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NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Table of Contents

Overview of the Course 3

Learning Theories and Diversity 4

Educational Theory 4

Justification of Theory 5

Diversity of Learners 6

Strategies for Conflict Management 7

Teaching Strategies 8

Learning Outcomes 9

Appropriate Teaching Strategies 10

Managing Barriers to Learning 11

Impacts of Strategies on Student Motivation 13

Management and Motivation 14

Learning Environment 14

Relevant Theories 15

Evidence-Based Strategies and Best Practices 16

Assessment Strategies 18

Assessment Types 18

Evaluating Accomplishment of Outcomes 19

How Assessment Supports Cultural Competence 19

Summary 20

References 22

Overview of the Course

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

As a clinical nurse educator, one of the roles to play is the provision of staff development education, oriented to motivating nurses in clinical settings, coaching and mentoring them, and teaching them the best ways to meet their career goals. A critical need for nurses who are transitioning from the higher education environment into clinical practice is the understanding of a work-life balance. As Matsuo et al. (2021) noted, a strong work-life balance is a necessity for the successful hiring and retention of a large nursing workforce. Without the balance, many nurses show a high intention to leave their clinical practice setting, which is a problem that many organizations face as nurse turnover diminishes their capacity to deliver care to patients (Matsuo et al., 2021). Thus, as new nurses venture into the clinical practice setting, they need training and mentorship on the approaches that would promote their work-life balance and prevent them from getting overwhelmed to the point of quitting their jobs.

Therefore, the work-life balance topic will be delivered at the clinic during the orientation of newly hired nurses to the facility. The objectives of the course will be (a) to provide support for the newly hired nurses as they get accustomed to life as clinicians, (b) to increase the rates of retention among the new nurses by supporting their work-life balance, and (c) to promote a supportive atmosphere for the new nurses. The work-life balance lessons will be delivered as part of the coaching and orientation program through well-designed training programs and on-the-job training. The target audience for the lessons is the new nurses that the organization hires to work in various units, including the intensive care unit (ICU), high-dependency unit (HDU), the emergency department (ED), and the general ward. 

Learning Theories and Diversity

Learning theories form the foundation of the design of courses and specific topics in a manner that would be suitable for delivery to specific student populations. For a clinical nurse educator, the student population generally comprises adult learners who have obtained degrees or other nursing qualifications from recognized institutions and are transitioning into the clinical practice setting, or nurses who have been practicing but need to enhance their knowledge and skills in specific nursing practices. Consequently, in the design of courses to offer to this student population, the educator needs to select an appropriate learning theory to inform the design. In the present scenario, the educator selects the adult learning theory to impart knowledge on work-life balance to newly hired nurses at a clinical facility. This section discusses the course environment, the educational theory used and its justifications, the diversity of the learners with whom the educator will interact, and the strategies for managing conflict within the learning environment.

Educational Theory

The adult learning theory is selected as the basis for developing the course. The theory has five major orientations, namely the cognitivist, behaviorist, humanistic, social cognitive, and constructivist orientations (Allen et al., 2021). The cognitivist orientation is useful in delivering structured content to students in classroom settings with the purpose of developing their knowledge and skills to learn better. The behaviorist orientation, on the other hand, promotes change in behavior through coaching and deliberate practice in competency-building settings. The humanist orientation imparts lessons to meet affective and developmental needs and inspires students to be more self-actualized and self-aware. Social cognitive orientations are based on the role-model approach to learning through interactions and observations. The constructivist orientation, on the other hand, is aimed at making meaning through action learning and developmental assignments (Allen et al., 2021). Each of these orientations is useful in training adult learners in clinical settings, but for different areas of knowledge.

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

The most applicable orientation of the theory for the proposed lessons on work-life balance is the social cognitive orientation. The social cognitive orientation of adult learning theory posits that learning occurs best when an individual interacts with others in a social context (Allen et al., 2021). The objective of learning based on this theory is to acquire and master new behaviors and roles, especially by interacting with individuals who are more experienced and knowledgeable on the topics of interest and receiving lessons from them through formal or informal programs. The process of acquiring knowledge, based on the approach, is based on the interactions of the learner with an authentic environment, with experience being an integral part of the learning process (Mukhalalati & Taylor, 2019). The approach is based on David Kolb’s cycle of learning.

