NURS FPX6105 Teaching Strategies

Capella University NURS FPX6105 Teaching Strategies – Step-By-Step Guide

This guide will demonstrate how to complete the Capella University  NURS FPX6105 Teaching Strategies?  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 FPX6105 Teaching Strategies? 

Whether one passes or fails an academic assignment such as the Capella University  NURS FPX6105 Teaching Strategies?   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 FPX6105 Teaching Strategies?  

The introduction for the Capella University  NURS FPX6105 Teaching Strategies?   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 FPX6105 Teaching Strategies? 

After the introduction, move into the main part of the  NURS FPX6105 Teaching Strategies?   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 FPX6105 Teaching Strategies?  

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 FPX6105 Teaching Strategies?  

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 FPX6105 Teaching Strategies

With the increased diversity of Americans, the patient population and nursing student populations have also both become more diverse. Nurse educators thus need to acknowledge and adopt the best teaching strategies and practices to encourage a culturally sensitive learning environment, and prepare culturally sensitive nurses. Studies show that 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 (Horntvedt et al., 2018). Evidence-based teaching strategies must be utilized to promote engagement and motivation of the learner in both clinical and academic settings. The purpose of this discussion is to explore the most effective teaching strategies for my course that are appropriate for my diverse learner population.  

Learning Outcomes 

The main purpose of my course is to address cultural influences on patients’ health and illness, deliver culturally competent patient care to a diverse population, and finally promote the use of evidence-based practice to promote culturally competent nursing care (Natesan et al., 2020). By the end of this module, learners will be expected to be able to: 

1. Identify and describe the impact that culture has on health and illnesses 

2. Identify the cultural competencies and skills required to promote culturally sensitive nursing care. 

3. Identify and use current evidence-based practice guidelines to promote culturally sensitive patient care. 

According to the National Institutes of Health (NIH), delivering culturally competent nursing care is considered a respectful and receptive way of showing the patient that they are valued and cared for. In this course, learners will be educated on the different ways of providing care to patients while considering their individual beliefs, values, and needs. The student will also learn the different terms which will be utilized in describing the delivery of care within the context of the culture of the patient including culturally congruent care, culturally appropriate care, culturally sensitive care, and transcultural nursing practice (Horntvedt et al., 2018). Additional topics that will be covered in this course include disability, culture, health disparities, religion, and spirituality. With the appropriate acquisition of knowledge and skills gained through this course, learners are expected to achieve all three goals as demonstrated above in promoting culturally sensitive practice.  

Also Read

NURS-FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Teaching Strategies 

The current educational reforms due to the diverse learner population call for a paradigm shift from traditional teaching styles to ones that are integrative, innovative, and student-centered. This shift will help learners integrate, analyze and synthesize information based on the evidence that the relationship between action and knowledge is more complex and multidirectional rather than linear (Yen & Leasure, 2019). For instance, in this course, I will utilize three main evidence-based teaching strategies appropriate for the educational needs of my diverse learner population, which include reflection, simulation, and collaborative learning. 

Reflection 

Over the past few years, reflection has gained more recognition as a significant component of nursing practice and as one of the most effective educational strategies to promote the acquisition of knowledge and learning through practice. Reflection main involves educating learner by promoting critical thinking about a certain clinical experience which promote the development of insight for possible practice change. This strategy is appropriate for the diverse patient population in achieving the course expected outcomes as it provides nurses with an opportunity to build on their previous knowledge through clinical experience, promote strong communication skills, develop clinical judgment, build a collaborative practice and finally improve patient care (Natesan et al., 2020). As a teaching strategy, reflection allows nursing students to explore their clinical experiences, and the feeling and thoughts associated with such experiences, allowing them to change their assumptions and beliefs, and promoting the development of new knowledge in transforming clinical practice.  

Simulation 

Simulation is an innovative educational strategy that stimulates several senses among learners at the same time. This teaching strategy can be designed to reflect on a real-life situation and provide the learner with the opportunity to work based on a context that is closer and more representative to the real setting (Yen & Leasure, 2019). The simulation method for this course will involve nursing students alone or in groups performing several patient care activities on a manikin. Simulation teaching strategy allows the learner to repeatedly practice their culturally competent skills into developing a sense of proficiency at their own pace, with the ability to freely make mistakes during the practice, learn from them, and avoid them in actual practice. Studies show that nursing students who learned through the simulation method make fewer medical errors in actual practice as compared to those who took part in other educational methods (Horntvedt et al., 2018).  

