NURS FPX 6105 Assessment 3 Teaching Strategies

NURS FPX 6105 Assessment 3 Teaching Strategies

Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Teaching Strategies

A proper teaching technique will give healthcare professionals the information and competence to handle pediatric asthma cases well. This evaluation roves through different teaching techniques, learning outcomes, and assumptions to overcome difficulties and motivate the keeping of diverse learners’ interest in pediatric asthma management education. Applying proven methods and findings from published research articles, the instructors can develop more interactive and diverse learning atmospheres in which participants work together to attain mastery in healthcare (Rehman et al., 2020).

Learning Outcomes and Assumptions

The course objectives for a healthcare professionals’ class on pediatric asthma management are designed to provide learners with the needed knowledge, skills, and competence to handle the complexity of pediatric asthma cases successfully. The educational outcomes in the pediatric asthma program range from comprehending the pathophysiology, applying evidence-based guidelines, and developing critical thinking and problem-solving skills to working in an interdisciplinary healthcare team, proficiency in communication, and cultural competence considered in asthma management. In the end, each of the consequences refers to a precise element of pediatric asthma care, from recognizing the deeper mechanism of the disease to the appropriate way to communicate with the child and their family about the treatment (Metz & Burns, 2020).

These objectives are based on the assumption that healthcare professionals need a comprehensive understanding of pediatric asthma to provide optimal care to pediatric patients with this condition. It is assumed that learners will benefit from active learning methods, such as case-based learning and problem-solving tasks, to engage with the material meaningfully and develop the critical thinking skills necessary to navigate complex clinical scenarios. Additionally, the outcomes recognize the importance of interdisciplinary collaboration in asthma management, reflecting that healthcare professionals from various disciplines must work together to ensure comprehensive patient care (Lizzo & Cortes, 2023).

Evaluation of Teaching Strategies

As we examine the options of efficient teaching strategies to help healthcare professionals develop competence in pediatric asthma management, cognitive learning theory stands out as a robust foundation. The cognitive theory on which this theory is based places a significant emphasis on mental processes, problem-solving, and critical thinking, thus making it closely related to the complexities of the process of the effective handling of pediatric asthma. Delivering the content through active learning tools such as case-based learning, problem-solving exercises, and simulations helps healthcare professionals realize tangible outcomes and build confidence in asthma management. Also, remember all the students’ various backgrounds and functions, from nurses to cardiologists and pharmacists, to provide the point that the course should be tailored to different learning styles and professional settings. By bringing into practice evidence-based practices, interprofessional education (IPE), for example, helps healthcare teams work together as it is an essential factor for efficient pediatric asthma management (Martin et al., 2022).

However, uncertainties and knowledge gaps may arise regarding the comprehensive applicability of cognitive learning theory across all learners and educational contexts. While cognitive learning theory provides a robust framework for understanding mental processes and problem-solving, it may need to fully address the socio-emotional aspects influencing learning, particularly in diverse learner populations. Furthermore, while other learning theories like behaviorism and constructivism are briefly mentioned, their potential complementary roles to cognitive learning theory in pediatric asthma management education have yet to be extensively explored. Further investigation into the intersection of these theories and their practical implications for teaching strategies could provide additional insights and clarity for educators (Khan et al., 2023). 

Strategies to Address Potential Barriers to Learning in the Classroom

Strategies are evidence-based to overcome obstacles to learning in the classroom training of healthcare professionals on pediatric asthma management education covering a broad spectrum. To start with, active listening and empathy together, as stated by Tennant and Toney-Butler (2023), can be considered a fundamental strategy. For this, active involvement with students is an integral part of the process where the educator listens intently and honors their concerns, thereby creating the students’ psychological safety zone. Through direct involvement with students and especially empathy, the instructor can develop rapport and trust, which is vital for overcoming communication barriers and dealing with conflicts and misunderstandings that could arise during training (Tennant & Toney-Butler, 2023).

Clear communication and setting expectations upfront also emerge as crucial evidence-based strategies for managing potential barriers to learning. Bender (2022) emphasizes the importance of clearly articulating course objectives and behavioral expectations to provide learners with a roadmap for navigating potential disputes. By establishing transparent communication channels and outlining clear expectations, instructors empower learners to understand their roles and responsibilities, minimizing ambiguity and promoting a conducive learning environment. Moreover, by proactively addressing potential sources of conflict or confusion through clear communication, instructors can mitigate barriers to learning and create an atmosphere conducive to engagement and collaboration (Bender, 2022).

