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

It is imperative to develop a learner environment that promotes learner motivation and fulfills the objective of the educational course to educate diabetics about self-management to manage their chronic conditions effectively. (Li et al., 2021). This assessment is focused on creating a report for an optimal learning environment to teach diabetics about self-management education. Moreover, theories on learner and classroom management and learner motivation will be discussed. Lastly, implementing these concepts in the present learning environment will be described.

Appropriate Learning Environment for Intended Topic and Audience

The learning environment best suited for elderly people suffering from diabetes to promote self-management education on diabetes is virtual learning via telehealth. As the audience is elderly, it is vital to consider their needs and preferences. With the help of virtual learning environments such as telehealth, nurses as diabetes educators can deliver self-management education remotely, and patients can receive these educational sessions without the need for daily commute (Whitehouse et al., 2019). This will save the audience’s time, energy, and money while they acquire appropriate education virtually.

Through telehealth, nurses can share educational videos and PowerPoint presentations on diabetes management and self-management guidelines. Patients can also give feedback during educational sessions on software that allows multiple team speaking, such as Zoom or Teams (Castilho et al., 2020). Through telehealth, patients can also share their milestones after every educational session, which nurses can monitor remotely. An alternative learning environment of a traditional classroom setup can not be suitable for elderly patients with diabetes as they can be tired due to long educational hours and require a comfortable place like home that can be a suitable option for the virtual learning environment (Sharpless et al., 2021).

Theories of Classroom and Learner Management

The famous Jacob Kounin classroom management theory highlights that classroom behaviors can be disciplined by creating engaging educational sessions. Moreover, keeping the educational material organized that attracts students’ attention can promote well-paced learning and reduce the likelihood of disruptions (Walker & Barry, 2020). The weakness of this theory is the need for multitasking, such as planning and organizing educational content and entirely relying on the teacher’s skill to evaluate students’ learning. Moreover, it needs to account for cultural variations among students, a significant factor to consider while fruitfully educating the audience.

Vygotsky’s social development theory for learner management highlights the importance of social interactions and collaboration in learning (Taber, 2020). It also recognizes the need for cultural inclusivity in shaping cognitive development. Moreover, it introduced the idea of a zone of proximity, which indicates the gap between a person’s independent ability to learn and the need for a peer or teacher to accelerate the learning process.

Theories of Learner Motivation

The Self-Determination Theory (SDT) emphasizes the central role of an individual’s competency, autonomy, and relatedness in cultivating an intrinsic motivational capacity (Ntoumanis et al., 2020). It enables individuals to empower their positive behaviors and enable them to be directors of their lives.  The weakness of this theory includes overemphasis on autonomy and not capturing the complexity of motivation influenced by various external and internal factors (Ntoumanis et al., 2020).

The Social Cognitive Theory (SCT) emphasizes the role of observational learning and modeling in motivation (Ghoreishi et al., 2019). The strength of this theory is that by providing positive role models and showcasing successful behaviors of diabetes prevention and management, the patients can practice the same principles and improve their diabetes (Ghoreishi et al., 2019). The effectiveness of SCT is limited in considering cultural aspects, as it needs to address cultural nuances that influence how individuals imitate others.

Applicability of Classroom Management and Learner Motivation Theories

The theories above on classroom management and learner motivation are effectively employed in educational courses for diabetes self-management. Considering the diabetes educational course for diabetics, Kunin’s theory can play a broad role in making learning sessions interactive and engaging when nurse educators design and craft educational material in a structured way with open-ended questions.

This strategy will attract the patients’ attention and bring valuable results in implementing self-management behaviors (American Association of Diabetes Educators, 2020). For diabetes educational courses through telehealth, Vygotsky’s social determination theory can encourage elderly people to interact socially during educational sessions and with diabetes communities to stay motivated and consistent in diabetes self-efficacy (Pals et al., 2020).

NURS FPX 6105 Assessment 2 Management and Motivation

The Self-Determination Theory (SDT) allows diabetics to collaboratively establish goals and empower them to make informed decisions about their treatment and lifestyle. Moreover, it enhances diabetics’ confidence and expertise through educational sessions such as blood glucose monitoring, diabetes self-care by attaining a healthy lifestyle, and medication adherence behaviors (Phillips & Guarnaccia, 2020). 

This theory also recognizes the significance of supportive relationships, such as connecting with diabetes patients for encouragement and guidance (Phillips & Guarnaccia, 2020). 

Social cognitive theory encourages group work and creates a supportive and collaborative learning environment (Thojampa, 2019). Areas of uncertainty lie in the applicability of these theories to diabetic patients as the diverse cultural backgrounds are unclear, as well as how these theories can be effectively employed to tailor to patients’ cultural values and norms.

Evidence-Based Strategies for Classroom and Learner Management

To effectively educate patients about diabetes self-management education, the following evidence-based strategies are beneficial in fulfilling the goal of self-management of diabetes:

• Keeping tailored educational plans to individuals’ health needs and preferences to promote improved adherence to self-management. However, general educational programs are more cost-effective and deemed more practical to efficiently manage resources (Lee et al., 2019).
• Addressing health literacy issues through simplified materials, transparent communication, and creating interactive sessions. These not only enhance human literacy but also impact the financial stability of patients’ groups. The conflicting evidence states that a higher focus on health literacy can overlook other factors, such as socioeconomic data (Reisi et al., 2021).
• Introducing diabetes-related apps that promote self-management behaviors can help patients self-manage their health condition and improve their health outcomes as their goal is accomplished. Some concerns include accessibility and technological issues, which hinder its adequate use (Zhang et al., 2019).