Collaborative Learning 

The collaborative learning method has been utilized in the nursing profession for the past two decades. Evidence in higher learning institutions supports the use of the collaborative learning approach as this method has been reported to prevail in learners’ activities and a productive engagement among nursing students that have a positive effect on the learners’ problem solving, social interaction, critical thinking, and perseverance techniques (Dickerson et al., 2020). In a culturally diverse student population, group activities can only turn into cooperative form when all group members believe that the success of each member is guaranteed irrespective of their cultural or ethnic background. Collaborative learning is the best technic based on its positive influence on the students learning.  

Possible Barriers 

The current nursing education system faces several challenges which hinder the successful acquisition of knowledge and skills by the learners to improve their practice. Such challenges include the ever-changing technology, diverse student population, lack of motivation from the learners, inadequate resources, and lack of unique learning needs. The main themes that have been related to these barriers and others which have not been mentioned include time constraints, workplace culture, financial constraints, competencies in EBP, and access/relevance. For instance, some students may find the collaborative learning approach to be time-consuming as different learners have different capabilities in synthesizing knowledge (Yen & Leasure, 2019). With simulation, different students may find it quite expensive to pay for the technique due to inadequate finances. Consequently, given that the student population comprises diverse learners, some individuals might find it hard to work in groups. As such, the educator needs to overcome such challenges for the students to achieve learning and competency. 

Strategies to Overcome Barriers and Motivate Learners 

Nursing education is crucial in promoting knowledge and skills among nurses in the delivery of safer and quality care to patients. As such, it is curial for educators to adopt appropriate strategies to overcome the barriers that students might face when learning and keep them motivated. Most of these strategies are specifically based on the potential barriers. For instance, with the utilization of healthcare information technology, higher learning institutions will need to cultivate techniques for handling the abrupt amount of new information, skills, and concept and include them in the curriculum (Natesan et al., 2020). Consequently, when dealing with the barriers associated with culturally diverse nursing students, the educator must promote a learning environment that accommodates the necessities of the diverse learners, and make everyone feel respected and valued. The educator must acknowledge the uniqueness and value of each student despite their diversities. Finally, to motivate the learners, the educator needs to provide positive feedback and rewards to those students who have displayed great achievements at the end of every course unit. This way, students will feel that their efforts have been appreciated and work even harder in the future.  

Conclusion 

With the increasingly diverse student population, nurse educators must adopt appropriate evidence-based teaching strategies to promote the achievement of the course objective and satisfy the educational needs of each student. Such teaching strategies include simulation, reflection, and collaborative learning. However, learners might be faced with several challenges such as communication barriers based on cultural/ethnic diversities, financial strains, and lack of motivation among others. However, with the adoption of appropriate strategies such as creating a culture of inclusivity, such challenges can be avoided.  

References 

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  

Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18(1), 1-11. https://doi.org/10.1186/s12909-018-1278-z 

Natesan, S., Bailitz, J., King, A., Krzyzaniak, S. M., Kennedy, S. K., Kim, A. J., … & Gottlieb, M. (2020). Clinical teaching: an evidence-based guide to best practices from the Council of Emergency Medicine Residency Directors. Western Journal of Emergency Medicine, 21(4), 985.  DOI: 10.5811/westjem.2020.4.46060 

Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient education and health outcomes. Federal Practitioner, 36(6), 284. PMC6590951 

Sample Answer 2 for NURS FPX6105 Teaching Strategies

The Lesson Plan is designed to be an iterative assignment that will be completed in Topics 2-6. You will receive ongoing instructor feedback on your lesson plan. Be sure to incorporate this feedback prior to submitting the final iteration of your lesson plan in Topic 6. Refer to the assignment instructions and topic Resources as needed for each section.

For each topic assignment, complete the section as directed. Include the required references at the end of this template.

Topic 2 – Course Planning and Course Outcomes

Based on the approved course topic from Topic 1, complete the following:

1. Course title: The Role of Ethics in Nursing and Why is it Critical in the Nursing Field
2. Describe the purpose of the course.

The purpose of the course is to acquaint nursing professionals with the knowledge and skills regarding ethical practice and the foundational principles. Doing so will enable them to understand what ethical practice entails, potential dilemmas, and how to provide patient care that aligns with the established ethical and professional standards.

