The learning environment for nursing students
Competency 1:?Appraise the influence of learner's culture, gender, and experiences on teaching and learning.?Describe the most appropriate learning environment for an intended topic and audience.
I will be teaching nursing programs at the associate and bachelor level, and the specific topic chosen for this assignment is mental health. The intended audience is nursing students. Clinical learning is crucial for nursing students to perform professional duties. It is the testing ground where the learners get in touch with the reality of patients' care. A conducive learning environment for nurses is when students receive a complete understanding of learning opportunities to become nurses (Chiona, 2020). A positive clinical learning experience refers to a learning experience offering learners grounds to practice the theoretical knowledge they learned in class in real-world situations. It further gives students opportunities to develop interpersonal skills and practice patient-centered care. An appropriate learning environment comprises four attributes according to (Flott, & Linden, 2016); (1) the physical space, (2) teaching and learning components, (3) organizational culture, (4) psychosocial and interaction elements. The four attributes determine the learning outcomes, students' confidence, satisfaction, and preparation for practice. (Papastavrou et al., 2016). Nursing student’s satisfaction with the learning environments is described using three distinct constructs; (1)?Personal interests and teamwork, (2) supervisory relationship constructs that build trust, continual feedback, and equality, (3) leadership style that is a reflection of staff, students and the school managers. The instructors are called upon to ensure that they have created an environment that offers students a positive clinical learning experience.
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·?Competency 2:?Apply educational theory and evidence-based teaching practices when implementing teaching strategies.?Evaluate the applicability of classroom management and learner motivation theories to a specific course.
Classroom management is an integral part of proper teaching. Proper management of the classroom starts with good preparation of the lesson plan. An upbeat class climate motivates students to perform well because they feel involved and cared for. Proper classroom management presents learners with a chance to interact with colleagues and the subject being taught (Ahmad, 2010). Proper classroom management entails engaging instruction and preventive discipline. Classroom management is vital in motivating students to keep up their work through proper feedback and instruction and minimizing disruptive behavior. Chaos is witnessed whenever there are no rules and guidelines directing students to behave in class (Ahmad, 2010). Teachers can manage their classes through the use of various verbal and physical strategies.
Motivation and the learning process significantly collaborate. Motivation is the core of human being's aspirations and achievements. Motivation is vital in the success of education. Learning is a continuous process that requires motivation. Motivation encourages learners to face challenges (Gopalan et al., 2017). Motivation is built by fantasy, curiosity, competition, cooperation, challenge, control, and recognition.?Motivation comprises intrinsic and extrinsic motivation factors. Intrinsic motivation means yearning for something that is down for personal fulfillment without external impact. Intrinsic motivation triggers personal contentment through control, fantasy, curiosity, and challenge. Motivation to learn requires power and a positive attitude for a student to remain sustained in education. It comes inside an individual. Academic achievement and intrinsic motivation have crucial bonding because they inspire the learner to solve challenges and face competition (Gopalan et al., 2017). Extrinsic motivation demonstrates external activities such as the compulsion to get rewarded. It comes from outside the individual. Students require high motivation to deal with challenges and understand the learning process. Self-motivation comes as a result of intrinsic motivation, and extrinsic motivation brings the need to pursue learning.
·?Competency 3: Apply various teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes. Describe evidence-based best practices to enhance learner motivation in diverse settings.
This segment will discuss three approaches or frameworks that can motivate learners to yearn for education. These are; expectation-value-cost incentivizing behavior model, instructional concept model ARCS, and self-determination theory (Yarborough & Fedesco, 2020). In the expectation-value-cost incentivizing behavior, the initial expectancy-value model can predict students' success patterns in an educational environment. Additionally, the paradigm comprises three significant determinants of student motivation. These factors are expectancy, value, and cost (Yarborough & Fedesco, 2020). First, expectancy refers to the student's belief that the given assignment will eventually be completed. It excites students because it motivates them to achieve the course's learning objectives. Second, value necessitates the student's capability to assess the value of a given assignment. It emphasizes the significance of the assignment or activity for students to understand the value of the task or the intention behind the exercise. Third,?cost refers to obstacles that prevent a student from completing an assignment, practice, and course. Students may have high mission worth and high achievement expectations.
