NURS FPX 6105 Assessment 2 Management and Motivation

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Management and Motivation

NURS FPX 6105 Assessment 2 Management and Motivation

In nursing, making decisions about the care that will be given to a patient requires analytical thinking. Academic information must be put into practice to be useful. Since hospitals are busy places, nurses need extensive training and knowledge to handle the numerous situations that happen every day (Liu et al., 2021). The creation and execution of an academic curriculum in a hospital setting are motivated by the goals of providing excellent patient care that is safe and affordable as well as helping nurses advance their careers. The training’s focus, “Labor assistance of birthing individuals who are admitted to the hospital” (Labor Support), was chosen after consideration of feedback from nurses and patients. This subject is one of the key elements in a series of initiatives meant to encourage natural birth and reduce the number of primary surgical interventions. The most crucial department in health facilities is responsible for helping patients control their labor pain and birth their babies without difficulty. Considering this, students need to be taught how to operate in a secure environment. Professional nurses should enhance the goal-oriented teaching environment, class participation, and learner administration (Murray, 2021).

NURS FPX 6105 Assessment 2 Management and Motivation

The classroom environment is a significant element that could help students learn more efficiently. The Labor Support course is meant to have three teaching components. The first element is a web-based instruction that allows participants to look at the information on the different stages of labor, the elements of good and bad labor pain management, and different methodologies of chronic pain for giving birth moms in hospitals. A multiple-choice post-test will be used to assess participants’ understanding once they have finished the online course. On the post-test, case study questions will be included. Respondents will have the opportunity to investigate the reasons behind the correct answer choices in the comment (Marcellus et al., 2021). If a respondent’s response option was incorrect, they will also be directed to the area of the online course where they can review the subject. Each learner will be given a schedule of two months to complete the independent section of the program. For the professor’s in-class labor assistance simulation session, the learner must score a minimum of 75% on the post-test. During the simulation session, which will take place in a classroom setting, a labor bed and other equipment that is accessible on the unit and authorized for patients to come to the hospital will be available for practical practice.

Posters illustrating numerous patient postures that assist the laboring patient’s pleasure and the ideal fetal position will be shown in the classroom. Nurses will have access to all the visual aids and support equipment they require on the unit to cope with laboring patients. The third training will take place in the hospital’s Labor and Delivery Unit. The participants will be given a month to write a story outlining how they used what they learned in class in the workplace and what occurred to the patient and the nurse as a result (Cheng, 2021). In their narrative review of their daily work, participants will also be expected to include any extra learning or insights they gained from using newly acquired labor support approaches.

Theories of Learning Environment

NURS FPX 6105 Assessment 2 Management and Motivation

The learning environment is improved by the application of concepts and their integration with technical knowledge. Simulated lab environments are an excellent way to close these gaps and create a setting that will help medical professionals enter the industry, advance as nurses, and, most importantly, ensure that patients receive the finest care and have the desired results. The Progressive Professional Development Model (PPDM), which incorporates ideas from Motivation Theories, Additional explanation Theory of Guidance, and Social Cognitive Learning Theory of Adult Learning, was used to construct the curriculum for the Labor Assistance Class. Different course modalities were created with the self-directed beginner concept in mind to promote communication links. Additionally, the educator should be cognizant of the technological advancements that could help students in retaining information much easier and help in their skill development (Dickinson, & Mkandawire, 2022). Establishing relationships with students, overcoming generational gaps, sharing knowledge, and demonstrating skills that will improve their clinical qualifications are difficult tasks when the participants are multiracial and multicultural.

Learner Motivation

NURS FPX 6105 Assessment 2 Management and Motivation

The US population is made up, as was already mentioned, of people from many various cultures. These also arise in practice, thus medical educators must be able to motivate students to learn more and continue in the face of difficulties, such as language barriers, and cultural diversity might hinder the students in retaining and understanding the knowledge provided and some might feel it to be against their beliefs due to religious, ethical and moral ties (Cornine, 2020). Since motivation is a vital component of learning, teachers should always make sure that their students feel inspired to perform their best. The experiential teaching approach is a crucial notion that can enhance the motivational aspect of learning. This hypothesis states that rapid evaluation, psychological support, supportive environments, and a good working relationship with the nurse educator all contribute to increased motivation, which is crucial for the educational process (Moran et al., 2021).

NURS FPX 6105 Assessment 2 Management and Motivation

Students might be motivated by employing strategies such as having first-hand experience interacting with patients. Nursing educators can enhance their classroom instruction by including closely supervised real-world training (Daniels et al., 2021). To motivate new nurses to take the lead in healthcare situations, clinical activities, and class debates, nursing educators apply the self-determination theory in this way. The objective is to instill in pupils the drive to complete the tasks at hand as well as much more for them to grow emotionally and professionally (Moran et al., 2021).

