MSN FPX 6105 Assessment 1 Learning Theories and Diversity
MSN FPX 6105 Assessment 1 Learning Theories and Diversity
Capella University MSN FPX 6105 Assessment 1 Learning Theories and Diversity –Step-By-Step Guide
This guide will demonstrate how to complete the Capella University MSN FPX 6105 Assessment 1 Learning Theories and Diversity 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 MSN FPX 6105 Assessment 1 Learning Theories and Diversity
Whether one passes or fails an academic assignment such as the Capella University MSN FPX 6105 Assessment 1 Learning Theories and Diversity 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 MSN FPX 6105 Assessment 1 Learning Theories and Diversity
The introduction for the Capella University MSN FPX 6105 Assessment 1 Learning Theories and Diversity 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 MSN FPX 6105 Assessment 1 Learning Theories and Diversity
After the introduction, move into the main part of the MSN FPX 6105 Assessment 1 Learning Theories and Diversity 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 MSN FPX 6105 Assessment 1 Learning Theories and Diversity
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 MSN FPX 6105 Assessment 1 Learning Theories and Diversity
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.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the MSN FPX 6105 Assessment 1 Learning Theories and Diversity assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
Sample Answer for MSN FPX 6105 Assessment 1 Learning Theories and Diversity
The main objective of nursing education globally is to promote professionalism and clinical competencies in making sure that the quality and safety of care provided in improved. Since nursing is considered a practical discipline, the process of educating nursing students thus involves both theoretical classroom discussions and sufficient clinical placements to promote the application of these theories into clinical practice (Tsimane & Downing, 2020). Nursing education plays a significant role in nursing professional development as stated by the American Nurses Association, which champions clinical expertise by learning in institutions of higher learning. Nurse educators in institutions of higher learning are normally faced with several challenges such as cultural diversity and the theory-practice gap among others. The purpose of this paper is to illustrate the use of educational theory in course development for culturally diverse nursing students in an institute of higher learning.
Influence of Learner’s Culture, Gender, and Experiences on Teaching and Learning
As a nurse educator in an institution of higher learning, I intend to develop a course that focuses on the development of cultural competencies to promote culturally sensitive nursing care for the increasingly diverse population. The target population for this nursing education program will comprise nursing students enrolled in the institute of higher learning. Studies show that some of the diversity reported among nursing students enrolled in institutes of higher learning in the United States include ethnic variance, age, multiculturalism, gender balance, and socioeconomic status among others (Fawaz et al., 2018). Such factors serve as a barrier to the effective delivery of nursing education to promote professional development in the institutes of higher learning. For instance, most nursing students in the 21st century come from different ethnic backgrounds with different socioeconomic statuses, which requires the adoption of appropriate educational theory to be able to overcome such diversities. Most nursing students who will also benefit from this course will also be of different ages and both genders.
Consequently, due to multiculturalism among nursing students in higher learning institutions, the educator must identify and respect the values and beliefs of each student to promote a positive learning environment. It is also important to note that not all nursing students will be from a high socioeconomic status, as some may be faced with financial challenges (Salifu et al., 2018). As such, the nurse educator needs to promote the use of easily accessible and affordable resources to be utilized in this course to promote maximum benefit from all students irrespective of their socioeconomic status. It is thus crucial to adopt the most effective educational theory and evidence-based teaching strategies to help promote the development of a nursing program that will benefit the diverse nursing student population enrolled in the higher learning institution.
Educational Theory and Evidence-Based Teaching
To guide the development of this nursing program I will utilize the social, ecological model – SEM alongside the theory of interpersonal relations. Through evidence-based teaching, SEM has been reported to encourage culturally congruent education by promoting decisions that are acceptable to all cultural values and beliefs at all levels (Ivankova & Plano Clark, 2018). The model comprises five main stages including individual, interpersonal, community, organizational, and public policy. The individual-level mainly focuses on the knowledge and skills of the person. Encouraging adequate knowledge of the different cultural beliefs and values will help promote a positive attitude and use of culturally sensitive language in educating a diverse nursing student population as described above.
