NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Name

Capella university

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Learning Theories and Diversity

Learning theories are vital for nurse educators in educating patients to manage their health conditions. They provide a framework and guidelines to design, implement, and evaluate educational programs for patients (Muhajirah, 2020). The audience for this assessment is diabetic patients at Tampa General Hospital. The aim is to educate them on diabetes management. 

The teaching plan for diabetics will be designed by using learning theories and considering the factors of diversity among patients. By acknowledging the diversity in learning environments, nurse educators can deliver culturally competent educational programs and enhance patient experiences. Moreover, diverse learning environments call for using learning theories and teaching methodologies that serve patients’ diverse concerns and promote easy-to-follow diabetes education (Mukhalalati & Taylor, 2019). 

Social Cognitive Theory: A Learning Theory

Social Cognitive Theory (SCT) is the selected learning theory that can adequately address diabetes education. This will help nurse educators develop the patient-centered self-management educational course for diabetics. SCT emphasizes the role of observational learning, imitation, and modeling in the development of behavior (Govindaraju, 2021).  This theory is built on the concept that individuals comprehend by observing surrounding people and imitating their attitudes and lifestyles, also known as vicarious learning. Moreover, it stresses the significance of cognitive techniques such as motivation and attention in learning (Schunk & DiBenedetto, 2020).

Additionally, it highlights that people are likely to imitate behaviors modeled by others if the model is perceived as competent and credible to the observer. Diabetes Mellitus is a long-term health condition characterized by high glycemic levels. This results in some lethal complications if left untreated. These include cardiovascular diseases, neuropathy,  kidney damage, retinopathy, and foot problems (Tomic et al., 2022).

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

However, diabetes can be well managed by lifestyle modifications, patient education, medication, and consistent monitoring. The SCT is suitable for educating patients on diabetes self-management as it provides nurse educators guidance on modeling techniques to demonstrate diabetes self-management behaviors for diabetic patients requiring diabetes education. It also emphasizes the social and cognitive factors influencing learning and behavior change required in diabetes management (Thojampa, 2019). SCT  also considers the diverse backgrounds and factors in a diverse learning environment, accounting for social, cognitive, and environmental factors impacting learning and behavior.

It recognizes and incorporates diverse cultural norms and practices and helps educators make observational learning more effective for patients with diverse backgrounds (Schunk & DiBenedetto, 2020). This theory also addresses the diverse levels of self-efficacy within a heterogeneous group by recognizing personalized encouragement and support aligning with individual strengths and challenges. As this theory promotes vicarious reinforcement, nurse educators can employ various reinforcement strategies resonating with diverse patients, considering their cultural, social, and individual differences (Liu et al., 2022).  

Justification of SCT in the Diabetes Education Environment

The SCT is appropriate for diabetic patients requiring self-management education to control their glycemic levels. Nurse educators can set real-life examples of correct techniques to promote observational learning, such as monitoring blood glucose levels by nurses, insulin administration, and healthy lifestyle adoption, by observing healthcare professionals implementing these practices (Smith et al., 2019). Moreover, nurse educators play a vital role in building self-efficacy among diabetics through positive reinforcement and constructive feedback. They can highlight their success in managing diabetes and help them be confident in their self-management abilities. They can implement the cognitive process of SCT by educating patients on the rationale behind the self-management recommendations and helping patients understand the impact of their behaviors on their health (Ghoreishi et al., 2019). 

This theory also highlights the social support often required in diabetes management. For instance, instructions on managing diabetes, emotional support from social networks, instrument support in the form of a glucometer, and finances to procure medication for diabetes and adopt a healthy lifestyle. This theory inspires social media-based diabetes management and provides social support to motivate patients to consistently adhere to self-management recommendations (Kim & Utz, 2019). This theory mainly enhances improvements in patients with low diabetes health literacy and empowers them to self-manage their diabetes (Reisi et al., 2021). As the audience presents limited health literacy, this theory is appropriate to suffice the purpose of this teaching plan and empower them in managing their diabetes through educational sessions. 

Alternative Theories 

Alternative theories, such as the Theory of Planned Behavior (TPB), incorporate attitudes, perceived behaviors, and norms in predicting patients’ ways of managing their health conditions (Lin et al., 2020). This theory only considers behavior, while SCT encompasses factors including observational learning and social and cognitive learning that improve self-management behaviors. Therefore, it will be less applicable to patients for diabetes education on self-management (Lin et al., 2020). 