Justification of Theory

The adult learning theory will be applicable to the delivery of content on the work-life balance in the clinical setting. The lessons will be delivered as part of the coaching and orientation program targeting new nurses, meaning that the nurse educator will act as both a trainer and a role model for the newly recruited clinicians. According to Allen et al. (2021), the model of delivering information through coaching and mentorship conforms to the social cognitive orientation of the adult learning theory. In the application of the orientation within an organizational environment, the role model is a formal mentor, a supervisor, or more experienced members of the organizational team within which the learner operates. The supervisors or teammates become supportive of the learner by offering a network that would help them to learn and grow (Allen et al., 2021). This perspective would work in the proposed delivery of the work-life balance topic by ensuring that the clinical nurse educator is the mentor and the more experienced nurses in the various units where the new recruits will work are the network of support they need to learn and grow. 

Existing evidence points to the successful application of the adult learning theory in training adult learners in clinical settings. Curran (2014) reviewed existing literature on learner-centered teaching styles and found out that the application of adult learning theory promotes the engagement of learners, their learning outcomes, and the transferability of the lessons to diverse practice settings. Allen et al. (2021), from their review of leader development programs, argued that the professional training curricula adopted in medical education – as well as in the military – successfully apply the elements of the adult learning theory to impart knowledge and skills to the students. The evidence from their research supports the use of specific orientations of the theory in educating learners on specific topics. Mukhalalati and Taylor (2019) further provided support for the adoption of Kolb’s experiential learning cycle in providing health education.

Diversity of Learners

The major diversity issue in the clinical practice setting is the differences in age among the new nurses targeted by the intervention. A recent trend observed at the facility is that many of the newly recruited nurses from Bachelor of Science in Nursing (BSN) degree programs are also advanced in age. Smiley et al. (2021), reporting on a nursing workforce survey, presented the findings that the median age of Registered Nurses (RNs) is 52 years. The report also projected that the aging of the nursing workforce will be a continual trend beyond the year 2020 (Smiley et al., 2021). The implication is that the majority of established practicing RNs are older than 50 years, and even though new hires are entering the profession, their age does not greatly reduce the median value. At the facility, the nurses joining the workforce are generally of a wide age range, including individuals between 22 and 46 years old. 

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

The age of the learners is an important diversity factor because the cognitive abilities of individuals usually decline with age. According to Clark et al. (2015), older adults have slower reaction times and lower accuracy when performing new skills, which can play a role in the acquisition of activity-oriented skills. Janacsek et al. (2012), on the other hand, found that the implicit learning abilities, which are responsible for the acquisition of motor, cognitive, and social skills, are more pronounced in younger individuals, with the ability to acquire the implicit skills peaking during adolescence and declining as the years progress. Consequently, age becomes an important factor when teaching work-life balance, which is a social skill. It is also worth noting that the older students have more experience in striking a balance between various demands of life and could benefit more from experiential training than their younger colleagues. Therefore, the delivery of the lesson has to be age-appropriate, with the clinical nurse educator identifying individuals’ personal learning abilities before delivering the lessons.

Strategies for Conflict Management

In the learning environment, it is inevitable that conflicts might occur among students or between students and the nurse educator. Valente and Lourenço (2020) argued that the conflicts arise due to differences in culture among the students in the classroom, or because of other factors such as the individuals’ personalities, value systems, interests, and learning needs. Conflict might also arise if some students feel excluded from the delivery of content because of diversity factors such as culture, age, or language (Valente & Laurence, 2020). Thus, conflict management strategies that can work in the learning environment will be useful in creating a conducive learning environment for the diverse classroom. 

Valente and Laurence (2020) exemplified five conflict management strategies that can be adapted to the learning environment. They include (a) integrating, an approach for solving conflicts directly and in collaboration or cooperation among the parties involved; (b) dominating, in which the educator suppresses the students’ needs and expectations to achieve his/her goals; (c) obliging, in which the educator prioritizes the interests of the students rather than his/her own; (d) avoiding, in which the educator stays out of the situation that causes the conflict or chooses a neutral stance; and (e) compromising, in which the educator attempts to satisfy the interests of all parties by choosing a middle ground. Based on their survey of teachers in a typical classroom setting, the authors proposed that the educator should have high emotional intelligence (EI) quotient to be able to select the best conflict management approach to use in a particular situation (Valente & Laurence, 2020). However, there was a better correlation between high EI and the conflict management strategy of integrating, which enables the educator to find solutions that satisfy their own and the students’ needs.