3. Explain how you determined a need for this course.

Patient care and decision-making should always be ethical. A close observation of routine practice shows that nurses encounter many issues with severe ethical implications. As the profession obligates, nurses should treat patients, respect their wishes and interests, and observe best practice guidelines and protocols (ANA Nursing Resources Hub, 2023). The complexity of the practice necessitates maximum knowledge and continuous skills updates on the role of ethics in nursing, its criticality, and emerging issues. From a scholarly viewpoint, adherence to the code of ethics will ensure professionalism, confidence in practice, accountability, and healthy patient-provider relationships (Faubion, 2024; Poreddi et al., 2021). Therefore, the course is an enabler for goal-driven practice and improved health outcomes and a priority for the current and future workforce.

4. Describe the target audience:

The primary target is practicing nurses. As Gaines (2023) suggested, understanding the essentials of ethical practice, such as the nursing code of ethics, is critical to guiding nurses’ everyday practice and enabling them to navigate the typical complexities of their profession. The implication is that the course will empower nurses to be ethical practitioners who can effectively handle daily challenges and dilemmas. Nursing students can also benefit from the course to prepare them to handle daily complexities in the profession more effectively and confidently.

5. Describe the classroom setting/environment for the course.
   The course can be administered in a physical classroom in a healthcare facility. Here, the targeted learners will have ample time to attend the lessons and actively participate in the learning activities. The physical setting will allow in-depth learning through simulation, role-playing, and direct feedback, among other approaches. The instructor can also observe the mood of the learners and redesign the learning process to ensure more motivation and interaction as situations necessitate.
6. Course Outcomes (See table below).

The course outcomes state what learners will be able do upon completion of an entire course. For this section, develop 1-3 measurable and learner-centered course outcomes. Refer to Bloom’s Taxonomy as needed for assistance.

Topic 3 – Learning Objectives

A measurable learning objective describes what learners can do upon completion of an activity or at the end of a single lesson/class lesson or class. Using Bloom’s taxonomy, develop 4 measurable learning objectives that based are on the course outcomes you developed in Topic 2. One learning objective must reflect the affective domain.

In no more than 100 words, describe how concepts from the QSEN competencies, ANA standards, or professional organizations relevant to your course topic, are represented in the learning objectives.

The learning objectives represent various QSEN competencies and ANA standards relevant to the course topic of the role of ethics in nursing and its cruciality. Regarding QSEN competencies, understanding ethical practice, its importance, and ethical dilemmas allows nurses to provide patient care that prioritizes patients’ needs and prevents harm. Such care complies with safety essentials and principles. Besides, being able to implement ethical care aligns with standards of professional performance (Ethics and quality of practice). It aligns with these standards since nurses are committed to providing ethical care and contributing to quality nursing practice.

Topic 4 – Evidence-Based Teaching Strategies

Develop one teaching strategy and activity for each learning objective developed in Topic 3. The teaching strategies must be based on evidence-based educational practice or learning theory. Provide an explanation for how each teaching strategy meets the needs of the target audience in your classroom setting/environment.

Topic 6 – Methods for Assessing and Evaluating Learning

Select one assessment/evaluation method for each learning objective developed in Topic 3. The assessment/evaluation methods must be based on evidence-based educational practice or learning theory.

References

ANA Nursing Resources Hub. (2023). Why ethics in nursing matters. https://www.nursingworld.org/content-hub/resources/workplace/why-ethics-in-nursing-matters/

Faubion, D. (2024). The 9 nursing code of ethics (provisions + interpretive statements) – every nurse must adhere to. NursingProcess.Org. https://www.nursingprocess.org/nursing-code-of-ethics-and-interpretive-statements.html

Gaines, K. (2023). What is the nursing code of ethics? nurse.org. https://nurse.org/education/nursing-code-of-ethics/

Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean journal of medical education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159

Poreddi, V., Narayanan, A., Thankachan, A., Joy, B., Awungshi, C., & Reddy, S. S. (2021). Professional and ethical values in nursing practice: an Indian perspective. Investigacion y educacion en enfermeria, 39(2), e12. https://doi.org/10.17533/udea.iee.v39n2e12

Solomon, Y. (2020). Comparison between problem-based learning and lecture-based learning: Effect on nursing students’ immediate knowledge retention. Advances in Medical Education and Practice, 11, 947–952. https://doi.org/10.2147/AMEP.S269207