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

Theories of learning form the foundational framework for designing educational strategies, both within professional healthcare training and academic settings. Understanding these theories enables educators to tailor their instructional approaches effectively in diverse contexts (Zaher et al., 2022). Particularly in Health Professions Education (HPE), identifying the core principles behind various learning methods is essential to optimize educational environments, enhance learning outcomes, and develop cohesive instructional systems. Learning theories directly influence classroom management, program design, delivery, and evaluation in healthcare educational programs (Mukhalalati et al., 2022).

Among these, Social Learning Theory (SLT), developed by Albert Bandura, stands out as a pivotal model in nursing education. It emphasizes the impact of social interaction on behavior formation and the role of observation, modeling, rewards, and consequences in shaping learning (Olson & Ramirez, 2020). Through collaborative, supportive educational settings, SLT fosters shared knowledge, community engagement, and enhanced comprehension within nursing frameworks.

A relevant application of SLT is in Chronic Disease Management (CDM) training, where it serves as a dynamic educational tool. Nurses observe, model, and internalize behaviors exhibited by seasoned professionals, strengthening care quality and building competence. SLT facilitates interactive exchanges, role modeling, and real-time problem-solving exercises that integrate theoretical concepts with practical expertise, especially crucial for managing complex chronic illnesses (Fabrellas et al., 2020; Smith, 2021). This approach not only sharpens clinical skills but also nurtures patient-centered care, thereby improving patient outcomes and strengthening the relationship between healthcare providers and patients’ families (Farley, 2019).

Interactive sessions supported by SLT promote active learning through observation and imitation of experienced clinicians. Nurses gain confidence by participating in discussions and applying best practices, bridging academic knowledge with on-ground healthcare delivery. This integrated educational strategy ultimately cultivates a more proficient nursing workforce adept at managing chronic illnesses within diverse patient demographics (Chang & Daly, 2019; Radbruch et al., 2020).

Justification of Learning Theory Selection

The selection of SLT for teaching CDM is justified by its seamless alignment with the dynamic and collaborative nature of healthcare. Its emphasis on role modeling, observational learning, and knowledge exchange offers practical, real-time learning opportunities. Nurses absorb critical skills by watching experienced healthcare professionals, gaining direct insights into patient care protocols, communication strategies, and decision-making processes necessary for handling complex clinical situations (Selekman et al., 2019).

SLT-based education allows learners to move beyond theoretical instruction. Nurses actively engage with mentors in clinical settings, ask questions, observe intricate healthcare practices, and assimilate practical techniques tailored to chronic illness care. This continuous interaction ensures that novice practitioners steadily acquire and apply necessary competencies (Jeffries, 2022). Furthermore, through this model, professional standards are reinforced via observable examples of best practices, cultivating a culture of continual improvement and professional growth in nursing education (Bastable, 2021).

In comparison, other learning theories show limitations in this context. Behaviorism, while focusing on observable behaviors and external stimuli, disregards the cognitive and social processes vital for complex healthcare decision-making (Aerts et al., 2019). Constructivism emphasizes learner-centered knowledge construction based on prior experiences but inadequately addresses the essential observational and collaborative elements crucial in healthcare settings (Holmen et al., 2020). Cognitivism, though valuable for highlighting internal mental functions like memory and problem-solving, lacks emphasis on social learning dynamics and interactive professional modeling that are indispensable in chronic disease management training (Wang et al., 2021).

Comparison of Learning Theories in CDM Nursing Education

Learning Theory	Strengths	Limitations
Social Learning Theory (SLT)	Encourages observational learning, role modeling, collaborative interaction.	None significant in this context.
Behaviorism	Focus on observable outcomes and external reinforcement.	Ignores cognitive and social elements crucial to healthcare.
Constructivism	Learner-centered; builds on existing knowledge.	Lacks emphasis on professional modeling and social learning.
Cognitivism	Highlights memory, cognition, and problem-solving.	Fails to address collaborative healthcare practice dynamics.

Diverse Learner Populations: Significance and Consequences

Diversity within nursing education is critical for preparing practitioners to effectively manage CIs in varied patient populations. Future nurses must reflect the demographic diversity of their patient communities across dimensions such as ethnicity, gender identity, sexual orientation, physical ability, nationality, and socioeconomic background (Stanford, 2020). This representation ensures culturally competent, equitable care delivery. Acquiring skills for culturally sensitive and competent care involves overcoming barriers, fostering understanding, and applying tailored care strategies to diverse individuals (Young & Guo, 2020).

An inclusive educational environment enriches the learning experience by promoting exposure to a range of perspectives, improving critical thinking, and cultivating cultural competence. When nurses learn in settings that value diversity, they develop empathy, adaptability, and resilience—qualities crucial for handling complex healthcare scenarios and sensitive patient interactions (Byrd, 2022). Consequently, integrating diversity into nursing education ensures graduates are equipped to meet varied healthcare demands with professionalism and compassion (McNally et al., 2019).

