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NURS FPX 6105 Assessment 2

NURS FPX 6105 Assessment 2

NURS FPX 6105 Assessment 2 Management and Motivation

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The concept of management in a good learning setting therefore refers to arranging tools, jobs and people in the right manner and in the right place such that learning takes place in the best way. It indicates having goals, providing assistance, and monitoring the process (Setyaningsih & Suchyadi, 2021). Whereas motivation is what leads and sustains students to perform and remain active in the classroom. It means creating an environment that is motivating students with praise, encouragement and the learning activities that are interesting for them and correspond to their wants and hobbies. This kind of management and encouragement in this type of environment are conducive for learning to happen (Setyaningsih & Suchyadi, 2021). The purpose of this test is to demonstrate the significance of control and drive within a classroom environment.

Appropriate Learning Environment

Designing a good learning environment for “Nursing Care for Geriatric Patients”, one should consider the topic and the learners. The audience that might have an interest in this topic might be nursing students or other healthcare providers who would wish to gain more knowledge on how to handle elderly patients (Dahlke et al. , 2020).

Perhaps this is something that can be learned by attending a school or a speaking environment. In this standard setting, teachers can deliver organized lessons, video shows, and talks and can also arrange for the students to be involved. This makes it possible to look at senior nursing care principles in a systematic manner, which include; bodily alterations that are characteristic of seniors, medication administration and patient encounters. It can be useful to organize group work, case studies, and practical exercises in order to expand the knowledge and develop the practical skills of students (Warshaw et al. , 2021).

In its stead, one could consider a clinical or simulated lab as the place of learning. In this setting students are able to apply what they have been taught in a classroom to real life scenarios concerning elderly persons. Simulation labs are special facilities where people can practice giving tests, administering drugs, and managing dummies or ‘standardized patients. ’ Through this approach that involves use of physical models and patients, people develop essential skills and make right decisions that enable them to offer quality care to elderly patients (HOFFMAN et al. , 2020).

The type of learning setting that is adopted depends on the goals of the educational program and the students. A classroom is always good to get basic information but a clinical or a practical laboratory is more suitable to gain an actual experience and to understand how they can be put into operation. Combining these learning settings may provide the students with a comprehensive and sound learning experience in order that they can provide the best care for the elderly with particular health care requirements (Pyae et al., 2023).

Theories of Classroom and Learner Management

Class management and the students themselves are key factors of teaching and learning process. There are many theories in this area but the most prominent ones include the behaviorism and constructivism theories. These are some ideas that I would like to share with you, and to analyze what is good and what is not so good about them.

Behaviourism is a learning theory that can be used to manage a school, with an emphasis on observable behaviors. It states that the type of stimuli and the method used to encourage appropriate behavior alters the student’s behavior. Mustafa (2021) also noted that behaviorism provides a clear approach to setting learning objectives and determine the performance of students by observing their behaviors. This makes it easy to check and monitor the extent to which people are grasping content. In my opinion, it is possible to apply behaviorism to the process of learning and directing the development of certain skills and actions, such as learning foreign languages, elementary mathematics, or memory (Ferguson et al. , 2020).

Behaviorism does not explain the cognitive processes involved in learning as in how to reason or even solve problems. It fails to consider the fact that it is also significant to understand why something occurs. Critics of behaviorism, 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

It is important to note that in constructivism, there is an emphasis on a constructive approach to learning as well as social interaction. Its major premise is that people learn through the experience and having an adventure in the environment. In constructivism, as students engage with the content and reconstruct it, critical thinking, problem-solving, and comprehensive understanding of the subject are fostered (Western Governors University, 2020). It fosters independence through allowing students to learn about their interests and at their own convenient time and thus making them more motivated. In constructivist classes, joint activities and discussions are typical. These assist students in their social interactions, spoken language, and their perspective in field (Lin et al. , 2021).

Constructivist methods may take a lot of time to be implemented, and it may be quite difficult to address each learner in a large class and provide them with the individualized assistance they may require. It can be more difficult to assess the results of constructivist learning since they are frequently aimed at the change of knowledge rather than at something that can be quantified. Some students may find it difficult to work in groups, especially when the constructivist approach is rather liberal and non-structured as a rule (Miller & Murray, 2023).

Theories of Learner Motivation

Expectancy Theory, also known as Vroom’s Theory, posits that if a person believes that a certain behavior will result in good performance, which in turn yields acceptable results or rewards, then the person will engage in the behavior. The rationale in 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).

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 is 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 overemphasise the rationality of people when making choices and fail to consider other factors such as emotions, social or cultural factors that could influence motivation (Pursiainen & Forsberg, 2021).

