Management And Motivation Essay Discussion
A balance of classroom and clinical settings is the optimal learning environment for delivering a palliative care course to various nursing students in a higher education institution. The nurse educator can employ a range of educational strategies in the classroom, such as lectures, group discussions, case studies, and interactive simulations, to help learners comprehend palliative care ideas and principles (Shorey et al., 2021)Management And Motivation Essay Discussion. The classroom should be built to encourage active learning, with plenty of space for group work and collaboration, access to technology and multimedia materials, and comfortable seating to ensure students can focus and participate in the learning process. In addition, the classroom should be inclusive, with accessible learning resources, varied and inclusive models, and a supportive learning atmosphere that embraces diverse contributions to all learners.
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In addition to the classroom, the clinical setting allows nursing students to apply their knowledge and abilities in a real-world context (Stenberg et al., 2020). Hospices, home care, long-term care institutions, and acute care settings are all examples of palliative care clinical settings. According to Stenberg et al. (2020), by adding practical experiences, nursing students may receive hands-on experience in delivering palliative care while also developing the interpersonal and communication skills required to give compassionate and comprehensive care to patients and their families. As a result, the learning environment for a palliative care course should be designed to provide a thorough and holistic educational experience that combines theoretical and practical knowledge, promotes active learning and collaboration, and prepares nursing students to be effective and compassionate palliative care providers.
Learners’ culture, gender, and experiences can all have a substantial impact on teaching and learning in a palliative care course. Learners come from varied backgrounds, and their perspectives, attitudes, and experiences can impact their knowledge of palliative care ideas and principles. As a result, it is critical for nurse educators to understand and appreciate these distinctions, as well as include them in the teaching and learning process. Culture may influence learning by affecting learners’ communication techniques, learning preferences, and worldviews. Certain cultures, for example, may place a strong priority on collectivism and collaboration, whilst others may place a high value on individualism and competitiveness (Brion, 2022)Management And Motivation Essay Discussion. This can influence how students approach group projects and problem-solving activities. Nurse educators can accommodate varied cultural approaches by fostering a learning environment that honors and respects different points of view and offers chances for collaborative and individual learning.
Gender can also have an impact on learning by influencing learners’ socialization experiences and expectations. Some students, for example, may prefer to work in groups with people of the same gender, but others may prefer mixed-gender groups, according to Ketenci et al. (2020). Nurse educators may address this by creating a welcoming and inclusive learning atmosphere that fosters gender equality and sensitivity. Moreover, experiences can impact learning by influencing learners’ preexisting knowledge and abilities. Learners having personal experience in palliative care, for example, may have a greater knowledge of the course content and may be able to contribute significant insights to their peers (Ketenci et al., 2020)Management And Motivation Essay Discussion.
Theories Of Classroom Management, Learner Management, And Learner Motivation That Are Relevant To Palliative Care Course And Intended Audience
In the context of a palliative care curriculum for nursing students, several theories of classroom management, learner management, and learner motivation can be relevant. Behaviorism and humanism are two major theories in this context. Behaviorism is a learning theory that stresses the importance of reward and punishment in behavior modification. Behaviorism proposes that in the context of classroom management, instructors should employ positive reinforcement to reward good behaviors and negative reinforcement to discourage undesirable actions. This technique may be successful in certain circumstances, but it may also be restricting and unnecessarily simple. Behaviorism may be less relevant in the context of a palliative care course since learners are typically organically motivated to learn about palliative care because they want to assist patients and families in coping with debilitating diseases.
Humanism, on the other hand, is a learning concept that stresses the importance of self-actualization and personal development. Humanism advocates that instructors establish a supportive and inclusive learning environment that honors learners’ unique needs, interests, and talents in the context of classroom management (WGU, 2020)Management And Motivation Essay Discussion. Humanism may be more applicable in the setting of a palliative care course because learners may be driven by a desire to improve their communication, empathy, and problem-solving abilities, as well as to offer compassionate and comprehensive care to patients and their families. Learner management and motivation, in addition to classroom management ideas, are vital for developing a successful learning environment for a palliative care course. Active learning, teamwork, and experiential learning are all strategies that can help learners stay interested and motivated. Including diverse and inclusive examples and learners’ experiences and viewpoints may also assist in building a feeling of belonging and relevance.
Motivation is a vital aspect in students’ success in comprehending palliative care. Understanding the theory of learner motivation can help teachers design effective instructional techniques that improve student engagement, learning, and retention because palliative care is a specialized area of healthcare that requires high levels of empathy, compassion, and emotional intelligence from learners. The self-determination theory is a well-known theory of learner motivation. Learners are motivated when they feel competent, independent, and connected to others, according to SDT. Competence refers to a learner’s confidence in their ability to complete a task successfully (Meyer & Emery, 2021). Autonomy relates to students’ sense of control over their learning experience, whereas relatedness refers to students’ sense of connection and belonging with their peers and lecturers. Educators may improve student motivation in the setting of palliative care by developing a supportive and collaborative learning environment that encourages competence, autonomy, and relatedness. Educators, for example, might give learners with clear and attainable learning objectives, feedback, and chances for self-reflection and self-assessment. They can also include interactive and experiential learning activities that improve learners’ autonomy and relatedness, such as role-plays, simulations, case studies, and group discussions. Educators can also build a feeling of community among students by encouraging peer-to-peer contact, feedback, and support.