Teaching Strategies

Teaching strategies are instrumental in delivering the course content to the targeted population of learners. They should be designed with the course outcomes in mind and should be tailored to the needs of the students. Thus, the process of designing the course and the teaching strategies involves determining the content to include, the expected outcomes for the learners, the potential factors that can hinder the effectiveness of learning, and the methods of addressing the hindrances. Consequently, this section details the learning outcomes for the proposed work-life balance course that targets new nurses being oriented to the facility, the teaching strategies that will be appropriate for the course, the barriers to learning and strategies for managing them, and the impact of teaching strategies and the strategies for handling barriers on learners’ motivation.

Learning Outcomes

The work-life balance course is created with the objective of helping the new nurses get acquainted with the new work environment and the patients they will serve and equip them with the knowledge to have a satisfactory and enhanced lifestyle despite the stresses that might occur. The assumption behind the objective of the course is that all nurses require coaching or orientation on striking a work-life balance, which is critical to the retention of a healthy and well-balanced workforce (Matsuo et al., 2021). As such, they need to learn and acquire knowledge and skills in understanding their context of work and adopting suitable practices to prevent burnout and stress, which are major contributors to intentions to leave the work environment. 

The objective informs the design of the outcomes of the delivery of the course. By the end of the course, the learner shall have:

  • Understood the benefits of achieving a work-life balance as a practicing nurse in the facility and in all other professional engagements,
  • Recognized the signs of an unbalanced life,
  • Learned about burnout, stress, and other signs of an unbalanced life and how to avoid them,
  • Acquired skills in dealing with diverse patient populations to avoid stress related to relationships with patients,
  • Mastered time management and goal setting,
  • Learned to draw boundaries between work and home,
  • Learned skills for stress management and conflict resolution,
  • And found the most effective work methods in nursing practice.

Appropriate Teaching Strategies

The teaching strategies include the provision of traditional classroom lessons involving lectures and PowerPoint presentations and the use of flipped classrooms. The traditional classroom strategies are effective in conveying the theoretical information that the learners need to have in the process of building their knowledge and skills regarding work-life balance. They are based on the outcome-based education model in which the lesson and curricula are designed to emphasize the elements that learners should understand and adapt to their lives beyond the classroom environment (Tan et al., 2018). In this traditional method, the lectures and presentations are supplemented by student self-evaluation and educator evaluations to ensure that the learners are on course to achieve the expected outcomes. According to Tan et al. (2018), the evaluations should be based on theoretical and clinical knowledge. 

The traditional methods are then supplemented with innovative teaching strategies such as the use of flipped classrooms. According to Pangadaman et al. (2019), flipped classrooms are used to provide learner-centered education and to promote the students’ engagement with an emphasis on self-learning. It can also incorporate team-based learning and the use of role-playing, but the evidence is not clear on the efficacy of mixing the team-based approaches with the learner-centered flipped classroom model in providing effective nursing education. However, according to Tan et al. (2018), nursing competency can further be built through learner-centered approaches that also incorporate role-playing and scenario simulation to get the learners accustomed to the real-life experiences that occur in the workplace environment. Moreover, Pangadman et al. (2019) proposed the incorporation of active learning into nursing education, a process that involves allowing the nurses to apply the knowledge acquired in the classroom directly in their practice settings. Thus, the traditional and innovative teaching strategies can be useful in educating new nurses on work-life balance but need to be tuned to specific learner needs to make them student-centered. 

Managing Barriers to Learning

In a typical classroom setting of either traditional or non-traditional learners, there are various barriers that can hamper the students’ learning processes. According to Mavuso (2020), these barriers include language difficulties, reading and writing challenges, behavioral barriers, individual-specific barriers, and contextual barriers. The contextual barriers could include cultural influences, family backgrounds, and other family complexities, whereas individual-specific barriers include physical challenges, behavioral challenges such as absenteeism and attention-seeking, or motivational challenges that the individual learner might face (Mavuso, 2020). The educator needs to adopt strategies for managing these barriers to ensure the effectiveness of the education plan.

