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NURS FPX 6105 Assessment 2 Management and Motivation

Management and Motivation

NURS FPX 6105 Assessment 2 Management and Motivation

Newly hired nurses need to have a good understanding of work-life balance as they transition from school to the clinical setting. The clinical nurse educator’s role is to provide staff development education that equips the target population with the knowledge and skills on work-life balance. To deliver this course, the educator needs to create a suitable learning environment and motivate the learners to attend the desired sessions. This essay details the suitable learning environment, the informative theories of classroom management and motivation, and the best practices for promoting learner motivation and education in diverse settings.

NURS FPX 6105 Assessment 2 Management and Motivation

Learning Environment

The most appropriate learning environment for the delivery of the lessons on work-life balance and motivation for caring for patients is the welfare facility in the clinical practice setting where the nurse interacts with patients. The hospital has a staff welfare office in which clinicians and other non-medical staff receive support and psychological services – such as counseling – to help them cope with the difficulties of the working environment. According to Saeedi and Parvizy (2019), the provision of educational and welfare facilities in a clinical environment helps in improving the quality of clinical education. The educational facilities help support the conduction of workshops and physical training sessions akin to the traditional classroom environments. According to Nakayoshi et al. (2021), learning environments that allow for the provision of instructions by demonstration and promote student-focused teaching motivate students to self-practice the acquired knowledge and skills repeatedly, which inspires the retention of knowledge. For instance, placing a learner in an environment where they interact with adolescent patients would equip them with the skills to deal with patients in this age group. Thus, the welfare facilities become a useful resource for the learners to acquire the soft skills they need to maintain a proper work-life balance. 

Some environments are, however, not supportive of the motivation of learners. One such environment is the online delivery of lessons, whose shortcoming is that the nursing skills imparted are only taught once, limiting the learners’ abilities to practice the knowledge more than once (Nakayoshi et al., 2021). It is more motivating for learners to be in environments where they can obtain advise from both within and outside the learning environments to spark their motivations for study. Therefore, the use of the educational and welfare facilities within the clinical setting will be appropriate for enhancing learners’ motivation. 

Relevant Theories

Classroom and Learner Management

NURS FPX 6105 Assessment 2 Management and Motivation

Humanistic theories of classroom management are the most appropriate for the delivery of lessons on work-life balance. The humanistic theories are premised on the fact that students can make their decisions and control their behavior, meaning that the educator’s role is to pay attention to the emotions of the students and their initiatives and needs (Liao, 2018). The educator facilitates learning and motivation by exploring the students’ sense of belonging, achievement, and self-identification and taking corrective action through communication skills. Glasser’s model, a humanistic theory, focuses on realistic and control therapy, and encourages the connection of students, and giving chances for them to form their judgments, make plans, and commit to the learning process. Ginott’s wise information model is also a humanistic theory that espouses the use of wise communication to interact with students harmoniously (Liao, 2018). The two theories provide desirable models for the delivery of the proposed lessons.

Learner Motivation

The most relevant theory of learner motivation is the self-determination theory, which posits that individuals demonstrate different types of motivation that might be distinct from person to person (Nakayoshi et al., 2021). The motivations include amotivation, extrinsic, and intrinsic motivation with respect to the triggers and regulations. Amotivated individuals have no willingness to act, and an educator can do little to change the state (Nakayoshi et al., 2021).  Extrinsically motivated individuals get motivated through external regulation, introjected regulation, identified regulation, and integrated regulation. Intrinsically motivated individuals, on the other hand, are motivated by interest, enjoyment, and inherent satisfaction (Nakayoshi et al., 2021). The self-determination theory has the strength of revealing the factor informing an individual’s motivation on a scale that represents all individuals in the continuum.

NURS FPX 6105 Assessment 2 Management and Motivation

Applicability of Theories

The humanistic theories as expressed in Glasser’s and Ginott’s models are useful in driving motivation within the clinical setting where learners are acquiring knowledge on work-life balance. The theories’ applicability is based on the fact that the students’ decision-making and control capabilities will enable them to stay engaged in drawing lessons from themselves about a course that would impact their nursing practice and private lives. However, there is uncertainty on whether the learners will require disciplinary action, which from the humanistic perspective, can be done through skillful communication. It is unclear whether the adult learners will produce behavioral problems that are worth punishing or disciplining. The self-determination theory is applicable for motivating the learners because it provides underpinnings for understanding the motivation strategies that work for each student.

Evidence-Based Strategies and Best Practices

In the clinical setting, learner motivation can best occur when there is a high quality of clinical education and the establishment of working academic and clinical relationships among the educators and the learners. According to Saeedi and Parvizy (2019), the three best practices and strategies for enhancing learner motivation through high-quality clinical education are (a) conduction of workshops, (b) trainer uniformity, and (c) having a checklist of desired solutions. The conduction of workshops for the learners about the subject of study – in this case, work-life balance or the care for specific patient populations without getting emotionally drained – helps in equipping them with the practical knowledge and skills of how to apply the theoretical principles to practice. Saeedi and Parvizy (2019) also noted that learners are more engaged and motivated to gain new knowledge and skills when the same trainer or educator takes them through both theoretical and practical sessions. The strategy makes it easy for the learners to share ideas and ask questions to the educator, inspiring their participation in the learning process. The use of checklists, as Saeedi and Parvizy (2019) reported, helps the educator identify the areas of weakness in the learning process from the students’ perspective and develop strategies for improving the quality of the training. The process helps in keeping students engaged, improving the course of learning, and ensuring the education services meet students’ needs.

NURS FPX 6105 Assessment 2 Management and Motivation

The best practices for improving the relationships among the educators and learners include conducting coordination meetings and conducting workshops on relationships. The coordination meetings are conducted with the purpose of getting the learners and the educator to be comfortable with one another, creating an academic relationship with desirable results (Saeedi & Parvizy, 2019). The conduction of workshops on relationships will be helpful in equipping the learners with the skills to establish working relationships with patients (Saeedi & Parvizy, 2019). The use of the strategy will be helpful in motivating learners who desire to understand their patients better and establish trusting relationships with patients of diverse backgrounds, ages, and preferences. The perspective that Nettasinghe and Samarasinghe (2018) exemplified, on the other hand, is to implement social activities and assign the learners to supportive supervisors. The perspective speaks of the necessity of involving supervisors in the nursing education processes.


Liao, Y. (2018). How to manage classroom in college teaching. Advances in Social Science, Education and Humanities Research, 264, 513-517.

Nakayoshi, Y., Takase, M., Niitania, M., Imai, T., Okada, M., Yamamoto, K., & Takei, Y. (2021). Exploring factors that motivate nursing students to engage in skills practice in a laboratory setting: A descriptive qualitative design. International Journal of Nursing Sciences, 8(1), 79-86.

Nettasinghe, N. A., & Samarasinghe, K. (2018). Psycho-social learning environment from nurse students’ perspective. Psycho-Social Learning Environment from Nurse Students’ Perspective, 6(12), 2707-2714.

Saeedi, M., & Parvizy, S. (2019). Strategies to promote academic motivation in nursing students: A qualitative study. Journal of Education and Health Promotion, 8(86), 1-7.

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