The expectancy-value theory is another theory of learner motivation that is important to palliative care. According to this idea, learners’ motivation is determined by their success expectations and the importance they place on learning outcomes. Educators may thereby improve student motivation by providing learning experiences that are relevant, meaningful, and useful to the learners’ future practice, as stated by Meyer and Emer (2021)Management And Motivation Essay Discussion. They can, for example, emphasize the value of palliative care in improving patient outcomes, increasing communication skills, and lowering caregiver strain.
Self-Determination Theory’s Advantages include educators are able to improve student engagement and motivation by focusing on intrinsic drive, promoting autonomy, and developing a feeling of connection and community among learners. On the other hand, SDT shows a lack of precise operationalization, particularly in evaluating autonomy components, thus making it difficult for educators to implement the theory in practice (Meyer & Emery, 2021). Furthermore, the SDT overemphasis on individual variables such as intrinsic motivation and autonomy may not adequately account for the influence of extrinsic factors on learner motivation, such as social and cultural environment.
Expectancy-Value Theory’s strengths emphasize the significance of anticipation and value in the learning process. In addition, EVT has significant practical implications for educators, implying that developing learning experiences that are relevant, meaningful, and useful to learners’ future practice can improve their motivation and engagement. EVT has been criticized for its narrow scope since it focuses only on cognitive aspects and may fail to account for the influence of affective and social factors on learner motivation (Meyer & Emery, 2021). It tends to perceive learner motivation as a straightforward, linear process, which may not completely convey the complexity of the elements that drive motivation, such as individual variations, social and cultural context, and the dynamic nature of motivation across time.
Application Of The Learner Motivation Theory To Palliative Care Course
Classroom management, learner management, and learner motivation are all critical factors to consider while creating and implementing a palliative care curriculum for nursing students. Classroom management strategies based on behaviorism and humanism theories can be applied to palliative care course. Humanism stresses the value of individual freedom, creativity, and personal progress, whereas behaviorism emphasizes the influence of contextual elements, like incentives and punishments, in influencing student behavior. A behaviorist approach may be valuable in influencing certain behaviors, such as effective communication, pain management, and symptom control in the context of palliative care education. Yet, it may fall short of properly capturing the complex emotional and ethical components of palliative care, which necessitate a more nuanced and humanistic approach emphasizing empathy, compassion, and cultural awareness (Ryan et al., 2019)Management And Motivation Essay Discussion.
Expectancy-Value theory is applicable to palliative care as it can help drive the development of palliative care teaching practices that are relevant, meaningful, and transferable to learners’ future practice. Educators, for example, can emphasize the value of palliative care in improving patient outcomes, strengthening communication skills, and lowering caregiver strain. Even so, the theory has gaps in understanding nursing students’ unique expectations and ideals toward palliative care. Nursing students, for example, may have distinct cultural or religious views that influence their attitudes toward death and dying. As a result, instructors must be aware of these aspects and modify their educational strategies accordingly to fit their learner’s contexts (Ryan et al., 2019).
In the context of palliative care education, the theory of Self-Determination is applicable in that educators may increase learner motivation by fostering a supportive and collaborative learning environment that enhances learners’ autonomy. Educators, for example, can add interactive and experiential learning activities that improve learners’ autonomy and relatedness, such as role-plays, simulations, case studies, and group discussions. SDT has knowledge gaps about particular characteristics that enhance autonomy in the context of palliative care (Ryan et al., 2019)Management And Motivation Essay Discussion. Nursing students, for example, may experience ethical or emotional issues when caring for dying patients, which may undermine their feeling of autonomy. Educators must be aware of these issues and give appropriate support and advice to foster learners’ autonomy and relatedness.
Evidence-Based Strategies For Classroom And Learner Management And Evidence-Based Best Practices To Enhance Learner Motivation
Active learning is an evidence-based teaching method that involves students in the learning process by encouraging them to engage in hands-on, collaborative, and reflective activities (Patiño et al., 2023). Case studies, role-plays, simulations, and reflective writing are examples of active learning activities that may be utilized in a palliative care course. Active learning may help students improve their critical thinking, problem-solving, and communication abilities while also increasing their grasp and recall of course information.
Inclusive teaching is an evidence-based method that aims to establish a welcoming and helpful learning environment for various learners. Inclusive teaching entails recognizing and appreciating students’ varied experiences, viewpoints, and backgrounds, as well as providing chances for them to share and learn from one another. Inclusive teaching may foster a sense of belonging, minimize stereotype danger, and boost engagement and motivation among diverse learners (Patiño et al., 2023). Furthermore, providing regular feedback and evaluation to learners is an evidence-based technique that may assist them in monitoring their progress, identifying areas of strength and weakness, and setting objectives for growth. Feedback and evaluation may also assist learners in remaining motivated and engaged by delivering a sense of success and appreciation for their efforts.