According to Alber Bandura, the Social Cognitive Theory is founded on the principles of learning by observation, self-regulation, and self-effort to encourage learning among people. The theory of human development and motivation, as stated by Mujahidah (2023) states that people can learn new behaviors and motivations through mastery experiences, vicarious experiences, social persuasion, and emotional and physiological states. It also reveals the fact that people can increase their self-efficacy which is their confidence in their ability to get things done. According to this theory, students may be motivated to perform well in school by observing their peers or other individuals achieve well on challenging assignments. This can make them feel at ease with what they have learnt.

One very strong aspect of it is that it considers the social and environmental factors that influence drive. It focuses on the issues of modeling and social interaction in learning. It also acknowledges the role of self efficacy views, as pointed by Recker (2023), as crucial in sustaining aspiration when the going gets rough. The only potential weakness that can be pointed out with regards to this theory is that it is based on personal observations and opinions to provide guidance on how to intervene effectively to increase drive. It may also not fully explain those aspects of desire that are innate or physiologically motivated. (Recker, 2023).

NURS FPX 6105 Assessment 2

Evaluating Applicability of Theories

It would be quite 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 the learner motivation, such as Expectancy and Social Cognitive Theory, might be important. 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. Where as, social cognitive theory is about modelling the behaviour and having confidence in one’s own capability. Role modeling and storytelling about great caregivers can help students to be motivated and develop faith in themselves in order to provide good care (Kwon et al. , 2022).

Still, both behaviorism and constructivism can help teachers and students make their relationships better. Behaviorism can be used to establish order and structure in the classroom, which helps to keep the learning environment productive. It is crucial to note that this method will enable students to enhance their understanding of how they should take good care of seniors using the best practices. At the same time, constructivism can be applied in order 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 class “Nursing Care for Geriatric Patients” can apply Expectancy Theory, Social Cognitive Theory, Behaviorism, and Constructivism to maintain the interest of the students and ensure the effective functioning of a class. If applied 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 favorable learning environment that fosters the students’ engagement, proper conduct, and academic achievement. These tactics are derived from standard methodologies and practices that have been found effective across various school settings.

One of these is the positive behavior intervention and support (PBIS), which is an evidence based framework that features clear standard, positive reinforcement and consistent consequences for unacceptable behavior. This approach is supported by research, which indicates that positive and proactive interventions are more effective at addressing undesirable student behavior than negative and punitive ones (Bastable et al. , 2021).

Another technique that has been found to be effective is the Organization and order in the classroom. In one study, it has been found out that there is a possibility of decreasing undesirable behaviors and increasing the amount of time spent on teaching and learning by organizing classes and coming up with clear rules and patterns. Another factor is maintaining proper relations between teachers and students because the connections can help achieve good behavior and academic results (Ahmad et al. , 2022).

Therefore, special attention should be paid to individual training and the approaches used to deliver instruction to 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 the application of techniques that have been scientifically proven to enhance the learning motivation of students irrespective of their abilities or learning context. Research that has gone into these practices has shown that they keep students more focused and perform better in their academics. One of the EBP is to set achievable goals – but not vague goals. Setting realistic expectations will assist the students to understand what is expected of them and hence set them on the right path towards achieving the set goals and objectives thus enhancing their motivation to achieve these goals (Carlier et al. , 2020).

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. Altogether, paying attention to the fact that nobody should feel uncomfortable or rejected is crucial in quite a few cases. 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 as these are close to the lives of the students.

Given the numerous pieces of evidence and the various points of view regarding motivation in students and in different situations, it can be concluded that clear goals can be useful, although the excessive emphasis on goals that are extrinsic to the learner may hinder their intrinsic motivation. Some people say that providing students with too much choice makes them get lost or have poor concentration. Emphasis on culture may sometimes 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 be different depending on the situation or the child (Mujahidah, 2023).

Conclusion

In short, if the people in the learning setting have to be managed and motivated well, then there is a need to have a balance of the practices that are effective and understand other perspectives. The three aspects of motivation that are clear goals, student freedom and cultural importance are all good things to know, but one must also know the drawbacks and the problems that may be associated with it. One of the most important things that good teachers understand is that there is no way that they can plan for all contingencies so they adapt to their plans depending on the students and the circumstances. Education also aims at making learning environment vibrant and receptive to learning and inspiration in order to be sustained.

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References

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https://doi.org/10.36902/rjsser-vol3-iss4-2022(73-85)

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Calavia, M. B., Blanco, T., & Casas, R. (2021). Fostering creativity as a problem-solving competence through design: Think-Create-Learn, a tool for teachers. Thinking Skills and Creativity, 39, 100761.

https://doi.org/10.1016/j.tsc.2020.100761

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