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Mavuso (2020) highlighted various strategies that educators can adopt to manage these barriers that individuals and entire groups in the classroom could face. The first strategy is the design and implementation of an institution-based learner profiling test to identify the learners who might have language and cultural barriers (Mavuso, 2020). From the profiling test, it would be possible to identify the learners who require specialized delivery of the course in a given language and to identify the learners who can speak multiple languages and are able to help other learners or patients to understand the concepts delivered in the classroom. The second strategy is the collaboration with community-based social workers and organizations to alleviate the contextual factors that some learners might face in the classroom environment (Mavuso, 2020). The third strategy is the adoption of a learning style inventory such as Kolb’s Learning Style Inventory to identify learners’ preferences and address the individual-specific barriers that learners could have.

The learner profiling strategy could prove effective in identifying potential language barriers for nurses coming from other cultures and speaking English as a foreign language. It could also help the facility identify the special language needs of various learners and enlist the services of interpreters or translators to help in delivering the verbal learning content to the new nurses (Mavuso, 2020). Moreover, the use of the strategy could also come in handy in completing the orientation of new nurses to their respective workstations where they will be interacting with patients with diverse language needs. The second strategy, which involves collaboration with social workers and other community resources, can equip the clinical nurse educator with the resources, skills, and capabilities that can help resolve new nurses’ cultural and family issues that can impede their orientation and learning in the specific facility. Social workers and community-based organizations are equipped with the knowledge and capacity to manage some of the social and psychological issues that learners might encounter when they encounter a new environment (Mavuso, 2020). Mavuso (2020) further explained that their incorporation in the teaching process would also equip the clinical nurse educator with the competency to support learners who have specific learning disabilities. 

The third strategy is aimed at resolving the individual-specific learning barriers through the use of a learning style inventory. The use of the strategy is based on the fact that a student’s learning style influences their performance and achievement, and can be used to curate a learning strategy that will produce the best outcomes for the student (Shamsuddin & Kaur, 2020). Shamsuddin and Kaur (2020) elaborated that the adoption of learning style inventory is especially significant in blended learning environments in which the traditional classroom sessions are combined with non-traditional approaches. From the study, the authors concluded that the use of the inventory can equip the educator with the information they need to design suitable materials according to the mode of learning and capabilities that the learner exhibits (Shamsuddin & Kaur, 2020). It will, therefore, be a useful strategy for designing education sessions that meet each nurse’s individual needs and preferences for receiving lifestyle-oriented lessons.

Impacts of Strategies on Student Motivation

The motivation of students depends on various factors, including intrinsic and extrinsic factors. The strategies for overcoming the barriers to learning in the classroom and the strategies for teaching the learner population can both be useful in maintaining the learners’ motivation. According to Mavuso (2020), the strategies used to address individual learning barriers that students have, such as the use of learning style inventories, can help the learners who lack motivation in pursuing knowledge to become engaged in the learning process. According to Saeedi and Parvizy (2019), one of the strategies for maintaining students’ motivation is to conduct workshops or active learning to allow them to apply the theoretical concepts in their immediate working environments. 

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

The chance to apply the theoretical knowledge in practice is significant in enhancing adult learners’ level of engagement with the course delivery as they appreciate the importance and significance of the lessons delivered. It gives evidence for the positive impact of the use of role-playing, scenario simulation, and other active learning approaches in motivating students. Finally, the strategy of collaborating with social workers and community-based organizations helps in providing social and psychological support to learners, a strategy that helps motivate students (Nettasinghe & Samarasinghe, 2018). The motivation from the collaboration with social workers comes as a result of the support that the learners receive from the educator and the social workers and community resources.

Management and Motivation

In the process of providing staff development education that equips the target population with the knowledge and skills on work-life balance, the clinical nurse educator needs to create a suitable learning environment and motivate the learners to attend the desired sessions. The management of the class and motivation of learners requires a careful consideration of the learning environment to use, the use of evidence-based approaches for motivating learners, and the application of these approaches in the educational setting. This section details the elements necessary for promoting the motivation of the learners in the work-life balance program.

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

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.

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 4 Assessment Strategies and Complete Course Plan

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.

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.

