- NURS FPX 6105 Assessment 2 Management and Motivation.
Management and Motivation
The concept of management in a good learning setting, therefore, refers to arranging tools, jobs and people in the proper manner and place so that learning takes place in the best way. It indicates having goals, providing assistance, and monitoring the process (Setyaningsih & Suchyadi, 2021). Motivation leads and sustains students to perform and remain active in the classroom.
It means creating an environment that motivates students with praise, encouragement, and learning activities that are interesting to them and correspond to their wants and hobbies. This kind of management and encouragement in this environment are conducive to learning(Setyaningsih & Suchyadi, 2021). This test aims to demonstrate the significance of control and drive within a classroom environment. Explore NURS FPX 6105 Assessment 1 for more information.
Appropriate Learning Environment
In designing a good learning environment for “Nursing Care for Geriatric Patients”, one should consider the topic and the learners. The audience interested in this topic might be nursing students or other healthcare providers who wish to learn how to handle elderly patients (Dahlke et al., 2020).
This could be learned by attending school or a speaking environment. In this standard setting, teachers can deliver organized lessons, video shows, and talks and arrange for the students to be involved. This makes it possible to look at senior nursing care principles systematically, including bodily alterations characteristic of seniors, medication administration, and patient encounters. It can be helpful to organize group work, case studies, and practical exercises to expand the knowledge and develop students’ practical skills (Warshaw et al., 2021).
Clinical and Simulated Learning
One could consider a clinical or simulated lab as a place of learning. In this setting, students can learn what is taught in a classroom to real real-life stories rely on persons. Simulation labs are special facilities where people can practice giving tests, administering drugs, and managing dummies or ‘standardized patients.’ Through this approach, which involves physical models and patients, people develop essential skills and make the right decisions to offer quality care to elderly patients (HOFFMAN et al., 2020).
The type of learning setting adopted depends on the goals of the educational program and the students. A classroom is always good for getting basic information. Still, a clinical or practical laboratory is more suitable for gaining experience and understanding of the procedures that can be implemented. Combining these learning settings may give the students a comprehensive and sound learning experience to provide the best care for older people with particular healthcare requirements (Pyae et al., 2023).
Theories of Classroom and Learner Management
Class management and students are key factors in teaching and learning. Many theories exist, but the most prominent ones include behaviourism and constructivism. I want to share ideas and analyze what is good and not so good about them.
Behaviorism in Education Management
Behaviourism is a learning theory that can be used to manage a school, emphasizing observable behaviours. It states that the type of stimuli and the method used to encourage appropriate behaviour alters the student’s behaviour. Mustafa (2021) also noted that behaviourism provides a straightforward approach to setting learning objectives and determining students’ performance by observing their behaviours. This makes it easy to check and monitor how much people grasp content. It is possible to apply behaviourism to learning and directing the development of specific skills and actions, such as learning foreign languages, elementary mathematics, or memory (Ferguson et al., 2020).
Behaviourism does not explain the cognitive processes involved in learning, such as reasoning or solving problems. It fails to consider that it is also significant to understand why something occurs. Critics of behaviourism, for example, argue that it can promote extrinsic motivation, implying that students have their eye on the carrot and the stick instead of the knowledge. The National University (2023) posits that behaviourism may not be the most effective technique for teaching abstract concepts that are hard to explain or for nurturing creativity and higher-order thinking skills.
NURS FPX 6105 Assessment 2 Management and Motivation Management and Motivation
It is important to note that constructivism emphasizes a constructive approach to learning and social interaction. Its central premise is that people learn through experience and adventure in the environment. Constructivism fosters critical thinking, problem-solving, and a comprehensive understanding of the subject as students engage with the content and reconstruct it (Western Governors University, 2020).
It encourages independence by allowing students to learn about their interests at their convenience, thus motivating them. Joint activities and discussions are typical in constructivist classes. These assist students in their social interactions, spoken language, and perspective in the field (Lin et al., 2021).
Constructivist methods may take a long time to implement, and it may be challenging to address each learner in a large class and provide them with the individualized assistance they may require. It can be more challenging to assess the results of constructivist learning since they are frequently aimed at changing knowledge rather than at something that can be quantified. Some students may find it challenging to work in groups, especially when the constructivist approach is relatively liberal and non-structured (Miller & Murray, 2023).
Theories of Learner Motivation
Expectancy Theory, also known as Vroom’s Theory, posits that if a person believes that a particular behaviour will result in a good performance, yielding acceptable results or rewards, the person will engage in the behaviour. The rationale of this theory is that the decision made by individuals as to what to do involves the evaluation of effort-performance expectancy, performance-outcome expectancy, and the significance of the outcomes. It was established that learners are motivated when they feel that their efforts will be rewarded and enable them to achieve significant benefits (Osafo et al., 2021).
Expectancy and Social Cognitive Theories
The Expectancy Theory has its merits in that it addresses how each individual perceives things and how motivation can be altered. It considers that different people do not equally appreciate the same results, which allows inspiration to be as individualized as possible. It also aligns with procedures for goal establishment and success in schools, which makes it valuable for educators (Zboja et al., 2020). The Expectancy Theory has several limitations, one of which is that it might overemphasize the rationality of people when making choices and fail to consider other factors, such as emotions and social or cultural factors that could influence motivation (Pursiainen & Forsberg, 2021).
