NURS FPX 6105 Assessment 1 Learning Theories and Diversity

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Learning Theories and Diversity

The educational process about pediatric asthma management for healthcare professionals becomes effective by implementing a solid instructional framework that incorporates the complexity of the topic and the different student requirements. As an appropriate method, cognitive learning theory is accepted, focusing on mental processes, solving problems, and critical thinking skills necessary to learn how to manage asthma. This educational plan incorporates cognitive theory, evidence-based practices focused on conflict management and a pediatric asthma program tailored to the healthcare provider’s background and roles (Harris et al., 2019).

Teaching Plan for Pediatric Asthma Management Course

Learning theory of cognitive conceptions provides a strong basis for training healthcare professionals in pediatric asthma management because it concentrates on the cognitive mental processes such as learning, problem-solving and decision-making. The Gestalt theory of organization shows a remarkable correlation with the complexity of asthma management, which depends on critical thinking and applying knowledge in different clinical cases. Piaget’s constructivist theory within the cognitive theory claims that learners develop their understanding of the world through assimilation and accommodation by restructuring what they already know and accommodating new information that does not fit with their existing knowledge (Mcleod, 2024).

In order to deal with pediatric asthma, healthcare professionals have to take new information on board about the disease course, treatment regimens, and management principles and put all the existing knowledge and skills at the service of these young patients, who are often more challenging to treat. Through the use of learning approaches that are cognitive such as case-based learning, problem-solving tasks, and simulations, instructors can create active participation and better grasp among the healthcare professionals, which culminates in their improved competence in pediatric asthma management (Lizzo & Cortes, 2023).

Peer-reviewed literature demonstrates the successful use of cognitive learning theory in healthcare education, especially in treating children’s asthma. To put into perspective, the paper by Moataz Salaheldin Gasim et al. in 2024 was in a quest to determine the efficacy of case-based learning in enhancing healthcare professionals’ knowledge and confidence in managing childhood asthma. The results of this study documented a very evident increase in informative retention and the skills needed for decision-making in the clinical field, as well as a significant indication of the efficacy of cognitive learning strategies in addressing the educational needs of different healthcare target populations (Moataz et al. et al., 2024). Furthermore, research by Manuaba et al. (2022) highlights the role of problem-based learning in developing critical thinking and clinical reasoning among healthcare professionals. This further endorses the notion that cognitive learning theory has a crucial place in productive asthma management among children (Manuaba et al., 2022).

Justification for Cognitive Learning Theory in Pediatric Asthma Management Education

Cognitive learning theory is the most appropriate framework for instructing healthcare professionals in pediatric asthma management because it emphasizes active mental processes, problem-solving, and critical thinking skills. Unlike behaviorist theories that focus solely on observable behaviors and stimulus-response mechanisms, cognitive theory delves into the cognitive processes underlying learning, such as memory, attention, and reasoning, which are crucial in mastering the complexities of asthma management. In pediatric asthma, healthcare professionals must go beyond rote memorization of facts and guidelines; they must understand the underlying pathophysiology, anticipate potential complications, and make informed clinical decisions tailored to each patient’s needs (Khan et al., 2023). 

While other learning theories, such as behaviorism and constructivism, offer valuable insights into learning processes, they may need to be more applicable or comprehensive in pediatric asthma management education. Behaviorist approaches, for instance, primarily focus on external stimuli and reinforcement mechanisms to shape behavior, which may not adequately address the cognitive complexities involved in managing pediatric asthma. Although behaviorist strategies like repetition and positive reinforcement can somewhat enhance skill acquisition, they often overlook the critical thinking and problem-solving skills required for clinical decision-making in asthma management. Similarly, while constructivist theories emphasize learners’ active construction of knowledge through social interaction and hands-on experiences, they may need to sufficiently address the cognitive processes and information-processing strategies specific to pediatric asthma management (Muhajirah, 2020).

In contrast, cognitive learning theory offers a more holistic approach that integrates cognitive processes, problem-solving strategies, and metacognitive skills, all essential for healthcare professionals to excel in pediatric asthma management. Cognitive theory equips learners with the cognitive tools necessary to analyze complex clinical scenarios, make evidence-based decisions, and adapt their knowledge to new situations by focusing on mental processes such as attention, memory, and comprehension (McGovern et al., 2019).

Diversity of Learners in Pediatric Asthma Management Education

The intended group of learners for pediatric asthma management education comprises healthcare professionals working in diverse clinical settings, including nurses, physicians, respiratory therapists, and pharmacists. This diversity among learners is significant due to the multidisciplinary nature of asthma management, which requires collaboration and coordination among various healthcare providers to ensure comprehensive patient care. Nurses play a pivotal role in asthma education, medication administration, and symptom management, while physicians diagnose and prescribe treatment plans. Respiratory therapists contribute expertise in pulmonary function testing and respiratory interventions, and pharmacists offer guidance on medication selection and patient counseling (C. et al. et al., 2023). 