Regarding the instructional concept model ARCS, the ARCS instructional architecture principle boosts instructional materials' motivational appeal. The theory is founded on an expectation-value system. This model seeks to inspire teachers to recognize approaches to improve students' motivation. ARCS is a four-factor acronym that affects student motivation. These factors are; attention, meaning, confidence, and satisfaction (Yarborough & Fedesco, 2020). Focus/ attention aids in sustaining student interest by targeting appropriate triggers. Relevance/ meaning involves connecting teaching practice to current and future job prospects. Relevance demonstrates that studying is rewarding because it meets students' psychological needs. Instilling confidence in students involves convincing them that they will achieve goals if they try hard enough. Last but not least, satisfaction is achieved by instilling empowering students to take ownership over their learning experience.
Self-determination theory (SDT) is a comprehensive theory of human motivation, emotion, and development. SDT considers the influences that affect intrinsic and extrinsic motivation. Both intrinsic and extrinsic motivation stimulates students’ progress to pursue interests in education (Ryan & Deci, 2017). Human motivation is guided by the need to achieve three essential factors; psychological autonomy, competence, and relatedness. Autonomy describes the capacity to understand one's behaviors and the conviction that choices are the product of internal influence rather than external coercion or influence. Competence is the ability to see one's behaviors or actions as beneficial. Students feel better when they understand skills and comprehension of course content. Relationships are about having a sense of self, being connected to others, and receiving help from others. It is accomplished by interactions that allow class members to develop a more substantial and intimate relationship with colleagues (Ryan & Deci, 2017). A conducive learning atmosphere provides a person with sufficient resources to fulfill his or her autonomy, maturity and associated psychological needs.
·?Competency 4:?Integrate best practices for classroom management.?Describe evidence-based strategies for classroom and learner management.
A classroom is an atmosphere in itself, comprising teachers, pupils, relationships, furniture, books, and various events, all of which can impact learning outcomes. Teachers and students face class dynamics and challenges from the more extensive ecological settings they live and function in (Parsonson, 2012). Classroom management is essential for effective learning. The best practices for class management are classified into five categories: spatial layout of the classroom, classroom climate composition, educational administration, behavior-enhancing practices, and improper behavior (Simonsen et al., 2008). The evidence-based interventions for class management should meet the following criteria: according to (Simonsen et al., 2008); fair experimental or measurement design, empirical proof of results, reliable implementation protocols, validation of findings by application environments, and proof of viability. Classroom management methods are deemed evidence-based if they are (1) tested using experimental design and technique such as experimental community and quasi-experimental group. (2) They have shown effectiveness. (3) they are validated by at least three observational evaluations by peers (Simonsen et al., 2008). Classrooms that are effective and have a low degree of destructive behavior require coordination and accuracy (Parsonson, 2012).
The following practices can help manage behaviors in the class setting. Rules and principles that are clear, simple, consistent, and equal. Consistency of activities by creating schedules, evidence, hints, and signals regarding impending changes, modifications, content, duration, and consequences of activities. Consistent verbal and nonverbal appreciation. According to (Parsonson, 2012) oral compliments should be accurate and insightful. Because offensive behavior is linked to cognitive deficiencies, task specificity should be monitored, and students need entry skills and the ability to engage successfully in assigned activities. Lastly, students should be allowed to adapt to and participate in school activities, use tools, and answer questions without discrimination.
References
Ahmad, M. (2010). Application of classroom management strategies in public and private sector\ at school level in Pakistan.?International Journal of Library and Information
Science,?2(8), 177-183.
Chiona, B.(2020). Designing a conducive clinical learning environment for nursing.
Flott, E. A., & Linden, L. (2016). The clinical learning environment in nursing education: a
concept analysis.?Journal of advanced nursing,?72(3), 501-513.
领英推荐
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Papastavrou, E., Dimitriadou, M., Tsangari, H., & Andreou, C. (2016). Nursing students’
satisfaction of the clinical learning environment: a research study.?BMC nursing,?15(1),
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Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management
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Ryan, R. M., & Deci, E. L. (2017).?Self-determination theory: Basic psychological needs in
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Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based
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Yarborough, C. B., & Fedesco, H. N. (2020). Motivating students. Vanderbilt University Center
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