Evidence-Based Best Practices to Enhance Learner Motivation in Diverse Groups

The diverse groups having cultural variation, ethnic differences, health literacy inequalities, and socioeconomic status disparities must be motivated by special techniques to promote learning and motivation. For diabetes educational sessions with diverse backgrounds, it is vital to integrate patient-centered communication strategies that involve patients in decision-making and respecting their preferences (Lee et al., 2019). Moreover, incorporate motivational interviewing to enhance intrinsic motivation and empower them to change positive behavior (McDaniel et al., 2021). Additionally, diabetes educators can model their healthy behaviors to facilitate observational learning and motivate their patients to stick to healthy lifestyles (Kolb, 2021).

Conclusion

To conclude, the learning environment for elderly diabetics is virtual learning via telehealth. Moreover, theories to integrate within diabetes education on self-management are Jacob Kounin’s classroom management theory, Vygotsky’s social development theory, SDT, and SCT. Evidence-based practices are essential to ensure self-management education on diabetes is well-acquired.

References

American Association of Diabetes Educators. (2020). An effective model of diabetes care and education: Revising the AADE7 self-care behaviors®. The Diabetes Educator, 46(2), 014572171989490. https://doi.org/10.1177/0145721719894903 

Castilho, W. L. de, Chavaglia, S. R. R., Ohl, R. I. B., Gamba, M. A., Freitas, M. A. de O., Castilho, W. L. de, Chavaglia, S. R. R., & Gamba, M. A. (2020). Módulo educativo en ambiente virtual de aprendizaje en diabetes mellitus. Enfermería Global, 19(59), 345–388. https://doi.org/10.6018/eglobal.320631 

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 

NURS FPX 6105 Assessment 2 Management and Motivation

Kolb, L. (2021). An effective model of diabetes care and education: The ADCES7 self-care behaviorsTM. The Science of Diabetes Self-Management and Care, 47(1), 30–53. https://doi.org/10.1177/0145721720978154 

Lee, S.-K., Shin, D.-H., Kim, Y.-H., & Lee, K.-S. (2019). Effect of diabetes education through pattern management on self-care and self-efficacy in patients with type 2 diabetes. International Journal of Environmental Research and Public Health, 16(18), 3323. https://doi.org/10.3390/ijerph16183323 

McDaniel, C. C., Kavookjian, J., & Whitley, H. P. (2021). Telehealth delivery of motivational interviewing for diabetes management: A systematic review of randomized controlled trials. Patient Education and Counseling, 105(4). https://doi.org/10.1016/j.pec.2021.07.036 

Ntoumanis, N., Ng, J. Y. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Lonsdale, C., & Williams, G. C. (2020). A meta-analysis of self-determination theory-informed intervention studies in the health domain: Effects on motivation, health behavior, physical, and psychological health. Health Psychology Review, 15(2), 1–31. https://doi.org/10.1080/17437199.2020.1718529 

NURS FPX 6105 Assessment 2 Management and Motivation

Pals, R. A. S., Skinner, T., Velasco, E. R., & Grabowski, D. (2020). The role of theories in interventions targeting preteens with type 1 diabetes: A critical literature review. Child: Care, Health and Development, 46(2), 155–174. https://doi.org/10.1111/cch.12730 

Phillips, A. S., & Guarnaccia, C. A. (2020). Self-determination theory and motivational interviewing interventions for type 2 diabetes prevention and treatment: A systematic review. Journal of Health Psychology, 25(1), 135910531773760. https://doi.org/10.1177/1359105317737606 

Reisi, M., Fazeli, H., Mahmoodi, M., & Javad zadeh, 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, 6(2), 21–32. http://eprints.bpums.ac.ir/id/eprint/9434 

Sharpless, E., Borkowski, N., O’Connor, S. J., Hearld, L., & Szychowski, J. (2021). A comparison of two diabetes self-management education programs for the reduction of participant a1c levels. American Journal of Health Promotion, 35(7), 988–990. https://doi.org/10.1177/08901171211003829 

Taber, K. S. (2020). Mediated learning leading development—the social development theory of lev vygotsky. Springer Texts in Education, 277–291. https://doi.org/10.1007/978-3-030-43620-9_19 

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

NURS FPX 6105 Assessment 2 Management and Motivation

Walker, J. D., & Barry, C. (2020). Behavior management: Systems, classrooms, and individuals. In Google Books. Plural Publishing. https://books.google.com/books?hl=en&lr=&id=dPf2DwAAQBAJ&oi=fnd&pg=PR13&dq=+jacob+kounin+classroom+management+theory+for+diabetes+education&ots=qip5JqpTmj&sig=9yAc4_bVqJlMZz5m8Glhfn2UHBY 

Whitehouse, C. R., Long, J. A., Maloney, L. M., Daniels, K., Horowitz, D. A., & Bowles, K. H. (2019). Feasibility of diabetes self-management telehealth education for older adults during transitions in care. Research in Gerontological Nursing, 13(3). https://doi.org/10.3928/19404921-20191210-03 

Zhang, Y., Liu, C., Luo, S., Xie, Y., Liu, F., Li, X., & Zhou, Z. (2019). Factors influencing patients’ intentions to use diabetes management apps based on an extended unified theory of acceptance and use of technology model: Web-Based survey. Journal of Medical Internet Research, 21(8), e15023. https://doi.org/10.2196/15023