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Teaching Strategies
NURS FPX 6105 Assessment 3 Chronic Pain Management (CPM) course has been developed for learners to enable them to manage chronic patients. The course is simply meant to facilitate the achievement of cognitive and reflective practices that will allow the learners to enhance their learning as young nurses. Learning theories and cognitive theories have been compared to determine the difference in understanding perception and to ensure that the curriculum is designed to correspond to the identified difference, which can be managed through the implementation of a teaching strategy (Ridwan et al., 2019). The contrast observed in the views of the students, the course that is being taught, the specifications in the teaching profession, and the conventional pedagogy, among others, is pivotal for teaching nursing to underlined students and learners from various cultural, ethnic, and demographic backgrounds (Panda et al., 2021). It also aims to create several approaches to teaching the said CPM course.
NURS FPX 6105 Assessment 3 Learning Outcomes for CPM Course
From the given description of the CPM course, it can be understood that this course is expected to be practical and relevant to the learners. Thus, a list of expected course outcomes has been mapped to this approach. They also assist in the evaluation of the course towards the end of the course, as seen in the study by Männistö et al. (2019).
Through this activity, learners will be able to discover the variations in the pain perception of patients of diverse racial backgrounds. Learner nurses read the intervention development for chronic pain in diverse patients, wherein they can contribute. The learners will be in a position to demonstrate adequate intervention strategies for health-related chronic pain as postulated by the type of response and the overall type of chronic disease. NURS FPX 6105 Assessment 3 reflective and cognitive practices will enable the learners to assess chronic pain management efficiently. Each of these learning outcomes is achievable for the learners, and the purpose of this work is not to increase the coverage of the course for the learners or medical educators (Hodges et al., 2019). Nevertheless, some of the assumptions that have been made to build these learning outcomes have been as follows
Teaching Strategies Based on Topic and Audience
The teaching strategies can also differ in many conceived angles and depending on the subject area under study and the learners being taught (Suliman et al., 2021). For instance, one cannot teach younger students as well as adult ones because of the disparities in their perception of things, ways of thinking, and learning styles. The current course, CPM, includes the above-specified category of nursing education and is directed at knowledge improvement and perception of chronic pain of patients by adult nurses from various constituencies (Smith et al., 2022).
The exemplary teaching approaches that can be implemented for the AN students enrolled in CPM classes include the participation method and practices such as discourse, appraisal, and other representation principles that involve simulated instruction (Deveci & Saleem, 2022). Malcolm Knowles differentiated adult students from young students in his theory of learning (Abdullah et al., 2021). NURS FPX 6105 Assessment 3 theory states that, unlike young learners, adult learners clearly have the intention to take up the responsibilities and embrace the strategies they find to be the most appropriate for learning. Hence, techniques that include the use of overhead projectors, lectures, and written or typed notes, which are regarded as traditional teaching methods, may not be suitable for teaching adults.
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Regarding the teaching strategy in the theory, self-direction, experience, motivation, and readiness to learn are the possible components that must be to be integrated while teaching adult nurses. With most of the nurses in the adult audience of the CPM course, the following conventional instructional approaches will be applied: Classroom discussions and evaluation, simulations, problem-solving by means of reflected assessment and case study, and last but not least, contact with the patients. The strategies mentioned above may not have a similar positive influence on the diversity of the classes, which involve adult nurse students coming from culturally, ethnically, and socially different backgrounds.
Evidence-Based Strategies to Manage Barriers to Learning
To that effect, it further reveals that the strategies and the theories can be used to address the predestined barriers to course learning for students (Bonehill et al., 2020). The course that is offered to adult nurses is known as a CPM course, and the barriers to course completion will definitely impact the learners in the class regardless of the teaching strategy utilized. Some significant obstacles that can create problems for learning in CPM courses Some significant barriers that can create issues for learning in CPM courses are:
Those pupils in the highly diverse classroom do not have anything to discuss since they have no ordinary experience.
There needs to be more competition among the learners for the course. NURS FPX 6105 Assessment 3 Communicative discrepancy concerning learners and nurse educators (Solanas et al., 2021). Lack of correspondence between the strategy of delivery to the specific audience in the classroom. Irregularities in dividing the curriculum disrupt the learners’ perception and further continuation of the learning process. There is a lack of fiscal endorsement to support nurse educators scientifically, effectively, and efficiently to facilitate the curriculum as designed (Solanas et al., 2021). The rest are other aspects of managerial concerns that are more or less related to the organization of teaching (Bonehill et al.,2020).
