NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

You are currently viewing NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

According to the information provided, the assessment methods used prove helpful in evaluating the learning attained by the nurse students for the given course. The chosen subject is Chronic Pain Management (CPM), and it has been assessed for the teaching approach and Learning Activity Design to improve learner development. The course pays much attention to the process of pain sensation in various patients, including people with different cultural backgrounds, ethnicity, socioeconomic status, community, and nationality (Mardian et al., 2020). The central assumption considered in this course is that, under no circumstance, one’s ethnicity-related perception can be similar to that of others. NURS FPX 6105 Assessment 4 assessment is meant to suggest how best to assess the learners within the classroom context. I have also developed a timeline for the entire course plan for the CPM course for young nurses here in this assessment.

Theory to Optimize Teaching Experience and Learning Outcomes

The first rhetoric regarding using any theory of learning to improve the teaching and learning processes is based on a need for intervention and support of academically the proposed curriculums and intended learning outcomes. The apprenticeship of learning brought by Malcolm Knowles has been applied by the CPM course’s reflective and cognitive teaching style. The theoretical framework stipulated that the nurse students were presented with different learning needs and preferences due to their age and having psychological, cognitive, and psychomotor development different from junior learners (Lewis & Bryan, 2021).

NURS FPX 6105 Assessment 4 interaction between the individual students and the teachers within the classroom learning of the CPM course is, therefore, the force that will enhance the teaching experience of the teachers and the desired learning results for the students (Lewis & Bryan, 2021). With these learning outcomes in mind, the students can effectively guide patients and understand why they experience chronic pain within the various groups. Hence, with the help of the reflective nursing education style and cognitive and interactive teaching sessions, the learning outcomes designed for the course of CPM, as well as the teaching practice of teachers, will be optimal.

NURS FPX 6105 Assessment 4 Rationale for Theory

The following specifications of optimizing a relationship between the course learning outcomes and teaching experience make this valuable course for the learning of students: The information set by Malcolm Knowles was, for the most part, used to give the foundation for the learning habits and styles of the adults in contrast to the young ones learning patterns (Conway, 2023). This has been uploaded in the teaching strategies for the course. The theory forms the basis of developing and executing practical non-normal courses like CPM courses that involve simulations, discussions, reflective assessments of the practice, direct patient interaction, general assessments, and case-study evaluations. The theory is, therefore, a good tool for enhancing the teaching experience, and thus, the simulation is beneficial in enhancing learning results.

Thinking, Learning, and Communicating Methods for Specific Learning Situations

There are several approaches that these nursing students use in the learning process, and they are far different from those commonly employed by other students. The first cause is that the CPM course may entail different cultural interests that various nurse students have, or it may be due to the selected interests of the students. The preferred learning modes are determined according to the student. A particular activity is liked or not liked by the student. In this particular learning setting, thoughts, learnings or communicational approaches shall be incorporated à la the following methods in teaching the CPM course.

VARK type is proposed as a teaching strategy for the recommended course. It also teaches them four modalities that embrace thinking, learning, and communicating methods, including visual, auditory, reading, and kinesthetic modes, in teaching practice for students learning. NURS FPX 6105 Assessment 4 primary learning environment for the CPM course needs to be oriented more specifically to the target population of nurse students, most of whom are far more diverse as a demographic group. It is thus effective to incorporate the VARK framework to teach various learners, such as PowerPoint presentations, audio presentations, readings, and reflective presence assessments, which help the learners gain more knowledge in their heads (Subagja & Rubini, 2023).

Thus, it is possible to identify an appropriate approach to teaching and learning to focus on the needs, choices, and learning patterns of all sorts of learners regardless of cultural background. Various studies have been established to rationalize adopting the proposed framework (Subagja & Rubini, 2023). Therefore, from the research, there is still a reasonable correlation between nurse students’ learning styles and methods and the teaching approaches and factors concerning the curriculum planners (Grech, 2022). The study found that the VARK framework is the most effective way of categorising all the thinking, learning and communicating styles of the nurse learners.

Nursing and Healthcare Teaching Strategies, Techniques, and Outcomes

The nursing course is an efficient course for the training of nurses specialized in chronic care. Consequently, teaching approaches or methods aimed at asynchronous online classrooms must be flexible, self-reflective, and comprehensive in addressing the learners as the audience (Foronda et al. , 2020). Two principal teaching methods have been incorporated into the delivery of this course. These are the inter-relational model of instructional communication, the reflective teaching function for the students and cognitive teaching for the students.

Teaching Strategies and Techniques:

These strategies include various classroom activities by the teachers that can assist the grown-up learners in understanding the way they see learning and how doable it is in nursing. Some of them are the inclusion of open-ended discussions and relatively prolonged self-directed assessments within the class (Padilha et al., 2019). The conclusive strategies that have been adopted for teaching the nursing course CPM in specialised practical education settings are:

  • Self-directed learning modules (Foronda et al., 2020)
  • Experience-based intuitive lectures in NURS FPX 6105 Assessment 4
  • Implementation of readiness to learn in the adult nurses

All the strategies in implementing teaching strategies are researched-based and have been recurrently emphasised by nurse educators, especially when formulating an adult nursing classroom with various learners. Such strategies seem to tap into the various experiences of the adult nurse student in the CPM course, thus providing an opportunity for higher-level cognitive learner development as a possible achievement of the techniques mentioned above (Foronda et al., 2020).