Conflict Management in Class

In diverse nursing classrooms, effective conflict resolution is essential for maintaining a positive and inclusive educational atmosphere. Evidence-based conflict management strategies include promoting open dialogue, practicing active listening, and utilizing structured problem-solving techniques. These methods are endorsed by literature as effective in resolving disputes and enhancing classroom dynamics (Wise & Sportsman, 2022).

Implementing cultural competence training further mitigates misunderstandings stemming from diverse viewpoints, promoting mutual respect and empathy among students (Song et al., 2021). Supportive learning environments that foster transparency, fairness, and equality improve educational experiences, reduce conflict occurrences, and enhance student satisfaction (Martinez et al., 2021).

Additionally, SLT can address diversity-related challenges in education by encouraging observational learning and role modeling that foster inclusivity and social integration. Ethnic minority nursing students, for instance, benefit from SLT-driven group activities and role models who promote desired behaviors and bridge cultural gaps. This strategy enhances socialization, cultural awareness, and relationship-building in educational settings (Johannessen et al., 2022).

Conclusion

Incorporating Social Learning Theory into nursing education for managing Chronic Disease Management (CDM) programs is vital. It promotes collaboration, knowledge-sharing, and observational learning that directly improve clinical competence and patient care outcomes. Through role modeling and interactive experiences, SLT seamlessly bridges theory and practice, equipping nurses to manage complex chronic conditions confidently.

Equally important is acknowledging and embracing diversity in the nursing classroom. Inclusive educational practices foster cultural competence, adaptability, and empathy, preparing nurses to address the intricate healthcare needs of diverse populations. Evidence-based conflict management strategies and SLT applications collectively contribute to a positive, supportive, and culturally aware learning environment for future healthcare professionals.

References

Aerts, N., Van Bogaert, P., Bastiaens, H., & Peremans, L. (2019). Integration of nurses in general practice: A thematic synthesis of the perspectives of general practitioners, practice nurses and patients living with chronic illness. Journal of Clinical Nursing, 29(1-2), 251–264. https://doi.org/10.1111/jocn.15092

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Bastable, S. B. (2021). Nurse as educator: Principles of teaching and learning for nursing practice. Jones & Bartlett Learning. https://books.google.com.pk/books?hl=en\&lr=\&id=GS1LEAAAQBAJ\&oi=fnd\&pg=PP1\&dq=Social+learning+theory+.+chronic+diseases+.+management+by+nurses\&ots=3MVoBd-7

Byrd, D. A. (2022). Best practices for diversifying nursing education: Observations from a consultant’s experience. Journal of Nursing Education, 1–3. https://doi.org/10.3928/01484834-20220412-02

Chang, E., & Daly, J. (2019). Transitions in nursing eBook: Preparing for professional practice. Elsevier Health Sciences. https://books.google.com.pk/books?hl=en\&lr=\&id=woKlDwAAQBAJ\&oi=fnd\&pg=PP1\&dq=teaching+nurses+chronic+disease+management

Fabrellas, N., et al. (2020). Chronic care management: Learning through observation and practice. Journal of Advanced Nursing.

Farley, R. L. (2019). Role modeling in healthcare education. Nursing Education Perspectives, 40(3), 166–168.

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Holmen, H., et al. (2020). Constructivism and patient-centered care in chronic illness management. International Journal of Nursing Studies, 103, 103–112.

Jeffries, P. R. (2022). Simulation in nursing education: From conceptualization to evaluation.

Johannessen, B., et al. (2022). Inclusive learning environments in nursing education. Nurse Education in Practice, 62, 102–113.

Martinez, L. R., et al. (2021). Cultural competence training for healthcare educators. BMC Medical Education, 21, 45–59.

McNally, B., et al. (2019). Embracing diversity in clinical education. Nursing Education Perspectives, 40(4), 239–244.

Mukhalalati, B. A., et al. (2022). Learning theories application in healthcare professions education. Journal of Education and Health Promotion, 11, 90–97.

Olson, B., & Ramirez, A. (2020). Social learning theory in healthcare training. Nurse Educator, 45(1), 44–48.

Radbruch, L., et al. (2020). Practical applications of social learning in nursing. Journal of Nursing Education and Practice, 10(8), 58–65.

Selekman, J., et al. (2019). Chronic illness management in nursing curricula. Journal of School Nursing, 35(3), 183–192.

Smith, M. (2021). Social learning in clinical nursing education. Nursing Management, 28(1), 34–39.

Song, Y., et al. (2021). Conflict management in diverse nursing education. BMC Nursing, 20, 123.

Stanford, D. (2020). Cultural competence in chronic care management. Journal of Clinical Nursing, 29(15-16), 3024–3032.

Wise, P. M., & Sportsman, S. (2022). Conflict resolution strategies for healthcare education. Journal of Nursing Education, 61(2), 94–98.

Wang, X., et al. (2021). Cognitivism in chronic disease management training. International Journal of Nursing Education Scholarship, 18(1).