Another theory, called Self-Determination Theory (SDT), focuses on patients’ intrinsic motivation and fulfillment of basic psychological needs, including autonomy, competence, and relevance (Vasconcellos et al., 2019). This theory only considers motivation and fails to consider social and observational influence, which is aptly emphasized by SCT and is more applicable than SDT. Furthermore, SCT acknowledges diverse learning environments as it emphasizes observational learning and the social nature of learning, which enhances learning through modeling behaviors (Thojampa, 2019). 

Diversity of Intended Learners

In this learning environment, the intended learners are patients with varying ages and type 2 diabetes. These individuals are from diverse cultural backgrounds and have varied socioeconomic status and health literacy levels. Some of them are Asians, Africans, and Americans, who are deeply engaged in unhealthy eating habits due to cultural food rich in carbohydrates and fats (Handtke et al., 2019). Moreover, several patients are from low socioeconomic backgrounds with low health literacy. This diversity reflects the reality of the diabetes population, which influences people from different demographic backgrounds and lifestyles (Kim & Utz, 2019).

Significance of Diverse Factors

The diverse factors are essential in navigating the educational sessions for patients as different cultural beliefs of different patients will require individually tailored educational sessions to address their concerns. Moreover, different age groups prefer different learning styles, such as visual aids and detailed educational sessions through brochures. Others may want auditory and verbal approaches for diabetes education on self-management (Hailu et al., 2019). Similarly, varied health literacy levels require more profound and extensive educational sessions that allow a smooth understanding of diabetes and its self-management. These diverse factors are valuable tools for nurse educators to consider when delivering patient-centered diabetes education on self-management (Hailu et al., 2019).

Strategies to Resolve Conflicts in Diverse Classrooms

In a diverse classroom of patients with diabetes, nurse educators can encounter various conflicts that must be resolved to achieve the purpose of the teaching plan. The following strategies can be implemented to resolve the differences and conflicts during the teaching plan:

• Nurses must design educational materials and programs that are culturally sensitive and tailored to the diverse backgrounds of the population. Nurse educators must also be culturally competent to respect patients’ cultures while educating them about diabetes and self-management strategies (Handtke et al., 2019).
• Nurses must implement a patient-centered approach that acknowledges and respects individual patients’ preferences, values, and goals in diabetes management (Banerjee et al., 2020).

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

• Fostering multidisciplinary team collaboration can address the diverse needs of patients. Healthcare providers, nurses, dieticians, and mental health professionals can address conflicts as they show expertise in their relevant field (Tan et al., 2020).
• Implement health literacy interventions that promote patients’ understanding of diabetes self-management information (Larsen et al., 2022). 
• Providing conflict resolution training for nurses to enhance their skills in managing conflicts and addressing diverse patient needs (Assi et al., 2022).

These evidence-based strategies can create an inclusive and effective learning environment for diabetics, considering their diverse needs and backgrounds. By regular evaluation and adaptation of these strategies, diabetes education can be made accessible, and health outcomes in patients can be improved. 

Conclusion

Diabetes education on self-management is a selected topic for diabetics with diverse backgrounds. The patients have different socioeconomic status and health literacy levels and belong to multiculturalism. The SCT is the selected learning theory appropriate for diabetes education. The diversity needs can be met by implementing evidence-based strategies and resolving conflicts during educational sessions.

References

Assi, M. D., Eshah, N. F., & Rayan, A. (2022). The relationship between mindfulness and conflict resolution styles among nurse managers: A cross-sectional study. SAGE Open Nursing, 8, 237796082211423. https://doi.org/10.1177/23779608221142371 

Banerjee, M., Chakraborty, S., & Pal, R. (2020). Diabetes self-management amid COVID-19 pandemic. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 14(4), 351–354. https://doi.org/10.1016/j.dsx.2020.04.013 

Ghoreishi, M.-S., Vahedian-shahroodi, M., Jafari, A., & Tehranid, H. (2019). Self-care behaviors in patients with type 2 diabetes: Education intervention base on social cognitive theory. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 13(3), 2049–2056. https://doi.org/10.1016/j.dsx.2019.04.045 

Govindaraju, V. (2021). Multicultural education A review of social cognitive theory from the perspective of interpersonal communication. Multicultural Education, 7(12), 2021. https://doi.org/10.5281/zenodo.5802235 

