NURS FPX 6105 Assessment 3 Teaching Strategies

Name

Capella university

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Teaching Strategies

Chronic Disease Management (CDM) in nursing involves the comprehensive care and treatment of individuals with long-term health conditions such as diabetes, hypertension, and heart disease. Chronic illness management requires teaching strategies for nursing students. These techniques give the information, abilities, and attitudes needed for patient care (Murtagh et al., 2021). This paper will discuss evidence-based teaching methods to motivate, engage, and overcome hurdles in CDM nursing education for diverse students. 

Learning Outcomes 

CDM learning outcomes matter in nursing education. They provide out the fundamental information, abilities, and mindsets that students should strive to achieve. Caring for patients with chronic illnesses is a challenging and common task in healthcare. By focusing on CDM, students will be prepared to meet this challenge. Better patient outcomes and healthcare delivery are the end results of these outcomes, which guarantee that nursing graduates have the skills to give comprehensive, high-quality care (Oikarainen et al., 2022). Specific learning outcomes include: 

• The learning activity for understanding of common chronic diseases involves attending lectures, participating in case studies, and engaging in hands-on simulations. Students are expected to demonstrate an understanding of common chronic diseases, their pathophysiology, and evidence-based management strategies. This behavior will be measured through quizzes and exams assessing knowledge of chronic diseases and their management (Boeykens et al., 2022).
• Students will engage in critical thinking exercises, analyze case scenarios, and develop care plans. They are expected to apply critical thinking skills to evaluate and prioritize the necessities of patients with chronic conditions, develop individualized care plans, and evaluate their effectiveness. The criteria for measurement include the submission of written care plans demonstrating critical thinking skills and effectiveness in addressing patient needs (Boeykens et al., 2022).

NURS FPX 6105 Assessment 3 Teaching Strategies

• The learning activity for effective communication in patient care involves participating in role-playing exercises, observing patient interactions, and engaging in interdisciplinary team discussions. Students are expected to communicate effectively with patients, families, and interdisciplinary healthcare teams to promote collaboration and patient-centered care in CDM. Performance assessments, such as oral presentations or role-plays, will measure effective communication skills in various healthcare scenarios (Murtagh et al., 2021).
• Students will attend cultural competency workshops, engage in reflective exercises, and participate in cultural sensitivity training. They are expected to demonstrate cultural competence in addressing the diverse needs and preferences of patients with chronic illnesses, considering factors such as ethnicity, socioeconomic status, and health literacy. The criteria for measurement include written reflections or participation in role-plays assessing understanding and application of cultural competency principles in patient care (Rahemi & Williams, 2020).

These learning outcomes are based on assumptions. One assumption is that students possess a foundational understanding of basic nursing principles. Another assumption is that students have completed prerequisite coursework in anatomy, physiology, pharmacology, and medical-surgical nursing. Additionally, it is assumed that students are motivated to learn and are committed to professional growth and development in the field of nursing (Boeykens et al., 2022).

Teaching Strategies Based on Topic and Audience

Numerous approaches prove effective in gauging appropriate teaching approaches for CDM in nursing education. Combining didactic lectures, case studies, and hands-on simulations allows students to acquire theoretical knowledge. They can then apply it to real-world scenarios, addressing the needs of both the educational topic and the audience (Gartz & O’Rourke, 2020). Incorporating collaborative learning activities, such as group discussions and peer teaching, fosters engagement and facilitates knowledge sharing among students.

Integrating technology-based learning tools, such as virtual patient models and online components, offers flexibility and accessibility. These tools cater to the diverse learning preferences of nursing students (Pramesworo et al., 2023). These teaching strategies are tailored to the specific educational topic of CDM and the audience of nursing students, ensuring comprehensive understanding and skill development in managing chronic illnesses (Ali et al., 2022). Evaluating the appropriateness of these strategies involves considering factors such as the course objectives, student learning styles, and available resources to maximize learning outcomes effectively.

Knowledge Gaps

In evaluating teaching strategies for CDM in nursing education, areas of uncertainty can include the effectiveness of innovative approaches. For instance, the impact of virtual patient simulations on fully engaging students and promoting critical thinking skills is uncertain. Additionally, advance inquiry is needed to evaluate the long-term retention of knowledge and skills acquired through hands-on simulations and collaborative learning activities (Pramesworo et al., 2023). Understanding the impact of individual learning preferences and cultural backgrounds on the effectiveness of teaching strategies also requires exploration.

Evidence-Based Strategies to Manage Barriers to Learning

In CDM nursing education, addressing potential classroom learning barriers is essential for effective teaching. One common challenge is limited access to resources, like textbooks or technology. To overcome this, educators can utilize Open Educational Resources (OERs) and online platforms, offering students free or low-cost access to materials (Ali et al., 2022). Language and cultural differences among CDM students can also hinder comprehension and engagement. Educators can create an inclusive learning environment by employing culturally responsive teaching methods, such as integrating diverse perspectives and providing language support (Campos et al., 2021).

Time constraints and competing priorities can disrupt CDM students’ ability to balance academic demands with personal and professional commitments. Flexible scheduling options, such as asynchronous online modules or evening classes, accommodate diverse student needs. Addressing individual learning styles further enhances engagement and comprehension. Employing various teaching methods, such as visual aids and hands-on activities, ensures equitable access to learning for all CDM nursing students (Boeykens et al., 2022). 

Underlying Assumptions

The strategies for managing potential barriers to learning in the CDM classroom were selected based on certain assumptions. One assumption is that students may face challenges related to resource accessibility for CDM. Another assumption is that language and cultural differences can hinder comprehension and engagement (Gartz & O’Rourke, 2020). Additionally, it is assumed that time constraints and competing priorities may disrupt CDM students’ ability to balance academic demands. These assumptions reflect nursing students’ diverse needs and backgrounds, guiding educators in implementing effective teaching methods (Ali et al., 2022).

