NURS FPX 6105 Assessment 2 Management and Motivation

NURS FPX 6105 Assessment 2 Management and Motivation

Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Management and Motivation

Teaching pediatric asthma care among healthcare practitioners, especially nurses, is geared towards creating a conducive learning environment and employing robust motivation strategies. This examination investigates the application of cognitive learning theory, theories of classroom and learner management, besides theories of learner motivation in the education of asthma among children, which are reviewed to present a comprehensive understanding of how to optimize the outcome of educational intervention in this field of the health care system (Harris et al., 2019).

Learning Environment

Creating an effective learning environment for pediatric asthma management education among healthcare professionals, particularly nursing students, necessitates promoting active engagement, critical thinking, and problem-solving skills. The cognitive learning theory is most suitable due to its emphasis on mental processes, problem-solving, and decision-making, aligning closely with the cognitive demands of pediatric asthma management (Ahmady & Shahbazi, 2020). Behaviorist and constructivist approaches offer valuable insights into learning processes but may need improvement in addressing pediatric asthma management’s cognitive complexities. Behaviorism focuses on observable behaviors, while constructivism emphasizes active knowledge construction.

However, both may require more emphasis on the cognitive tools for analyzing complex clinical scenarios in pediatric asthma management. The cognitive learning theory offers a cohesive, multifaceted strategy that combines the cognitive processes, problem-solving strategies, and metacognitive competencies vital for nursing students to achieve success in pediatric asthma management. Active learning methods such as case-based learning, problem-solving tasks, and simulations encourage healthcare professionals to engage actively, apply critical thinking skills, and enhance competence in pediatric asthma management (van Diggele et al., 2020).

Theories of Classroom and Learner Management

In pediatric asthma management education for healthcare professionals, the cognitive learning theory is the primary framework for classroom and learner management, emphasizing mental processes, problem-solving, and critical thinking skills essential for mastering pediatric asthma management. This method focuses on the cognitive process of internal memory, attention, and comprehension within the clinical situation, which is vital to comprehending complex clinical scenarios and making evidence-based decisions on asthma management. While cognitive theory is a helpful source of knowledge, its limitations are also evident, such as disregarding the social and environmental factors impacting learning and paying too little attention to the affective area of learning, including emotions and motivation factors (Martin et al., 2022).

Theories of Learner Motivation

The concept of learner motivation is more a segment of healthcare professionals’ medical providers for pediatric asthma management education. In this regard, Self-Determination Theory (SDT) and Expectancy-Value Theory are the most fundamental theories to be applied. The TSD encourages autonomous motivation, so the psychological needs of the people are highlighted to engage and commit people (Ryan & Deci, 2022). However, it may overlook external factors impacting motivation and need a comprehensive view of motivation beyond intrinsic needs. Conversely, the Expectancy-Value Theory focuses on learners’ cognitive appraisals of tasks and their perceived value, acknowledging the dynamic nature of motivation and the importance of tailoring interventions (Shang et al., 2022). However, it may overlook affective factors and social influences. Integrating elements of both theories enables instructors to develop holistic motivational strategies, addressing diverse learner needs and preferences to enhance engagement and mastery of pediatric asthma management.

Applicability of Theories

The cognitive learning theory provides a robust framework for classroom management in pediatric asthma management education, aligning well with the cognitive demands of mastering asthma management through its focus on mental processes, problem-solving, and critical thinking. However, addressing individual cognitive processes effectively may only partially encompass the interpersonal dynamics and teamwork skills crucial for effective patient care in multidisciplinary healthcare settings. Regarding learner motivation, Self-Determination Theory (SDT) emphasizes intrinsic motivation and satisfaction with psychological needs, fostering engagement and commitment among learners. However, it may overlook external factors impacting motivation and the multifaceted nature of motivation beyond intrinsic needs. Conversely, expectancy-value theory focuses on cognitive appraisals and task value, enabling tailored motivational interventions to enhance engagement and performance.

Evidence-Based Strategies for Classroom and Learner Management 

Employing an evidence-based approach to classroom management strategies for pediatric asthma management education involves engaging healthcare professionals through active learning methods such as case-based learning, problem-solving tasks, and simulations, which work to enhance classroom participation and critical thinking. Integrating interprofessional education (IPE) can improve collaboration skills among healthcare teams managing pediatric asthma. For learner motivation, leveraging insights from SDT and expectancy-value theory can tailor interventions to foster autonomy and competence and emphasize the importance of asthma management (Rehman et al., 2020). While cognitive learning theory provides evidence-based strategies, considering conflicting evidence and alternative perspectives is vital for comprehensive classroom and learner management. Social constructivist theories emphasize social interaction and hands-on experiences, complementing cognitive approaches (Saleem et al., 2021).

Evidence-Based Best Practices to Enhance Learner Motivation 

In diverse educational settings like pediatric asthma management education for healthcare professionals, evidence-based best practices for enhancing learner motivation involve leveraging insights from SDT and expectancy-value theory while considering conflicting evidence and alternative perspectives (Liu et al., 2022). Fostering autonomy and competence through self-directed learning and emphasizing the relevance of asthma management can enhance engagement and performance. While SDT and expectancy-value theory offer valuable insights into learner motivation, they may need to capture the complexity of motivational dynamics in diverse settings fully. Conflicting evidence or alternative theories should be carefully evaluated to ensure that motivational strategies are well-rounded and effective (Nichols et al., 2019). 

Conclusion

Creating a proper learning environment and building motivation for learners are critical concerns in educating healthcare providers about pediatric asthma management. Cognitive learning theory and evidence-based techniques will provide attentiveness, critical thinking, and problem-solving skills, which are the core of successfully managing asthma. Besides that, interlacing the discoveries in the theories of the classroom and learner management, as well as the theories of learner motivation, empowers the instructors to develop comprehensive strategies that consider different needs and preferences.

References

Ahmady, S., & Shahbazi, S. (2020). Impact of social problem-solving training on nursing students’ critical thinking and decision making. BioMedCentral BMC Nursing, 19(1), 1–8. https://doi.org/10.1186/s12912-020-00487-x

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

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

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

NURS FPX 6105 Assessment 2 Management and Motivation

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). 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

Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and learning environment. Perennial Journal of History, 2(2), 403–421. https://doi.org/10.52700/pjh.v2i2.86

Shang, C., Moss, A. C., & Chen, A. (2022). The expectancy-value theory: A meta-analysis of its application in physical education. Journal of Sport and Health Science, 12(1). https://doi.org/10.1016/j.jshs.2022.01.003

NURS FPX 6105 Assessment 2 Management and Motivation

van Diggele, C., Burgess, A., & Mellis, C. (2020). Planning, preparing, and structuring a small group teaching session. BioMedCentral BMC Medical Education, 20(S2). https://doi.org/10.1186/s12909-020-02281-4