According to Alber Bandura, the social cognitive theory is founded on learning principles based on observation, self-regulation, and self-effort to encourage learning among people. As stated by Mujahidah (2023), the theory of human development and motivation states that people can learn new behaviours and motivations through mastery experiences, vicarious experiences, social persuasion, and emotional and physiological states. It also reveals that people can increase their self-confidence to accomplish things. According to this theory, students may be motivated to perform well in school by observing their peers or others achieve well on challenging assignments. This can make them feel at ease with what they have learnt.
One powerful aspect is that it considers the social and environmental factors influencing behaviour. It focuses on the issues of modelling and social interaction in learning. It also acknowledges the role of self-efficacy views, as pointed out by Recker (2023), as crucial in sustaining aspiration when the going gets rough. The only potential weakness of this theory is that it is based on personal observations and opinions to guide how to intervene effectively to increase drive. It may also not fully explain innate or physiologically motivated aspects of desire. (Recker, 2023).
Evaluating Applicability of Theories
It would be pretty advantageous to apply the learner incentive and the classroom and learner management ideas to enhance the learning experience in “Nursing Care for Geriatric Patients”. Some theories regarding learner motivation, such as Expectancy and Social Cognitive Theory, might be necessary. As stated by the theory of expectations, students have the motivation to work hard when they expect a positive outcome. When teaching nursing care for senior patients, informing students of how they can enhance the quality of life of older persons can compel them to engage in the course. At the same time, the social cognitive theory is about modelling behaviour and having confidence in one’s capability. Role modelling and storytelling about great caregivers can help students be motivated and develop faith in themselves to provide good care (Kwon et al., 2022).
NURS FPX 6105 Assessment 2 Management and Motivation Management and Motivation
Still, behaviourism and constructivism can help teachers and students improve their relationships. Behaviorism can establish order and structure in the classroom, which helps keep the learning environment productive. It is crucial to note that this method will enable students to enhance their understanding of caring for seniors using the best practices. At the same time, constructivism can be applied to foster critical thinking and engagement. Placing students in situations where they must solve problems and asking students to consider what they have learned may help them construct knowledge in the area (Calavia et al., 2021).
Consequently, the “Nursing Care for Geriatric Patients” class can apply Expectancy Theory, Social Cognitive Theory, Behaviorism, and Constructivism to maintain the students’ interest and ensure a class’s effective functioning. If used appropriately, these concepts can contribute to fostering senior care workers who are professional and compassionate (Calavia et al., 2021). Top of Form
Evidence-Based Strategies for Classroom Management
Classroom and pupil management strategies are scientifically proven and are based on research and data. They seek to establish the most favourable learning environment that fosters student engagement, proper conduct, and academic achievement. These tactics are derived from standard methodologies and practices found compelling across various school settings.
Effective Classroom Behavior Strategies
One of these is positive behaviour intervention and support (PBIS), an evidence-based framework that features clear standards, positive reinforcement, and consistent consequences for unacceptable behaviour. Research supports this approach, which indicates that positive and proactive interventions are more effective at addressing undesirable student behaviour than negative and punitive ones (Bastable et al., 2021).
Another effective technique is organization and order in the classroom. In one study, organizing classes and creating clear rules and patterns could decrease undesirable behaviours and increase the time spent on teaching and learning. Another factor is maintaining proper relations between teachers and students because the connections can help achieve good behaviour and academic results (Ahmad et al., 2022).
Therefore, special attention should be paid to individual training and the approaches used to instruct students. From this, educators can engage and assist students to perform better by modifying the content and delivery methods to fit the various learning abilities (Pozas et al., 2019).
Evidence-Based Practices to Enhance Learner Motivation
A clear understanding of what constitutes evidence-based practice (EBPs) for enhancing motivation to learn involves applying techniques that have been scientifically proven to improve students’ learning motivation irrespective of their abilities or learning context. Research into these practices has shown that they keep students more focused and perform better academically. One of the EBP is to set achievable goals – but not vague goals. Setting realistic expectations will assist the students in understanding what is expected of them and put them on the right path towards achieving the set goals and objectives, thus enhancing their motivation to achieve them (Carlier et al., 2020).
Enhancing Student Motivation
Freedom and choices can also increase the motivation of students, as it has been mentioned above. Allowing students some degree of choice, such as where to get projects or what topic to cover, can make the students feel more invested in the work. In many cases, paying attention to the fact that nobody should feel uncomfortable or rejected is crucial. Establishing a positive learning environment for all students that embraces diversity is a safe environment where learners yearn to learn (Lakkala et al., 2021). Cultural relevance can also motivate students through examples and materials used in class that are close to the students’ lives.
Given the numerous pieces of evidence and the various points of view regarding motivation in students and different situations, clear goals can be helpful. However, the excessive emphasis on extrinsic goals may hinder the learner’s intrinsic motivation. Some say that providing students with too many choices causes them to get lost or have poor concentration. Emphasis on culture may reinforce certain attitudes or marginalize some populations even if it was not the intended goal. Thus, teachers should work with these methods and remember that the best method can differ depending on the situation or the child (Mujahidah, 2023).
Conclusion
In short, if the people in the learning setting must be managed and motivated well, effective practices must be balanced with understanding other perspectives. NURS FPX 6105 Assessment 2 Management and Motivation emphasizes the importance of three key aspects of motivation: clear goals, student freedom, and cultural significance. These are all valuable factors, but one must also be aware of their drawbacks and challenges.
One of the most important things that good teachers understand is that there is no way to plan for all contingencies, so they adapt their plans based on students and circumstances. Education also aims to create a vibrant and receptive learning environment that fosters inspiration and sustains itself.
References
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