Classroom Management

NURS FPX 6105 Assessment 2 Management and Motivation

Additionally, how students, in this case, nurses, learn is significantly impacted by classroom management. The class should be effectively managed by ensuring adequate lesson planning, fostering a positive atmosphere, and fostering a culture that values uniqueness. Furthermore, instructors should be informed and enthusiastic about the material they are presenting, allowing, and encouraging student (nurses) involvement and contact. The classroom is run by the students and the teachers (Ting et al., 2021). This means that communication is a two-way street, the instructor teaches and builds knowledge of their students, and the students in return when implementing it can figure out newer problems and solutions that can be of help to the instructor to improve their coursework. Cooperation is necessary for everyone to understand what is to be done when to do it, how to get there, where to do it, and why. 

Evidence-Based Strategies for Classroom and Learner Management

NURS FPX 6105 Assessment 2 Management and Motivation

During the first part of the course, staff will have access to the materials whenever and wherever they are, because of online interactive patient case scenarios that will promote self-paced learning. The interactive element of the web-based curriculum will promote independent learning and problem-solving skills. Classroom management can be efficiently enhanced and produced using an active learning approach. This approach assumes learners will have a big role because it encourages student-centered effective roles. Classes can begin on time, and education can be delivered in a style that both participants and instructors mandate and value. 

Constructivist learning theory serves as the foundation for differentiated education, an approach that has been proven to enhance classroom management. Pre-class arrangements are prepared using technological resources such as internet tools, comment education, and other educational materials to enhance instructional tactics (Hessler, 2019). Students will support laboring mothers in the classroom via instructor-led simulation practice, which will help them learn new material while putting it to use and enhancing their interpersonal and neurocognitive skills. Students will have the chance to work with a “standardized patient” in a small group of 12–14 people, giving them the chance to interact with the patient in a realistic fashion, practice their abilities, and receive feedback. The strategies are intended to enhance learning, hone skills, and boost participant confidence in recently learned information, enabling its implementation in patient care.

Learner Management

NURS FPX 6105 Assessment 2 Management and Motivation

When working with varied, intergenerational, and intercultural groups of nurses in the labor support class, it is imperative to assess the motivation of the students. A key motivator for active participation, according to research, is often the value of what is taught. This curriculum attempts to make learning relevant, enjoyable, and useful. In actuality, the student is an essential part of the educational process. Most of the discussion was about how the student may be prepared to flourish as a nurse in the hereafter and to live up to standards imposed on them in school. By using their special teaching talents to guide their students toward being effective nurses in the future and giving patients the best care possible, the instructor should be able to positively impact the lives of their students. A teacher should consider the four principles of the Inspirational Foundation for Learner-Centered Teaching, which was created by Margery Ginsberg and Raymond Woldkowski and validated by evidence-based practice. Variety is valued at Frist. To create an environment where my students feel comfortable participating and asking questions, I want to build relationships with them as my students. The second element is the development of optimistic learning attitudes using various teaching modalities and the setting of objectives at the beginning of class. The third pillar of the framework is challenge and participation. (Sharifi et al., 2019).

Students’ desire to learn more should be sparked by a conversation about their work experiences with labor assistance and the utilization of this discussion as a motivating element.  The final and fourth element of an adult’s desire to study is the growth of competence. Students’ motivation to study and succeed would be undermined by constructive, personalized criticism that emphasizes students’ strengths and further analyses areas for improvement, as classroom learning will eventually result in organizational learning at the bedside with actual patients. (Daniels et al., 2021). Maintaining a log of what must be accomplished and creating small goals are two evidence-based best practices that improve learner management. These are essential for assisting someone in becoming the best employee they can be. (Murray., 2021).


Finally, management and inspiration are crucial elements of the educational process. The labor pain evaluation requires cooperation from both the trainees and their healthcare educators to be effectively understood for implementation in a real-life setting. Students should be motivated to learn during the course, which the healthcare professional should be able to enhance. To grow into the best students, they can be, especially in light of the challenges this paper addresses, the students need also effectively manage themselves and the classroom setting.

NURS FPX 6105 Assessment 2 Management and Motivation


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Cornine A. E. (2020). Student interpersonal connection in nursing education: a concept analysis. The Journal of Nursing Education59(1), 15–21.

Daniels, A. L., Morse, C., & Breman, R. (2021). Psychological safety in simulation-based prelicensure nursing education: A narrative review. Nurse Educator46(5), E99–E102.

Dickinson, T., & Mkandawire-Valhmu, L. (2022). Special issue: Inclusive nursing education. The Journal of Nursing Education61(8), 427–428.

Hessler K. L., (2019). Student perception of the flipped classroom in nursing education. International Journal of Nursing Education Scholarship16(1), 10.1515/ijnes-2019-0054.

NURS FPX 6105 Assessment 2 Management and Motivation

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