NURS-FPX 6105 Assessment 2 Management and Motivation

Capella University NURS-FPX 6105 Assessment 2 Management and Motivation – Step-By-Step Guide

This guide will demonstrate how to complete the Capella University  NURS-FPX 6105 Assessment 2 Management and Motivation  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NURS-FPX 6105 Assessment 2 Management and Motivation 

Whether one passes or fails an academic assignment such as the Capella University  NURS-FPX 6105 Assessment 2 Management and Motivation   depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for  NURS-FPX 6105 Assessment 2 Management and Motivation  

The introduction for the Capella University  NURS-FPX 6105 Assessment 2 Management and Motivation   is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for  NURS-FPX 6105 Assessment 2 Management and Motivation 

After the introduction, move into the main part of the  NURS-FPX 6105 Assessment 2 Management and Motivation   assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for  NURS-FPX 6105 Assessment 2 Management and Motivation  

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for  NURS-FPX 6105 Assessment 2 Management and Motivation  

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NURS-FPX 6105 Assessment 2 Management and Motivation

Management and Motivation 

Nursing education is a process comprising both practical and theoretical learning that involves the acquisition of theoretical skills and knowledge. As such, nursing students require a positive clinical learning environment where the acquired skills and knowledge can be put into practice. Nurse educators play a significant role in promoting a positive learning environment for the nursing student by determining the educational curriculum and standards preparing students for a successful transition out of academia, into becoming thriving nursing professionals improving the safety and quality of care provided (Dickerson et al., 2020). The purpose of this discussion is to illustrate the optimal learning environment for nursing students in the nursing institute of higher learning and the strategies utilized in maintaining learner motivation in this educational environment.  

Learning Environment 

The clinical learning environment nowadays can be very overwhelming. As a nurse educator, it is my role to encourage a positive and conducive learning environment for my nursing students to promote the adequate acquisition of clinical knowledge and skills in promoting evidence-based practice by incorporating scientific data into practice. According to Díaz-Agea et al. (2021), an optimal learning environment offers a positive and meaningful learning opportunity for nursing students to achieve their learning outcomes. In promoting culturally sensitive evidence-based practice using practicum experience, my teaching curriculum will comprise training sessions, hands-on training, theories, simulation, and competency assessment for new graduates. With a diverse learner population comprising of students of different races, gender, age, socioeconomic status, and experience, it is important to use simulations and traditional classrooms to promote learning. Students can best function in learning groups and maintain open communication lines with their educators. Evidence supports that proactive educators who incorporate diversity into curriculum development tend to promote learner engagement and success in the practicum course.  

Theories of Classroom Management, Learner Management, and Learner Motivation 

Evidence shows that students’ learner cultural background, socioeconomic status, language preferences, and ethnicity greatly impact learning. Nurse educators are thus required to utilize adult learning theories like cognitivism, to positively impact nursing students and promote the achievement of their learning goals. Cognitive learning theory emphasizes the significance of the internal process of the learner and comprises several different known prospects like information processing, exploration methods, concept mapping, self-efficacy, meaningful learning, and self-regulation (Lavoie et al., 2018). The cognitive learning theory is applicable in promoting classroom management, motivating new nursing trainees in the adoption of culturally sensitive evidence-based practice, and promoting care outcomes. The application of this theory in nursing education consists of a diverse learner population that promotes a positive mindset and acceptance of and respect for diverse ways of thinking amongst nursing students learning in a clinical educational environment. 

Nevertheless, with the utilization of evidence-based approaches, nurse educators can be able to motivate learners hence promoting the achievement of optimal learning benefits. Such evidence-based approaches include giving assistance, ongoing counseling, and mentorship at an individual level with a great understanding and respect of the beliefs and values of each student based on their diversities (McNally et al., 2019). The teaching curriculum must be personalized based on the educational needs, and learning abilities of each student. The nurse educator must prioritize making the classroom environment safe and secure for all students where they can verbalize their opinions, experiences, and perspectives. Consequently, promoting a secure and safe learning environment where students engage and communicate freely is considered the most significant aspect of facilitating simulation learning groups. 

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Evidence-Based Strategies 

In promoting learner and classroom management, nurse educators need to incorporate more complex constellations of evidence-based strategies due to their effectiveness in cuing self-regulation, self-awareness, and pro-academic disposition (McNally et al., 2019). Understanding the diversities of the learner population in terms of cultural values and beliefs, gender, and experience is crucial in promoting the appropriate implementation of such strategies, which comprise promoting interprofessional collaboration and defining learning objectives. Adoption of a learning platform and curriculum which demonstrates cultural sensitivity is essential in promoting engagement and interest in learning. An educator must thus utilize nonverbal cues, private reminders, on-the-spot corrections, and mindfulness practice in support of competency development.  

On the other hand, in promoting learner motivation in a diverse setting, the educator needs to adopt strategies that instill trust, civility, inclusivity, valuing, empowerment, and a just cultural learning environment (Díaz-Agea et al., 2021). By providing unbiased performance feedback, classroom-based training and class-wide incentives have been proven to motivate nursing students towards the achievement of their learning goals and objectives. 

Conclusion 

In general, for nursing students to be able to successfully achieve their learning needs in an institute of higher learning, educators must adopt theoretical and evidence-based approaches to promoting an optimal learning environment for all students. Intrinsic motivation of the diverse student population is also essential for learning, despite facing several challenges due to cultural differences and backgrounds. As such, it is the responsibility of the educator to create a supportive and inclusive learning platform that is positive and free of bias, where all students feel respected, valued, and heard.  

References 

Díaz-Agea, J. L., Pujalte-Jesús, M. J., Leal-Costa, C., García-Méndez, J. A., Adánez-Martínez, M. G., & Jiménez-Rodríguez, D. (2021). Motivation: bringing up the rear in nursing education. Motivational elements in simulation. The participants’ perspective. Nurse Education Today, 103, 104925. https://doi.org/10.1016/j.nedt.2021.104925 

Dickerson, P. S., Russell, J. A., & Baughman, C. (2020). The professional development associate: A key role in professional development departments. The Journal of Continuing Education in Nursing, 51(9), 394-396. https://doi.org/10.3928/00220124-20200812-02  

Lavoie, P., Michaud, C., Belisle, M., Boyer, L., Gosselin, E., Grondin, M., … & Pepin, J. (2018). Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of Advanced Nursing, 74(2), 239-250. https://doi.org/10.1111/jan.13416 

McNally, K., Metcalfe, S. E., & Whichello, R. (2019). Interventions to support diversity in nursing education. Journal of Nursing Education, 58(11), 641-646. https://doi.org/10.3928/01484834-20191021-05