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.
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:
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:
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:
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.
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
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