Effect of Evidence-Based Strategies on Barriers to Learning

 Nursing education learning can be affected by a number of factors. Among them is restricted access to technology and textbooks, among other things. Furthermore, linguistic and cultural disparities among pupils can make it more difficult for them to understand and participate. Students’ capacity to fully participate can be hindered by conflicting priorities, such as obligations to their families and jobs. Furthermore, different learning styles influence the way engaged pupils are with the subject matter (Lewis & Bell, 2020).

As supported by current peer-reviewed literature, the certain strategies are anticipated to overcome learning hurdles in the nursing student audience effectively. By utilizing OERs and online platforms to address limited resource access, CDM nurse educators can ensure equitable access to essential materials (Ali et al., 2022). Culturally responsive teaching methods involve integrating diverse perspectives and providing language support. These methods have enhanced comprehension and engagement among nursing students from various linguistic and cultural backgrounds (Rahemi & Williams, 2020).

Flexible scheduling options, like asynchronous online modules, accommodate students’ competing priorities and promote active participation in learning activities (Neuwirth et al., 2020). Addressing individual learning styles through diverse teaching methods, such as visual aids and hands-on activities, fosters engagement across diverse student populations (Lewis & Bell, 2020). These evidence-based strategies align with current literature findings and are expected to mitigate learning barriers effectively. Hence promoting inclusivity and enhancing the educational experience for nursing students. 

Role of Strategies in Maintaining Diverse Learner’s Motivation

The designated tactics aim to keep diverse students’ motivation by addressing their specific needs and preferences. Research suggests that OERs and online platforms can enhance motivation by providing accessible and relevant learning materials (Ali et al., 2022). Culturally responsive teaching methods, such as integrating diverse perspectives and providing language support, foster a sense of inclusion and sustain motivation (Rahemi & Williams, 2020). Flexible scheduling options, like asynchronous online modules, accommodate diverse learners’ schedules and promote active participation, contributing to sustained motivation (Neuwirth et al., 2020).

Addressing individual learning styles through various teaching methods, such as visual aids and hands-on activities, promotes engagement and self-efficacy. These are key determinants of motivation (Gartz & O’Rourke, 2020). These evidence-based strategies are aligned with current literature findings and are expected to support diverse learners’ motivation in nursing education effectively. 

Conclusion

This report emphasizes evidence-based teaching strategies to overcome barriers and maintain motivation among diverse nursing students in CDM education. By addressing resource accessibility, cultural differences, and time constraints, educators can foster an inclusive learning environment. Open educational resources, culturally responsive teaching methods, and flexible scheduling options promote engagement among nursing students. These strategies also sustain motivation, enhancing the educational experience for students.

References

Ali, S., Sultan, M., & Rafiq, M. (2022). Open education resources’ benefits and challenges in the academic world: A systematic review. Global Knowledge, Memory and Communication, 73(3), 274–291. https://doi.org/10.1108/gkmc-02-2022-0049 

Boeykens, D., Boeckxstaens, P., De Sutter, A., Lahousse, L., Pype, P., De Vriendt, P., & Van de Velde, D. (2022). Goal-oriented care for patients with chronic conditions or multimorbidity in primary care: A scoping review and concept analysis. PLOS ONE, 17(2). https://doi.org/10.1371/journal.pone.0262843 

NURS FPX 6105 Assessment 3 Teaching Strategies

Campos, A., Hopkins, M., & Quaynor, L. (2021). Linguistically responsive teaching in preservice teacher education: A review of the literature through the lens of cultural-historical activity theory. Journal of Teacher Education, 71(2), 203–217. https://doi.org/10.1177/0022487118808785 

Gartz, J., & O’Rourke, J. (2020). Telehealth educational interventions in nurse practitioner education. Journal of the American Association of Nurse Practitioners, 33(11), 872–878. https://doi.org/10.1097/jxx.0000000000000488 

Lewis, L. S., & Bell, L. M. (2020). Academic success for culturally and linguistically diverse nursing students: An integrative review. Journal of Nursing Education, 59(10), 551–556. https://doi.org/10.3928/01484834-20200921-03 

Murtagh, S., McCombe, G., Broughan, J., Carroll, Á., Casey, M., Harrold, Á., Dennehy, T., Fawsitt, R., & Cullen, W. (2021). Integrating primary and secondary care to enhance chronic disease management: A scoping review. International Journal of Integrated Care, 21(1). https://doi.org/10.5334/ijic.5508 

Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2020). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141–156. https://doi.org/10.1177/1477971420947738 

Oikarainen, A., Kaarlela, V., Heiskanen, M., Taam-Ukkonen, M., Lehtimaja, I., Kärsämänoja, T., Tuomikoski, A.-M., Kääriäinen, M., Tomietto, M., & Mikkonen, K. (2022). Educational intervention to support development of mentors’ competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study. Nurse Education Today, 116. https://doi.org/10.1016/j.nedt.2022.105424 

Pramesworo, I. S., Sembiring, D., Sarip, M., Lolang, E., & Fathurrochman, I. (2023). Identification of new approaches to information technology-based teaching for successful teaching of millennial generation entering 21st century education. Jurnal Iqra’: Kajian Ilmu Pendidikan, 8(1), 350–370. https://doi.org/10.25217/ji.v8i1.2722 

NURS FPX 6105 Assessment 3 Teaching Strategies

Rahemi, Z., & Williams, C. L. (2020). Does ethnicity matter—Cultural factors underlying older adults’ end-of-life care preferences: A systematic review. Geriatric Nursing, 41(2), 89–97. https://doi.org/10.1016/j.gerinurse.2019.07.001