NURS FPX 6105 Assessment 3 Teaching Strategies

Another evidence-based strategy for managing potential barriers to learning is cultural competence and sensitivity. Another research study by Gradellini et al. (2021) highlights the importance of identifying learners’ cultural backgrounds and communication approaches to promote inclusiveness and avoid intergroup conflicts. By recognizing and respecting diverse cultural perspectives, instructors can create an environment where all learners feel valued and appreciated, fostering a sense of belonging and enhancing engagement in the learning process. Moreover, instructors can promote cross-cultural understanding and facilitate meaningful interactions among learners from different backgrounds by integrating culturally responsive teaching practices and diverse perspectives into the curriculum (Gradellini et al., 2021).

These evidence-based strategies were selected based on the assumption that effective classroom management requires proactive measures to address potential barriers to learning and create an inclusive and supportive learning environment. By leveraging active listening, clear communication, and cultural competence, instructors can effectively navigate challenges and promote positive learning outcomes for all learners. These strategies align with research findings demonstrating their effectiveness in enhancing communication, reducing conflicts, and fostering a sense of belonging among diverse learner populations (Devine & Ash, 2021).

Strategies for Overcoming Learning Barriers

Selected strategies such as active listening, empathy, clear communication, and cultural competence are poised to effectively overcome learning barriers in the anticipated audience of healthcare professionals undergoing pediatric asthma management education. As Tennant and Toney-Butler (2023) highlight, active listening fosters a supportive learning environment by listening attentively to learners’ perspectives and acknowledging their concerns. By actively engaging with learners, instructors can establish rapport, build trust, and promote open communication, thus addressing potential barriers from miscommunication or misunderstandings (Tennant & Toney-Butler, 2023). Moreover, Bender (2022) emphasized that clear communication provides learners with a clear understanding of course objectives and behavioral expectations, thereby minimizing ambiguity and promoting a conducive learning environment. By articulating expectations upfront, instructors empower learners to navigate potential conflicts or challenges proactively, enhancing their ability to overcome learning barriers effectively (Bender, 2022).

In this regard, Gradellini et al. (2021) argue that cultural competence and sensitivity are the cornerstone of dealing with intercultural conflict and promoting inclusiveness in the classroom. The instructor’s initiative to discover students’ cultural backgrounds and communication styles will create an environment where all learners will feel like members of the same community by making them feel appreciated and valued. Such initiation will contribute to increasing a sense of belonging and decreasing culture-related barriers (Gradellini et al., 2021). This is achieved by incorporating knowledge from the peer-reviewed current literature in the strategies, thus ensuring that they are consistent with the most effective ways of managing conflicts and fostering diversity and inclusion (Alam & Nur, 2023).

Ensuring that the chosen approaches are evidence-based and emerging from the latest reviews on care for pediatric asthma patients among healthcare professionals is incorporated as it assists them in using the most recent knowledge and addressing their needs. However, the study by Jung et al. (2020) shows that IPE (interprofessional education) is an effective means of enhancing collaboration among the healthcare team tasked with managing pediatric asthma and has provided evidence for implementing collaborative strategies to help overcome challenges of interdisciplinary communication and coordination. Implementing evidence-based methods with current literature could help instructors determine the relevance of their approaches that match the target audience’s various needs, thereby enabling better learning outcomes in pediatric asthma management education (Jung et al., 2020).

Strategies to Maintain Diverse Learners’ Motivation

Selected strategies such as integrating Self-Determination Theory (SDT) and Expectancy-Value Theory into pediatric asthma management education are instrumental in maintaining diverse learners’ motivation, as current peer-reviewed literature supports. Self-determination theory (SDT), as elucidated by Ryan and Deci (2022), emphasizes fostering autonomous motivation by addressing individuals’ psychological needs, including autonomy, competence, and relatedness (Ryan & Deci, 2022). By empowering learners to take ownership of their learning process and providing opportunities for self-directed learning, instructors can enhance learners’ intrinsic motivation and commitment to mastering pediatric asthma management. Research suggests fostering autonomy and competence through self-directed learning increases learner engagement and performance (Liu et al., 2022). I

ntegrating the Expectancy-Value Theory, as proposed by Shang et al. (2022), acknowledges the dynamic nature of motivation and the importance of tailoring interventions to learners’ cognitive appraisals and perceived task value. By emphasizing the relevance of asthma management and its impact on patient care, instructors can enhance learners’ perceived task value and motivation to engage in learning activities (Nichols et al., 2019).