The interprofessional level focuses on the development of an appropriate relationship between individuals. For instance, in the development of this course, it will be necessary to encourage the use of effective communication skills to promote healthy interpersonal relationships between the educator and the nursing students, and among nursing students themselves to promote a conducive learning environment for the diverse population (Zhang & Cui, 2018). The organization-level comprises ways in which the organization such as the institute for higher learning, can help promote a culture of understanding and welcoming for all nursing students, irrespective of their diversities. Consequently, at the community level, studies show that a coalition of the organization in the community will help in promoting a louder voice and create more funds to promote culturally sensitive nursing practice. Finally, through public policy, the institute of higher learning will be able to implement policies that encourage a culture of diversity in the nursing school such as addressing inequality and re-evaluating the teaching materials.
Teaching Strategies
With the application of the socio-ecological model, nurse educators have been able to adopt appropriate evidence-based teaching strategies which help in satisfying the academic needs of diverse learners promoting positive outcomes. Such teaching strategies include the development of individualized education plans (IEP) and the use of interactive methods (Salifu et al., 2018). The diversity of my target audience in the institution of higher learning as initially discussed will include nursing students from various ethnic, racial, cultural, and socioeconomic backgrounds. As such, the values and beliefs of these students will vary. It will thus be necessary to develop an IEP for each student to promote adequate satisfaction of their educational needs and enhance the achievement of their learning goals.
Interactive methods, on the other hand, comprise interactive lectures, journal clubs, small group works, clinical nurse presentations, reading quizzes, workshops, and problem-based learning. The interactive teaching strategy will involve active interactions among diverse learners (Tsimane & Downing, 2020). Effective learning among diverse learners greatly depends on the quality of teaching. The interactive teaching strategy is also considered a constructivist approach as it helps create a learning environment where the diverse nursing students will be able to actively take part in the learning process to gain experience and engage in reflections promoting problem-based, transformative learning. With active engagement, students will be able to identify and accept their diversities to promote equality throughout the learning process.
Conflict Management in the Classroom
In a diverse classroom, learners tend to encounter different forms of conflict which can be managed effectively by the use of evidence-based strategies. Such strategies include the implementation of a 6 step conflict resolution process that uses role-playing as the main conflict resolution method. The first step in the conflict resolution process involves finding the source of the conflict by interrogating the parties involved. Once the cause of the problem is known, the second step will involve the use of role-playing where the nursing students involved in the conflict will be given opposing roles for them to be able to view the situation from the other person’s viewpoint (Zhang & Cui, 2018). Role-playing is effective in resolving conflict among students as it helps promote empathy and understanding among individuals in conflict. The third step involves allowing the students in conflict to come up with solutions aggreging on a single solution that both parties are comfortable with. In the fourth step, both parties will be advised on how to look beyond the incidence and shake hands. The fifth step will involve learning from the experience to ensure that such as situation will never occur in the future. The final step will involve educating the entire class about such a conflict and ways to prevent or solve such problems in the future. However, evidence-based practice report that the likelihood of similar classroom conflicts occurring is limited, hence the need for each situation to be handled differently.
Conclusion
Nurse educators in higher learning institutions are normally faced with several challenges, especially when educating diverse learners. However, with the adoption of appropriate educational theories such as the socio-ecological model, educators have been able to come up with teaching plans which promote the satisfaction of the learning needs of each student. Such strategies include the development of individualized education plans (IEP) and the use of interactive methods. Educating diverse learners may also lead to classroom conflicts which can be managed in several ways like role-playing as the conflict resolution method.
References
Fawaz, M. A., Hamdan-Mansour, A. M., & Tassi, A. (2018). Challenges facing nursing education in the advanced healthcare environment. International journal of Africa nursing sciences, 9, 105-110. https://doi.org/10.1016/j.ijans.2018.10.005
Ivankova, N. V., & Plano Clark, V. L. (2018). Teaching mixed methods research: using a socio-ecological framework as a pedagogical approach for addressing the complexity of the field. International Journal of Social Research Methodology, 21(4), 409-424. https://doi.org/10.1080/13645579.2018.1427604
Salifu, D. A., Gross, J., Salifu, M. A., & Ninnoni, J. P. (2018). Experiences and perceptions of the theory-practice gap in nursing in a resource-constrained setting: A qualitative description study. Nursing Open, 6(1), 72-83. doi:10.1002/nop2.188
Tsimane, T. A., & Downing, C. (2020). Transformative learning in nursing education: A concept analysis. International journal of nursing sciences, 7(1), 91-98. https://doi.org/10.1016/j.ijnss.2019.12.006
Zhang, J., & Cui, Q. (2018). Collaborative learning in higher nursing education: A systematic review. Journal of Professional Nursing, 34(5), 378-388. https://doi.org/10.1016/j.profnurs.2018.07.007
