NURS FPX 6105 Assessment 2 Management and Motivation

Name

Capella university

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Management and Motivation

Effective management and motivation of nurses in Chronic Disease Management (CDM) are paramount for ensuring optimal patient outcomes and reducing healthcare disparities (Davidson et al., 2022). This paper examines the vital role of management and motivation strategies in cultivating an optimal learning environment for training on CDM. It emphasizes Evidence-Based Practices (EBP) and evaluates their impact on fostering engagement and intrinsic motivation among nursing students across diverse settings.

Appropriate Learning Environment

A collaborative and interactive classroom setting is the most appropriate learning environment for teaching CDM to nursing students. This environment should incorporate principles of Social Learning Theory (SLT). It would facilitate active participation, encourage peer interaction, and promote observational learning. These aspects align well with the complex nature of healthcare education and the need for practical skill development (Hwang et al., 2022). This environment would create opportunities for nursing students to observe and model behaviors and techniques relevant to CDM.

Alternate learning environments offer convenience or efficiency, such as traditional lecture-based settings or purely online platforms. However, they will not effectively support the goals of CDM education. For example, a conventional lecture format could limit active engagement and collaborative learning opportunities. These are crucial for mastering the nuanced skills required in chronic disease management. Similarly, online platforms are accessible but lack the interpersonal skills necessary for effective observational learning and social interaction (Dehghani, 2021). These are critical components of SLT.

The logic behind choosing a collaborative and interactive classroom environment for CDM education lies in its ability to cater to the diverse learning needs of nursing students. This environment effectively incorporates SLT principles. Providing opportunities for active participation, peer interaction, and observational learning maximizes engagement and knowledge retention (Davidson et al., 2022). Ultimately, it better prepares nurses to address the challenges.

Theories of Classroom and Learner Management

Classroom and learner management theories play a crucial role in shaping the educational environment and influencing the effectiveness of teaching and learning processes. Educators can create conducive learning environments that promote student engagement, motivation, and academic success by understanding and applying these theories. Effective classroom and learner management strategies also contribute to maintaining discipline, fostering positive relationships, and addressing diverse learning needs within the student population (Koh & Kan, 2020).

Behaviorism is a theory that emphasizes observable actions and external indicators. It focuses on the role of reinforcement and punishment in shaping behavior. One strength of behaviorism in classroom management is its clear and structured approach to behavior modification. Educators can effectively manage student behavior and promote a positive learning environment by providing consistent rewards for desired behaviors and consequences for undesirable ones (Wolff et al., 2020). However, a weakness of behaviorism is its limited consideration of internal cognitive processes. It overlooks the role of individual differences, motivations, and emotions in learning, which can result in a one-size-fits-all approach that fails to focus the diverse requirements of learners (Wolff et al., 2020).

SLT highlights the significance of social collaboration, reflection, and modeling in learning. One strength of SLT in classroom management is its focus on collaborative learning and peer interaction. Educators can create a supportive and inclusive learning environment that fosters social skills and academic achievement by providing opportunities for students to observe and learn from one another (Hwang et al., 2022). However, a weakness of SLT is its dependence on external stimuli and environmental factors in shaping behavior. It overlooks the role of intrinsic motivation and individual agency in learning, potentially leading to a dependence on external rewards and reinforcement mechanisms (Dehghani, 2021).

Theories of Learner Motivation

Understanding theories of learner motivation is crucial for fostering an engaging and productive learning atmosphere. Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT) stand out as prominent frameworks in this area (Yue & Lu, 2022). These theories provide valuable insights into the factors that drive individuals to engage in learning activities and the significance they attribute to their educational pursuits.

SDT recommends that people are driven to fulfill three fundamental emotional necessities: independence, proficiency, and connection. One advantage of SDT lies in its focus on intrinsic drive, where individuals participate in tasks for the inherent satisfaction and pleasure they derive from them. Educators can enhance intrinsic motivation and promote long-term engagement and persistence by fostering autonomy and providing chances for students to make choices and take ownership of their learning. However, a weakness of SDT is its limited consideration of external factors, such as environmental influences and social context, which can also impact motivation (Eccles & Wigfield, 2020).

EVT suggests that motivation is impacted by two main aspects: expectancy and value. One strength of EVT is its emphasis on the role of beliefs and perceptions in shaping motivation. By fostering a growth mindset and providing clear expectations and feedback, educators can enhance students’ beliefs in their ability to succeed and increase their motivation to learn. However, a weakness of EVT is its oversimplified view of motivation, which overlooks the complex interplay of individual differences, situational factors, and sociocultural influences on motivation (Yue & Lu, 2022).

Evaluating Applicability of Theories

When considering classroom management and learner motivation theories for a specific course, such as CDM in nursing education, it becomes evident that certain principles from these theories can be highly applicable. For instance, in a CDM course, implementing SDT can empower nursing students by giving them autonomy in their learning process, fostering their competence through skill-building exercises, and nurturing relatedness through collaborative learning activities (Eccles & Wigfield, 2020).