NURS FPX 6105 Assessment 4 Teaching Strategy Outcomes

The utilization of these teaching strategies in nursing classrooms for CPM has yielded notable results, as will be discussed in the subsequent sections of this paper. The potential outcomes resulting from these teaching strategies are as follows:

  • Student nurse’s improvement of cognitive practices
  • Problem-solving development

Evidence-Based Best Practices to Enhance Learner Motivation

Various sources have suggested the following evidence-based scholarly instruments for enhancing student motivation in different classroom practices (Mikkonen et al., 2020). A current CPM course offered for adult nurses focuses on managing and practices for chronic pain. This is expected, especially in the classroom, where nurses are to be prepared with previous experience and a rental vision of care provision in some care settings.

NURS FPX 6105 Assessment 4 learner motivation, only two essentials’ worth of practices have been proven by rigorous research. These tools facilitate the communication delivery of all the course content and the emergence of teaching styles that are harmonious and acceptable to all cultures and ethnic groups (Park et al., 2020). As for the reason for the low class motivation in nurse students, the following factors can be highlighted: low probability of curriculum strengthening, low-effective teaching strategies, fragile teaching methodology, high academic emphasis, the low utility of the course in practice, and inapplicable class culture to the definite student culture (Park et al., 2020).

The evidence-based strategies for increasing student motivation in CPM courses include:

  • Encouraging the teacher and the classroom self to talk one-on-one with each of them & make an attempt to understand them and their culture (Smart et al. , 2020).
  • Fostering effective communication between the nurse learners and the teacher to get more information about their expectations from the course, teaching mode used in class, and classroom setting.
  • This has applied student-active teaching practice that creates a possibility of heightened motivation among the learners.

Conflicting Viewpoints

These strategies entail conflicting theories concerning the general classroom authoritarian manner, which has the capacity to enhance learner motivation for grown-up and youthful learners. Some argue that these conflicting viewpoints are somewhat nebulous as they fail to consider the existence of other methods of instruction and the discrepancy between the learning preferences of young and adult students in the class.

Barriers to Learning While Designing and Developing Educational Programs

NURS FPX 6105 Assessment 4 Education is complex, especially when creating courses and other educational programs. Several challenges arise when defining and creating courses and affect learning. There is evidence that in designing the curriculum, evaluating the learning outcomes, understanding and identifying learning modes and even when it comes to the question of choosing teaching modes that are most appropriate to a particular course, there are limitations within the CPM courses more so because the class comprised of adult nurses (Regmi & Jones, 2020). Barriers that hindered the development and design of the CPM course have been described as follows.

Language Barriers

The most concrete language barriers were the ones that had an impact on several obstacles to the curriculum. The students in the CPM course are from different nations, and many of the students are not native English speakers. When I was teaching the course for the first time, I found it challenging to make the wording simple so that the nurse students who are learners of English sometimes feel left behind as they struggle to understand any text being taught in the class. The functionality of language barriers necessitates intervention to fairly address the learning needs of students from different cultural backgrounds (Shamsuddin & Kaur, 2020).

Cultural Barriers

NURS FPX 6105 Assessment 4 cultures of different students are different, and the results indicated that learners and teachers from different cultures and ethnicities are not alike in terms of learning habits. The challenge to the design of the course for learning effectiveness was that both the curriculum and teaching strategy that had been designed for the course in the first place were incompatible with the learning mode of the entire class of students. The status of students enrolled in the CPM class that may have different potential cultures was another challenge in developing this course, which included using different teaching methods after the said assessment.

Cultural Competence in Nursing and Healthcare Educational Offerings

It is necessary to provide information on cultural competency, including considering its impact on the healthcare system. The course offered to the nurses to complete their MSN program outlines specific care strategies to manage chronic pains regardless of the client’s culture (Handtke et al., 2019). Consequently, cultural sensitivity remains a crucial aspect of the CPM course. The performance of the nursing students should be enhanced by their enrollment in this class. The first and more important one is that the students in the class are from different cultural and ethnic diversity meaning that other students will get to learn about that culture from the person that is in front of them. Patients also come from one of these assessed cultures in the classroom to be exposed to the culture in which student nurses in chronic pain care interventions.

The reflective assessment practices and the group discussion, which are part of the actions realized in the proposed course, also promote competence regarding culture. In light of this, there corresponds to the idea that the series of potential elements would help enhance the cultural competence of the nurse students in the CPM course. One of these ways is the proposed concept of admitting and evaluating such nurses into their practical, interdisciplinary, actual practice environment in the collaborating healthcare institution (Holt, 2022). Hence, the nurses in the CPM educational nursing course can be informed on the culture of the patient with whom the inter-professional team works. This can provide them with valuable approaches to approach specific culture patients in different methods but with similar consideration of cultural inclination.