Importance of CPM by NURS FPX 6105 Assessment 3
The promotion of the importance of CPM courses for nurses and their careers and the incorporation of agile learning approaches and efficient and effective methods can be used to counterwork the barriers stated above. Communication enhances students’ desire to compete in courses that yield beneficial results for the learners; thus, achieved larder eliminates barriers to learning. Proper communication of the value to students is likely to create a highly motivated student in the said course r, resulting in high success of the selected teaching practices, as noted by Chu et al.,019). The method or strategy known as the agile teaching approach can be a blend of conventional and contemporary practices of learning (Panda et al., 2021). This means that these teaching methods can be ‘built up’ with VARK Learning styles as tactical approaches in the teaching/learning scheme.
Effect of Evidence-Based Strategies on Barriers to Learning
Chu et al. (2019) found that the utilization of evidence-based approaches in learning can aid in eliminating barriers that may occur during learning. Here, Fleming’s VARK Learning Style crucial learning approach and its corresponding teaching strategy can be helpful to improve the existing learning barriers of the students attending the CPM class without considering their learner type (Ridwan et al., 2019). NURS FPX 6105 Assessment 3 Various studies reveal that positive results in the application of teaching techniques are considerably dependent on the teaching-learning context of the different categories of the clientele body, namely, adult learners.
Here also NURS FPX 6105 Assessment 2 Management and Motivation
Hence, the mode of relaying the value of the continually running courses to the students is efficient in fostering a positive learning atmosphere and a proficient learning framework for the CPM course (Panda et al., 2021). This study asserts that as the Student’s cognition of their ideas about the significance and application of the proposed CPM courses for their future life as professional nurses grows, so does the vision (Panda et al., 2021). Hence, the above-mentioned negative perceptions and other learning difficulties, which act as causes for bereavement in learning, are done away with by the strategies in this course.
Role of Strategies in Maintaining Diverse Learner’s Motivation
The first suggested strategy is the implementation of Fleming’s VARK Learning Style, which, as the discussion shows, covers all types of learners. The group of diverse learners is defined by the term for admitting the increase in the cultural as well as ethnic diversities present in the nurse classroom. Combining the results, it is possible to state that the learner’s culture plays a vital role in the learner category to which a learner belongs (Kamal et al., 2021). NURS FPX 6105 Assessment 3 literature, the issue of self-styled diversity in nursing is more frequent than in other types of courses. The findings derived from the existing literature reveal that learning styles in the form of VARK, along with the adaptation of such aspects, assist in enhancing the improvement of the course for learners of different learning capabilities (Ridwan et al., 2019).
NURS FPX 6105 Assessment 3 Communication of Vision
Communication of vision also enhances nurses’ motivation as a diverse group of learners to acquire skills in the curriculum based on the implications of the vision in their careers in the future (Rao, 2019). The strategy enables the use of all the teaching and learning visual, audible, reading, and practical activities that are culturally diverse, leading to the motivation of the learners. Learners from diverse cultures do not feel that they are discriminated against, hence increasing their desire to learn in the selected course of nursing. In the same way, the modification of all teaching methods to one single one enables the enhancement of the assistance and parity given to each learner in the class regardless of origin, color, or social background (Ridwan et al., 2019).
Conclusion
NURS FPX 6105 Assessment 3 ideas of learners and the teaching methods indicate that learner theories and teaching strategies are significant in formulating teaching plans for the CPM course. Two of the recommended teaching methodologies are a reflective and an interactive curriculum. Learner strategies are suggested depending on the communication of the course vision and Fleming’s VARK Learning S, which would reduce barriers to learning the CPM course from the various learner nurses.
References
Scandinavian Journal of Caring Sciences, 34(2), 280–292. https://doi.org/10.1111/scs.12743
Panda, S., Dash, M., John, J., Rath, K., Debata, A., Swain, D., Mohanty, K., & Eustace-Cook, J. (2021). Nurse Education Today, 101(104875), 104875. https://doi.org/10.1016/j.nedt.2021.104875
Rao, B. J. (2019). Innovative teaching pedagogy in nursing education. International Journal of Nursing Education, 11(4), 176–180. https://doi.org/10.37506/ijone.v11i4.4040
Ridwan, H., Sutresna, I., & Haryeti, P. (2019).
Smith, N. E., Barbé, T., & Randolph, J. (2022). Application of the cognitive load theory in prelicensure nursing education: A quantitative measurement focusing on instructional design. International Journal of Nursing Education Scholarship, 19(1), 1–11.
Suliman, W. A., Abu-Moghli, F. A., Khalaf, I., Zumot, A. F., & Nabolsi, M. (2021). Nurse Education Today, 100(104829), 104829. https://doi.org/10.1016/j.nedt.2021.104829