Peer-reviewed research provides insights into teaching and learning strategies tailored to healthcare professionals’ diverse needs in pediatric asthma management. For instance, a study by Jung et al. (2020) investigated the effectiveness of interprofessional education (IPE) in improving collaboration and communication skills among healthcare teams managing pediatric asthma. The findings underscored the importance of IPE in enhancing teamwork and patient outcomes, highlighting the relevance of understanding the diverse roles and perspectives within interdisciplinary teams (Jung et al., 2020). By acknowledging the diversity of learners in pediatric asthma management education and incorporating evidence-based teaching strategies informed by peer-reviewed research, nursing instructors can foster a collaborative learning environment that enhances interdisciplinary teamwork and ultimately improves patient outcomes (Jung et al., 2020).

Evidence-Based Strategies for Conflict Management

Conflict management is essential for maintaining a conducive learning environment in a diverse classroom setting focused on pediatric asthma management for healthcare professionals. One evidence-based strategy is active listening coupled with empathy, as highlighted by Tennant & Toney-Butler (2023), which involves attentively hearing learners’ perspectives and acknowledging their concerns (Tennant & Toney-Butler, 2023). Clear communication and setting expectations upfront, supported by research from Bender (2022), also play a vital role in preventing misunderstandings and conflicts. By articulating course objectives and behavioral expectations clearly, instructors provide learners with a roadmap for navigating potential disputes. These approaches empower learners to find mutually acceptable solutions and foster a culture of cooperation (Bender, 2022).

Cultural competence and sensitivity are other essential elements that allow teachers to manage intercultural conflicts and address issues from different cultural perspectives. Research by Gradellini et al. (2021) emphasizes identifying learners’ cultural backgrounds and communication approaches for inclusiveness promotion and avoidance of intergroup conflicts. This way, instructors can manage conflicts between students from different cultures and create an environment where everyone feels valued and appreciated. Using the evidence-based approaches listed by these experts in the instructional plan helps nursing instructors be proactive when conflicts arise and maintain a friendly environment that facilitates learning for healthcare professionals to master pediatric asthma management (Gradellini et al., 2021).

Conclusion

Cognitive learning theory, tailor-made to pediatric asthma management education, and evidenced-based conflict management strategies are comprehensive approaches for health professionals with diverse learning needs. By acknowledging the interdisciplinary nature of asthma treatment and applying the cognitive theory of learning, nursing instructors can create a teaching environment where students learn how to interact with each other, think critically, and make decisions.

References

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

Allyson Jones, Johnson Ching-hong Li, Hall, M., Renette Bertholet, Turk, T., & Sadowski, C. A. (2023). Interprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices. BioMedCentral BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04297-y

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

Harris, K., Kneale, D., Lasserson, T. J., McDonald, V. M., Grigg, J., & Thomas, J. (2019). School-based self-management interventions for asthma in children and adolescents: A mixed methods systematic review. Cochrane Database of Systematic Reviews, 1(1). https://doi.org/10.1002/14651858.cd011651.pub2

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 1 Learning Theories and Diversity

Khan, Z. A., Adnan, J., & Raza, S. A. (2023). Cognitive learning theory and development: Higher education case study. IntechOpen EBooks. https://doi.org/10.5772/intechopen.110629

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

Manuaba, I. B. A. P., No, Y., & Wu, C.-C. (2022). The effectiveness of problem-based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis. PLOS ONE, 17(11), e0277339. https://doi.org/10.1371/journal.pone.0277339

McGovern, C. M., Arcoleo, K., & Melnyk, B. (2019). COPE for asthma: Outcomes of a cognitive behavioral intervention for children with asthma and anxiety. School Psychology, 34(6), 665–676. https://doi.org/10.1037/spq0000310

Mcleod, S. (2024, January 24). Piaget’s theory and stages of cognitive development. Simply Psychology. https://www.simplypsychology.org/piaget.html

Moataz Salaheldin Gasim, Maram Hamza Ibrahim, Waad Abdelmoniem Abushama, Ikhlas Mohamed Hamed, & Ibrahim Abdelrhim Ali. (2024). Medical students’ perceptions towards implementing case-based learning in the clinical teaching and clerkship training. BioMedCentral BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05183-x

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Muhajirah, M. (2020). Basic of Learning theory: (Behaviorism, cognitivism, constructivism, and humanism). International Journal of Asian Education (IJAE) by READ Institute, 1(1), 37–42. https://doi.org/10.46966/ijae.v1i1.23

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