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Hailu, F. B., Moen, A., & Hjortdahl, P. (2019). Diabetes self-management education (DSME) – effect on knowledge, self-care behavior, and self-efficacy among type 2 diabetes patients in Ethiopia: A controlled clinical trial. Diabetes, Metabolic Syndrome and Obesity: Targets and Therapy, 12(1), 2489–2499. https://doi.org/10.2147/dmso.s223123 

Handtke, O., Schilgen, B., & Mösko, M. (2019). Culturally competent healthcare – A scoping review of strategies implemented in healthcare organizations and a model of culturally competent healthcare provision. PLOS ONE, 14(7), 1–24. https://doi.org/10.1371/journal.pone.0219971 

Kim, S. H., & Utz, S. (2019). Effectiveness of a social media–based, health literacy–sensitive diabetes self‐management intervention: A randomized controlled trial. Journal of Nursing Scholarship, 51(6), 661–669. https://doi.org/10.1111/jnu.12521 

Larsen, M. H., Mengshoel, A. M., Andersen, M. H., Borge, C. R., Ahlsen, B., Dahl, K. G., Eik, H., Holmen, H., Lerdal, A., Mariussen, K. L., Thoresen, L., Tschamper, M. K., Urstad, K. H., Vidnes, T. K., & Wahl, A. K. (2022). “A bit of everything”: Health literacy interventions in chronic conditions – a systematic review. Patient Education and Counseling, 105(10). https://doi.org/10.1016/j.pec.2022.05.008 

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Lin, C.-Y., Cheung, M. K. T., Hung, A. T. F., Poon, P. K. K., Chan, S. C. C., & Chan, C. C. H. (2020). Can a modified theory of planned behavior explain the effects of empowerment education for people with type 2 diabetes? Therapeutic Advances in Endocrinology and Metabolism, 11, 204201881989752. https://doi.org/10.1177/2042018819897522 

Liu, J. T., Breidenthal, A. P., & Schaffer, B. (2022). Let’s all go to the movies, together: A social cognitive perspective on diversity, equity, and inclusion in management education video clips. Management Teaching Review, 8(4), 237929812211400. https://doi.org/10.1177/23792981221140057 

Muhajirah, M. (2020). Basic of learning theory: (Behaviorism, cognitivism, constructivism, and humanism). International Journal of Asian Education (IJAE) by READ Institute, 1(1), 37–42. 

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(1), 1–10. https://doi.org/10.1177/2382120519840332 

Reisi, M., Fazeli, H., Mahmoodi, M., & Javadzade, H. (2021). Application of the social cognitive theory to predict self-care behavior among type 2 diabetes patients with limited health literacy. Journal of Health Literacy, 2(6), 21–32. https://doi.org/10.22038/jhl.2021.57503.1161 

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60(1), 1–10. Sciencedirect. https://doi.org/10.1016/j.cedpsych.2019.101832 

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Smith, Y., Garcia-Torres, R., Coughlin, S., Ling, J., Marin, T., Su, S., & Young, L. (2019). The effectiveness of social cognitive theory-based interventions on glycemic control in adults with type 2 diabetes mellitus: A systematic review and meta-analysis protocol. JMIR Research Protocols, 9(9). https://doi.org/10.2196/17148 

Swaleh, R. M., & Yu, C. (2020). “A touch of sugar”: The impact of health beliefs on diabetes self-management among black Canadians. A qualitative study. Canadian Journal of Diabetes, 45(7). https://doi.org/10.1016/j.jcjd.2020.12.002 

Tan, H. Q. M., Chin, Y. H., Ng, C. H., Liow, Y., Devi, M. K., Khoo, C. M., & Goh, L. H. (2020). Multidisciplinary team approach to diabetes. An outlook on providers’ and patients’ perspectives. Primary Care Diabetes, 14(5), 545–551. https://doi.org/10.1016/j.pcd.2020.05.012 

Thojampa, S. (2019). The social cognitive theory with diabetes: Discussion. International Journal of Caring, 12, 2. https://www.internationaljournalofcaringsciences.org/docs/76_1-thojampa_special_12_2.pdf 

Tomic, D., Shaw, J. E., & Magliano, D. J. (2022). The burden and risks of emerging complications of diabetes mellitus. Nature Reviews Endocrinology, 18(9), 525–539. https://doi.org/10.1038/s41574-022-00690-7 

Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2019). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420