Assessment Strategies

Assessment is an integral part of the teaching and learning process since it plays a role in gauging the knowledge that the learners have acquired and identifying areas where learning can be improved. For the delivery of the work-life balance course, the assessment technique has to be oriented towards the improvement of the learning outcomes since the skill being imparted will be generalizable to the learners’ aspects of life. Consequently, the assessment style adopted needs to inspire learners to acquire more information and to make it more practical in their work and personal lives. This section highlights the assessment types adopted, how the outcomes will be evaluated, and the relevance of assessment types to cultural competence. 

Assessment Types

The formative assessment strategy will be used in assessing learners’ progress through the course. According to Simpson-Beck (2011), formative assessment is student-oriented and reflective in nature, allowing both the educator and the learner to correct knowledge or information acquired and taught, clarify points of ambiguity, and implement necessary adjustments. Formative assessment is preferable because it prepares students to be independent lifelong learners who take full responsibility for their learning (Simpson-Beck, 2011). The formative assessment styles that will be used include student self-assessment, self-test quizzes through an online discussion board, and a mid-course exam (MacKenzie, 2019). The performance of self-assessment will be used to give the learners a chance to gauge the lessons learned and their applicability to their professional and personal lives, revealing areas of ambiguity that the educator should clarify. The mid-course exam and self-test quizzes with no constraints on the learners will be useful in identifying areas where the learners need to adjust their application of the work-life balance knowledge in practice. Furthermore, the self-test quizzes help learners to rate their own confidence in their knowledge, especially when administered through discussion board posts. As MacKenzie (2019) noted, students respond more positively to the unconstrained formative assessments rather than the summative styles of weekly quizzes, report writing, and presentations.

Evaluating Accomplishment of Outcomes

The method that will be used to evaluate the achievement of course outcomes is the conduction of course surveys at the midway point and at the end of the course. The administration of course surveys at the halfway point during the education program helps the educator to understand students’ mastery of the concepts and to understand the concepts that need re-teaching. When performed at the end of the course, the survey helps the educator to gauge whether the students achieved the outcomes that had been outlined and had mastered the concepts delivered through the program. The learning outcomes for this course correspond to the major concepts of work-life balance that learners should master, meaning that the administration of the survey will reveal how much the new nurses have understood the concepts and are ready to apply them in their professional and personal lives. 

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

How Assessment Supports Cultural Competence

The different formative learning styles are useful for learners with diverse learning styles that are influenced by the nurses’ age differences. According to Bhati and Song (2019), formative assessment is one of the techniques that successfully keeps younger learners engaged, especially when experience-oriented learning is adopted. Individuals of different age groups – especially the younger ones – have distinct views of learning that are influenced by their upbringing, and the use of different styles of assessment caters to their diverse needs. For instance, older learners who are more accustomed to traditional teaching strategies will respond well to the issuance of mid-course exams, whereas the younger learners will benefit more from the non-traditional approaches such as self-test quizzes and self-assessments. Finally, the use of formative assessment approaches helps in advancing cultural competence since it provides diverse approaches for evaluating students from different cultural and linguistic backgrounds. As Antón-Solanas et al. (2020) pointed out, formative assessment is a suitable strategy to incorporate within a model for teaching and learning cultural competence. 

Summary

The course that has been designed in this report is staff development training on work-life balance for new nurses getting absorbed into the facility and transitioning from higher-education programs. The objective of the course is to help new nurses get acquainted with the new work environment and the patients they will serve and equip them with the knowledge to have a satisfactory and enhanced lifestyle despite the stresses that might occur. The course is built on the principles of the social cognitive perspective of the adult learning theory in a setup where the educator provides coaching and orientation, and the other nurses are the social support system for individual learners. The learners are diverse in age and require teaching strategies that conform to the specific needs and preferences of the various age groups. Traditional teaching strategies such as lectures and presentations will be supplemented with flipped classrooms, with the lesson plan designed to overcome barriers related to language, reading and writing, culture, family backgrounds, and individual circumstances. Learner motivation will be achieved through (a) the conduction of workshops, (b) trainer uniformity, and (c) having a checklist of desired solutions. The assessment of the students will be achieved through formative approaches such as student self-assessment, self-test quizzes through an online discussion board, and a mid-course exam. Course surveys will be conducted at the midway point and at the end to gauge the achievement of course outcomes. 

References

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NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

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NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

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.

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NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

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