Furthermore, evidence-based best practices for enhancing learner motivation, informed by current peer-reviewed literature, involve leveraging insights from SDT and expectancy-value theory while considering conflicting evidence and alternative perspectives (Liu et al., 2022). By integrating elements of both theories, instructors can develop holistic motivational strategies that address diverse learner needs and preferences, thus promoting sustained motivation and engagement throughout pediatric asthma management education. Additionally, current literature underscores the importance of considering conflicting evidence and alternative theories to ensure that motivational strategies are well-rounded and effective in diverse educational settings (Nichols et al., 2019).

Conclusion

The utilization of evidence-based teaching strategies, which are derived from current peer-reviewed literature, is one of the essential steps toward improving pediatric asthma management education. Educators can help create an atmosphere that is supportive and inclusive of learners with diverse learning abilities by addressing the potential roadblocks to learning and sustaining the motivation of diverse learners by using active listening, clear communication, cultural competence, and by using the knowledge of Self-Determination Theory and Expectancy-Value Theory. With preventative procedures and evidence-based methods, medical practitioners can acquire the skills to satisfy pediatric asthmatic patients’ needs, resulting in better outcomes and adequate healthcare delivery.

References

Alam, A., & Nur, J. (2023). The role of leaders in integrating diversity and inclusion within an organization: A qualitative study on the organizational level from a Swedish perspective. https://umu.diva-portal.org/smash/get/diva2:1816103/FULLTEXT03.pdf

Bender, F. (2022). A roadmap to intercultural proficiency. In diversity and inclusion research. Springer International Publishing. https://doi.org/10.1007/978-3-031-04899-9

Devine, P. G., & Ash, T. L. (2021). Diversity training goals, limitations, and promise: A multidisciplinary literature review. Annual Review of Psychology, 73(1). Ncbi. https://doi.org/10.1146/annurev-psych-060221-122215

Gradellini, C., Gómez-Cantarino, S., Dominguez-Isabel, P., Molina-Gallego, B., Mecugni, D., & Ugarte-Gurrutxaga, M. I. (2021). Cultural competence and cultural sensitivity education in university nursing courses. A scoping review. Frontiers in Psychology, 12(12). https://doi.org/10.3389/fpsyg.2021.682920

Jung, H., Park, K. H., Min, Y. H., & Ji, E. (2020). The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean Journal of Medical Education, 32(2), 131–142. https://doi.org/10.3946/kjme.2020.161

NURS FPX 6105 Assessment 3 Teaching Strategies

Khan, Z. A., Adnan, J., & Raza, S. A. (2023, July 18). Cognitive learning theory and development: Higher education case study. www.intechopen.com; IntechOpen. https://www.intechopen.com/chapters/86544

Liu, W.-Y., Jiesisibieke, Z. L., & Tung, T.-H. (2022). Effect of asthma education on health outcomes in children: a systematic review. Archives of Disease in Childhood, 107(12), archdischild-2021-323496. https://doi.org/10.1136/archdischild-2021-323496

Lizzo, J. M., & Cortes, S. (2023, August 7). Pediatric asthma. Ncbi.nlm.nih.gov; StatPearls Publishing. https://ncbi.nlm.nih.gov/books/NBK551631/

Martin, J., Townshend, J., & Brodlie, M. (2022). Diagnosis and management of asthma in children. British Medical Journal BMJ Paediatrics Open, 6(1), e001277. https://doi.org/10.1136/bmjpo-2021-001277

Metz, J., & Burns, R. (2020). Pediatric boot camp series: Longitudinal care for a child with asthma—From the emergency department to outpatient clinic. MedEdPORTAL. https://doi.org/10.15766/mep_2374-8265.10906

NURS FPX 6105 Assessment 3 Teaching Strategies

Nichols, M., Miller, S., Treiber, F., Ruggiero, K., Dawley, E., & Teufel 2nd, R. (2019). Patient and parent perspectives on improving pediatric asthma self-management through a mobile health intervention: Feasibility study (preprint). Journal of Medical Internet Research JMIR Formative Research, 4(7). https://doi.org/10.2196/15295

Rehman, N., Morais-Almeida, M., & Wu, A. C. (2020). Asthma across childhood: Improving adherence to asthma management from early childhood to adolescence. The Journal of Allergy and Clinical Immunology: In Practice, 8(6), 1802-1807.e1. https://doi.org/10.1016/j.jaip.2020.02.011

Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. Encyclopedia of Quality of Life and Well-Being Research, 1–7. https://doi.org/10.1007/978-3-319-69909-7_2630-2

Tennant, K., & Toney-Butler, T. J. (2023, September 13). Active listening. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015/