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.
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.
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
Order this paper