Motivational interviewing is another evidence-based communication approach that may be used to improve learner motivation and engagement. Budhwani and Naar (2022) state that motivational interviewing is a collaborative and compassionate strategy that assists learners in identifying their underlying motivations, exploring their values and beliefs, and setting objectives that are connected with their interests and ambitions. To use these evidence-based tactics and practices in a diverse learning environment, it is critical to consider each learner’s individual needs, experiences, and views. This can include employing culturally responsive teaching strategies, including varied and inclusive examples, allowing learners to express their experiences and viewpoints, and offering individualized assistance and feedback.
Conclusion
Nurse educators must evaluate each learner’s needs and views and utilize evidence-based tactics and practices that are inclusive, engaging, and suited to their different learners. Nurse educators may equip their learners to be compassionate and competent palliative care practitioners capable of providing high-quality care to different patient groups by fostering a friendly, supportive, and engaging learning environment Management And Motivation Essay Discussion.
References
Brion, C. (2022). Culture: The link to learning transfer. Adult Learning, 33(3), 132–137. https://doi.org/10.1177/10451595211007926
Budhwani, H., & Naar, S. (2022). Training providers in motivational Interviewing to promote behavior change. Pediatric Clinics of North America, 69(4), 779–794. https://doi.org/10.1016/j.pcl.2022.04.008
Ketenci, T., Leroux, A., & Renken, M. (2020). Beyond student factors: A study of the impact on STEM career attainment. Journal for STEM Education Research, 3(3), 368–386. https://doi.org/10.1007/s41979-020-00037-9
Meyer, D. K., & Emery, A. (2021). Teaching Motivation for Student Engagement. Information Age Publishing.
Patiño, A., Ramírez-Montoya, M. S., & Buenestado-Fernández, M. (2023). Active learning and education 4.0 for complex thinking training: analysis of two case studies in open education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00229-x
Ryan, R. M., Bradshaw, E., & Deci, E. L. (2019). A history of human motivation theories. Selfdeterminationtheory.org. https://selfdeterminationtheory.org/wp-content/uploads/2019/07/2019_RyanBradshawDeci_HistoryOfMotivationTheories.pdf
Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of generation Z healthcare students: A scoping review. Nurse Education in Practice, 57(103247), 103247. https://doi.org/10.1016/j.nepr.2021.103247
Stenberg, M., Bengtsson, M., Mangrio, E., & Carlson, E. (2020). Preceptors’ experiences of using structured learning activities as part of the peer learning model: A qualitative study. Nurse Education in Practice, 42(102668), 102668. https://doi.org/10.1016/j.nepr.2019.102668
WGU. (2020). What is humanistic learning theory in education? Western Governors University. https://www.wgu.edu/blog/what-humanistic-learning-theory-education2007.html Management And Motivation Essay Discussion
Assessment 2 Instructions: Management and Motivation
• PRINT
• Create a 3-4 page report on the optimal learning environment for the course you began developing in Assessment 1.
Introduction
Often instructors do not get to choose the environment in which they will teach, but in this assessment you have the opportunity to do just that. Here you will select an environment that is the best fit for your content and learner population, and also consider how to maintain learner motivation in the environment you choose.
Note: Assessments in this course build on each other and must be completed in sequential order.
Create a 3–4 page report on the optimal learning environment for the course you began developing in Assessment 1. You should select a learning environment that will foster motivation in your learner population, support your efforts at classroom motivation, and best serve the goals of the course.
Optional Preparation
Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
• Which evidence-based research supports or refutes the use of traditional teaching methods? Which traditional teaching methods support critical thinking?
• What innovative pedagogical teaching strategies are present in your teaching philosophy? What evidence-based research supports or refutes the use of activity-based teaching methods?
• What do you believe is the role of the educator when using simulations in a learning environment?
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Instructions
Create a report that does the following:
• Describes the learning environment most appropriate for the educational topic and intended audience that you identified.
• Briefly describes and evaluates theories of classroom management, learner management, and learner motivation that are relevant to your course and intended audience.
• Describes evidence-based strategies for classroom and learner management and evidence-based best practices to enhance learner motivation and how you would employ these in your learning environment and with a diverse group of learners.
• Supports your choices with scholarly resources.
Additional Requirements
• Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
• Length: 3–4 pages, plus a title page and a references page.
• Use correct APA format, including running head, page numbers, and a title page.
• Use and cite at least three scholarly articles in your plan.
• Writing should be free of grammar and spelling errors that distract from content.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
o Describe the most appropriate learning environment for an intended topic and audience.
• Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
o Evaluate the applicability of classroom management and learner motivation theories to a specific course.
• Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
o Describe theories of learner motivation.
o Describe evidence-based best practices to enhance learner motivation in diverse settings.
• Competency 4: Integrate best practices for classroom management.
o Describe theories of classroom and learner management.
o Describe evidence-based strategies for classroom and learner management.
• Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
o Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting. Management And Motivation Essay Discussion
