NURS FPX 6105 Assessment 3

NURS FPX 6105 Assessment 3 Teaching Strategies

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The CPM course is general and has been developed for learners to assist them in making optimum care for chronic patients. These ends may be achieved by creating the learners’ cognitive and reflective approaches to learning, enabling them to have an enriched learning experience as young nurses. Experience gained in LN and CN learning theories was analyzed to differentiate the perception of learning and to suggest an adequate curriculum that can be implemented with the help of teaching approaches (Ridwan et al., 2019). The changes in the students’ perception of the curriculum, professional teaching practice, traditional teaching methods, and other aspects are to be taken into account by teaching nursing to students and learners from various cultures and ethnical backgrounds (Panda et al., 2021). The formative tool aims to construct several approaches to teaching the CPM course

Learning Outcomes for CPM Course

The formulation and delivery of the CPM course are expected to have theoretical and practical significance for the learners. As such, below are the set course outcomes expected to be achieved at the end of the course. These outcomes also provide a relative way of course evaluations at the end of the course (Männistö et al., 2019). These learning outcomes for the CPM course are as follows: These learning outcomes for the CPM course are as follows:

The specification of the intended knowledge level: Hence, the learners will be able to differentiate in patients concerning ethnicity and gender and the perception of pain in patients. Learner nurses can take an active part in developing interventions that will be relevant for chronic pain patients. The outcomes show that the learners can generate appropriate evidence-based interventions for patients with chronic pain, depending on the identified response and type of chronic disease.  Thus, learners can embark on reflective and cognitive measures to assess the prospects of chronic pain management.

Such learning outcomes are achievable by the learners and should not aim at causing the expansion of the course for those learners or healthcare educators (Hodges et al., 2019). There are, however, some assumptions that have been made to develop these learning outcomes, which have been provided as follows: There are, however, some assumptions that have been made to create these learning outcomes, which have been provided.

Teaching Strategies Based on Topic and Audience

It emphasizes that the set of angles with which the teaching strategies may vary depends on the questions set by the teacher and the students and the topic to be discussed (Suliman et al., 2021). For example, young learning can be managed differently from adult learning due to differences in their perception of things, their thinking, and learning patterns. The current course, CPMt, covers the specified category of nursing education. It is offered to adult nurses to enrich their insight and perspective regarding chronic pain in patients through the perspective of various stakeholders (Smith et al., 2022).

Key teaching strategies that can be employed with adult nurse students in CPM classes include an active mode of participation and various feedback techniques derived from discussions, artificial tests, or other forms of stimulation (Deveci & Saleem, 2022). Adult students are not young students; hence, we can support the argument with Malcolm Knowles’ theory of learning (Abdullah et al., 2021). Unlike the learners of the younger group, the theory holds that adult learners intend to take the necessary responsibility and apply the best strategies that they feel are appropriate to their learning. Hence, while delivering a PowerPoint presentation, a lecture, or notes, traditional methods may need to be revised to educate adult students. According to the theory, essential characteristics where content is incorporated into the teaching strategy include self-direction, experience, readiness to learn, and motivation among adult nurses (Deveci & Saleem, 2022). The traditional approaches to the target audience of the nursing personnel in the CPM course are limited to classroom interaction, assessments, simulated patient exercises, problem-solving mode through evaluation and probed case and scientific study, and actual experiences with the patients (Smith et al., 2022).

• Knowledge Gaps

Uncertainties always persist in teaching strategies, forming knowledge gaps. It is imperative to note that the areas considered as uncertainties in the teaching strategies are always there, creating knowledge gaps. Although the proposed strategies might work positively for other classes that comprise students with different ethnic backgrounds and origins, cultures, and ages, it might not be the same for adult nurses across diverse sociocultural profiles. The reason is that other cultures view teaching practices and their approaches from different perspectives, and joint assessment of individual students may be a fun process in developing the learning-teaching curriculum and methods for these culturally diverse learners.

Evidence-Based Strategies to Manage Barriers to Learning

Research-based approaches and theories help to moderate the predetermined barriers to learning and access courses for students (Bonehill et al., 2020). Teaching strategies can be affected by different factors, which can have an impact on learners’ learning in the class; the following are various ways in which the CPM course designed for adult nurses could face hurdles when implemented: Some significant obstacles that can create problems for learning in CPM courses are: Some significant barriers that can create issues for learning in CPM courses are:

This farewell video lesson teaches that the teachers, students, and classroom sessions have yet to have a common bond or story to discuss later. There must be more incentives for the learners to compete in the course. Better communication between learners and nurse educators (Solanas et al., 2021, p. 1286). Inefficient approaches to delivering the message by the teacher may mean using teaching methods that do not suit the audience. This suggests the curriculum is improperly arranged and must be used to intercede with learners’ perceptions and further education.

Some evidence suggests that the institution needs help to adequately equip the nurse educators to finish the course as it is laid out (Solanas et al., 2021). Other areas involve managerial agendas, focusing on the administrative aspect of teaching (Bonehill et al., 2020).  As mentioned earlier, implementing the value of CPM courses for nurses and their careers will remove the barriers. Evidence-based solutions include consistently communicating the value of CPM courses for nurses and their jobs and incorporating agile teaching. There is a way to encourage students by involving them to compete in classes that enhance the learners’ success and eradicate chances that make it difficult for people to learn. Another key implication of the study is that there is higher motivation in course values among the students once the instructors can communicate with them effectively and help in the success of the teaching practices under consideration (Chu et al., 2019). The agile teaching method or strategy can blend conventional and ultra-modern learning approaches (Parwa et al., 2021). Developing these teaching methods using the VARK Learning styles embracing teaching strategy as strategic interventions would be possible. This teaching approach encompasses all the learners that may exist across all cultures and ethnic diversity and, as such, brings out the most appropriate development of learners (Ridwan et al., 2019).

• Underlying Assumptions

The only assumption made in proposing these strategies is that variation within students acts as the most significant learning obstacle through adult audience teaching approaches. It has also been assumed that learners from different cultures and with other skills may also have different learning styles, as self-directed learning is somehow different for each adult student.