Additionally, EVT can emphasize the importance and relevance of CDM skills to nursing practice, motivating students to engage fully in the learning process. However, there might be uncertainty regarding the effectiveness of these theories in addressing the specific challenges and complexities of CDM education, such as managing diverse patient populations with various chronic conditions and navigating interdisciplinary healthcare teams (Yue & Lu, 2022). Further research and practical application in the field could help elucidate the applicability of these theories in addressing such cases.

Evidence-Based Strategies for Classroom Management

Evidence-based classroom and student management approaches are vital for making an effective class setting. One such approach is the execution of positive behavior fortification, which involves providing students with rewards for demonstrating desired behaviors. Research by Schieltz et al. (2020), suggests that this approach can lead to improved student engagement and motivation. Another evidence-based strategy is establishing clear expectations and routines. This found that structured classroom environments reduce disruptive behavior and increase academic achievement (Stevenson et al., 2020). However, conflicting evidence exists regarding the effectiveness of rewards in the long term. Ryan and Deci (2020), suggested that extrinsic rewards undermine intrinsic motivation and hinder students’ development of self-regulation skills.

Evidence-Based Practices to Enhance Learner Motivation

Best EBP to improve learner motivation in different situations include various strategies tailored to meet the needs of different learners. One such practice fosters a supportive and inclusive learning environment that acknowledges and respects diverse backgrounds and perspectives. Research by O’Leary et al. (2020), demonstrates that creating a culturally receptive classroom positively impacts student motivation and engagement, particularly among students from underrepresented backgrounds. Additionally, implementing goal-setting and self-regulation techniques has enhanced learner motivation.

A study by Hudig et al. (2022), highlights the effectiveness of goal setting interventions in promoting academic motivation and achievement across diverse student populations. However, conflicting evidence suggests that the efficacy of specific motivational strategies can vary depending on individual differences and contextual factors. While some learners respond positively to goal-setting techniques, others require alternative approaches personalized to their exceptional learning needs and partialities (Stevenson et al., 2020). Therefore, educators must adopt a flexible and adaptive approach to motivational practices, considering their students’ diverse backgrounds and learning styles.

Conclusion

Effective management and motivational strategies are essential for creating conducive learning environments. Educators can enhance student engagement and academic achievement by implementing EBP tailored to diverse settings. However, considering conflicting evidence is crucial in selecting the most appropriate strategies to meet the varied needs of learners.

References

Davidson, A. R., Kelly, J., Ball, L., Morgan, M., & Reidlinger, D. P. (2022). What do patients experience? Interprofessional collaborative practice for chronic conditions in primary care: An integrative review. BioMed Central Primary Care, 23(1). https://doi.org/10.1186/s12875-021-01595-6 

Dehghani, A. (2021). A comparative study of the effect of peer-led and lecture-based education on health literacy in patients with multiple sclerosis. International Journal of Community Based Nursing & Midwifery, 9(1), 76–85. https://doi.org/10.30476/ijcbnm.2020.85816.1298 

NURS FPX 6105 Assessment 2 Management and Motivation

Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101859 

Hudig, J., Scheepers, A. W. A., Schippers, M. C., & Smeets, G. (2022). Motivational mindsets, mindset churn and academic performance: The role of a goal-setting intervention and purpose in life. Current Psychology, 42. https://doi.org/10.1007/s12144-022-03462-8 

Hwang, G.-J., Chang, C.-Y., & Ogata, H. (2022). The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study. Nurse Education Today, 108. https://doi.org/10.1016/j.nedt.2021.105164 

Koh, J. H. L., & Kan, R. Y. P. (2020). Students’ use of learning management systems and desired e-learning experiences: Are they ready for next generation digital learning environments? Higher Education Research & Development, 40(5), 1–16. https://doi.org/10.1080/07294360.2020.1799949 

O’Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00230-7 

NURS FPX 6105 Assessment 2 Management and Motivation

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a Self-Determination Theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61(1), 1–11. https://doi.org/10.1016/j.cedpsych.2020.101860 

Schieltz, K. M., Wacker, D. P., Suess, A. N., Graber, J. E., Lustig, N. H., & Detrick, J. (2020). Evaluating the effects of positive reinforcement, instructional strategies, and negative reinforcement on problem behavior and academic performance: An experimental analysis. Journal of Developmental and Physical Disabilities, 32(2), 339–363. https://doi.org/10.1007/s10882-019-09696-y 

Stevenson, N. A., VanLone, J., & Barber, B. R. (2020). A commentary on the misalignment of teacher education and the need for classroom behavior management skills. Education and Treatment of Children, 43(4), 393–404. https://doi.org/10.1007/s43494-020-00031-1 

Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2020). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33(1). https://doi.org/10.1007/s10648-020-09542-0 

Yue, Y., & Lu, J. (2022). International students’ motivation to study abroad: An empirical study based on expectancy-value theory and self-determination theory. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.841122