Class discipline/ management studies have revealed that classrooms that are systematically managed in terms of discipline, use of teaching time, and manner increase instructional time and, in addition to this, promote students’ learning. ABA also points out that enhancing positive teacher-student relationships is essential because, according to research, stable teacher-student relationships have the potential to improve pupils’ behavior as well as achievements.
In addition, students must be taught through individual learning and methods that benefit them, something known as differentiated learning. Differentiation can enhance learning levels and students’ attentiveness by focusing on such issues in learning (Pozas et al., 2019).
Inconsistencies and Other Views
As for some specific approaches of CBM that are associated with the management of a classroom and learners, there is mixed research literature and certain controversies and concerns. Others have opined that a literal implementation of these strategies will reduce the freedom and imaginative strategies of the teacher, reducing uniqueness. However, such a strategy may prove effective depending on the cultural and other indispensable aspects of the environment, which limits their general applicability. Further, some teachers proclaim that socioemotional aspects and mental health should also be considered and treated in the classroom, which might not be entirely solved by EBPs (Pyae et al., 2023).
Conclusion
In NURS FPX 6105 Assessment 2 management and motivation of a learning environment are the combinations of the best practice evidence syntheses and the multiple approaches of consideration. It means that goals, choice, and culture can contribute positively to motivation, but one should watch out for the possible sources of tension and difficulties. Effective teachers know that there is no magic bullet and apply their strategies to students’ and contextual characteristics. The preparation of an effective learning environment that promotes motivation remains one of the critical goals of education.
References
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