Teaching Plan

NURS FPX 6105 Assessment 4 teaching plan has been developed that includes the teaching hours, learning outcomes of the course, topics to be covered, and the general assessments conducted in the course. The teaching plan for the CPM course has been completed as follows:

Course Title

Chronic Pain Management (CPM)

Learning Outcomes

·       Students will understand the importance of the intervention design process for chronic pain patients.

·       The students will be able to assess their learning on CPM through assessments and reflective modules at end of course.

Introduction

·       Understand chronic pain in patients

·       Define the impact of chronic pain on physical movement and daily life of the patient

Perception of Chronic Pain

·       Discuss the prevalence of chronic pain through case studies

·       Understand intervention designs for short and long-term chronic pain

·       Develop a perception of chronic pain based on the chronic disease

Principles of CPM

 

·       Define appropriate goals to address chronic pain in patients

·       Define proper plans and interventions for the patients

Interdisciplinary approach to CPM

·       What is the role of an interdisciplinary team in enhancing care for patients with chronic pain

·       Treatment through the inclusion of the team

·       Define the role of different team members to treat chronic pain in patients

Evidence-based Interventions for CPM

Define all evidence-based interventions for CPM to nurse students that are as follows:

·       Cognitive behavioral therapy

·       Mindfulness-based treatments

Planning Care in CPM

·       Promote assessment with a reflective approach

·       Provide students with actual cases of chronic pain patient

·       Provide means for them to analyze the case

·       Review the submitted files

·       Grade students on their assessments

Conclusion

·       Provide feedback on the learning of class

·       Discuss key takeaways with students

 

Conclusion

In conclusion, the CPM course provides nurse students with formal knowledge and practical approaches to addressing chronic pain. The proposed CPM course has been assessed with an emphasis on teaching and learning styles. Certain aspects of the VARK framework may be helpful when incorporated into the selection process, particularly when enhancing teachers’ and students’ teaching performance and course outcomes. NURS FPX 6105 Assessment 4 following teaching plan has been created regarding proper evidence-based uses of subject matters belonging to the course and different interventions for chronic pain.

References

Dent, J., Harden, R. M., & Hunt, D. (2021). A practical guide for medical teachers, e-book: A practical guide for medical teachers, e-book. In Google Books. Elsevier Health Sciences. https://books.google.com.pk/books?hl=en&lr=&id=lBArEAAAQBAJ&oi=fnd&pg= P1&dq=Assessment+Strategies+and+Complete+Course+Plan+in+healthcare&ots=dlplaCTAwF&sig=lUyRbA58U1v-0oVIJQfdqTtUzu8&redir_esc=y#v=onepage&q=Assessment%20Strategies%20and%20Complete%20Course%20Plan%20in%20healthcare&f=false

Gaur, U., Majumder, M. A. A., Sa, B., Sarkar, S., Williams, A., & Singh, K. (2020). Challenges and opportunities of preclinical medical education: COVID-19 crisis and beyond. SN Comprehensive Clinical Medicine, 2(11), 1992–1997. https://doi.org/10.1007/s42399-020-00528-1

Jeong, H.-C., & So, W.-Y. (2020). Difficulties of online physical education classes in middle and high school and an efficient operation plan to address them. International Journal of Environmental Research and Public Health, 17(19), 7279. https://doi.org/10.3390/ijerph17197279

Lawrence, R. A., & Lawrence, R. M. (2021). Breastfeeding: A guide for the medical professional. In Google Books. Elsevier Health Sciences. https://books.google.com.pk/books?hl=en&lr=&id=uwkqEAAAQBAJ&oi=fnd&pg PP1&dq=Assessment+Strategies+and+Complete+Course+Plan+in+healthcare&ots=6b0BgQaT83&sig=FcWWO9H3l8TBKBPoQlFKuFYjz3g&redir_esc=y#v=onepage&q=Assessment%20Strategies%20and%20Complete%20Course%20Plan%20in%20healthcare&f=false

Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: A quick guide for healthcare professional educators. Journal of Medical Education and Curricular Development, 6(1), 1–10. https://doi.org/10.1177/2382120519840332

Rose, S. (2020). Medical student education in the time of COVID-19. JAMA, 323(21). https://doi.org/10.1001/jama.2020.5227

Shammi, M., Bodrud-Doza, Md., Islam, A. R. Md. T., & Rahman, Md. M. (2020). Strategic assessment of COVID-19 pandemic in bangladesh: Comparative lockdown scenario analysis, public perception, and management for sustainability. Environment, Development and Sustainability, 23(4). https://doi.org/10.1007/s10668-020-00867-y

Foronda, C. L., Fernandez-Burgos, M., Nadeau, C., Kelley, C. N., & Henry, M. N. (2020). Virtual simulation in nursing education. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 15(1), 46–54. https://doi.org/10.1097/sih.0000000000000411

Grech, J. (2022). Exploring nursing students’ need for social presence and its relevance to their learning preferences. Nursing Open, 9(3), 1643–1652. https://doi.org/10.1002/nop2.1189