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Capella University
NURS-FPX 6105 Teaching and Active Learning Strategies
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An effective pediatric asthma educational program must be in place for healthcare professionals to deliver the best possible care to pediatric patients with asthma. This teaching plan aims to equip healthcare professionals with the knowledge, techniques, and inspiration required for asthma management. The strategy of this plan is to integrate evidence-based teaching methods, including cognitive learning theory and interdisciplinary education, and attend to multiculturalism. The goal is to create an inclusive and supportive learning atmosphere that eventually fosters critical thinking, communication, and collaboration among students. This teaching strategy will involve assessment methods designed to check the knowledge, critical thinking, communication, and cultural sensitivity skills necessary among healthcare practitioners for proactive care delivery to diverse populations (Axelsson et al., 2020).
Applying cognitive learning theory in pediatric asthma management education is instrumental in optimizing the teaching experience and enhancing learner outcomes. Cognitive learning theory emphasizes mental activities like problem-solving, critical thinking, and decision-making, which are significant components of providing competent healthcare to children with asthma (Harris et al., 2019). By utilizing cognitive learning theory, instructors can design educational interventions to facilitate active engagement and more profound understanding among learners. For instance, incorporating case-based learning and problem-solving tasks allows healthcare professionals to apply theoretical knowledge to real-world clinical scenarios, improving their competence in pediatric asthma management (Lizzo & Cortes, 2023).
Moreover, cognitive learning theory fosters a holistic approach to learning by addressing cognitive processes like memory and comprehension, which are crucial for mastering the complexities of asthma management (McGovern et al., 2019).The academic rationale for applying cognitive learning theory lies in its alignment with the cognitive demands of pediatric asthma management. Unlike behaviorist or constructivist theories, cognitive learning theory delves into the underlying cognitive processes involved in learning, which is particularly relevant in healthcare education (Khan et al., 2023).
Healthcare professionals treating pediatric asthma must possess factual knowledge and the ability to analyze clinical situations, make informed decisions, and adapt to evolving circumstances (Harris et al., 2019). Cognitive learning theory provides a comprehensive framework for developing these cognitive skills, enabling healthcare professionals to excel in pediatric asthma management. Moreover, scholarly research validates the effectiveness of cognitive learning techniques like case-based learning and problem-solving exercises in enhancing healthcare professionals’ understanding and self-assurance in pediatric asthma management (Manuaba et al., 2022).
Applying cognitive learning theory to pediatric asthma management education involves creating an effective learning environment that promotes active engagement, critical thinking, and problem-solving skills among healthcare professionals, particularly nursing students. Cognitive learning theory emphasizes mental processes such as memory, attention, and comprehension, essential for understanding complex clinical scenarios and making evidence-based decisions in pediatric asthma management (Ahmady & Shahbazi, 2020).
Using cognitive learning theory, instructors can design educational interventions facilitating active engagement and more profound understanding among learners. For example, healthcare professionals are encouraged to actively engage, utilize critical thinking abilities, and improve their competency in managing pediatric asthma through active learning approaches such as case-based learning, problem-solving tasks, and simulations (van Diggele et al., 2020).
Besides cognitive learning theory, employing classroom and learner management theories is also necessary to improve the learning outcome in pediatric asthma management education. Although cognitive theory builds a solid basis for explaining the mechanisms of cognition involved in learning, it may fail to consider the social and environmental factors affecting learning (Martin et al., 2022). Thus, integrating insights from social constructivist theories can complement cognitive approaches by emphasizing social interaction and hands-on experiences, essential for fostering collaboration and teamwork skills among healthcare professionals managing pediatric asthma (Saleem et al., 2021).
Furthermore, addressing learner motivation is paramount for sustaining engagement and commitment among healthcare professionals in pediatric asthma management education. Leveraging theories such as Self-Determination Theory (SDT) and Expectancy-Value Theory can tailor motivational interventions to foster autonomy, competence, and perceived task value among learners (Shang et al., 2022). By considering evidence-based best practices for enhancing learner motivation, instructors can create a learning environment that nurtures intrinsic motivation and emphasizes the relevance of asthma management, thereby enhancing engagement and performance among healthcare professionals (Liu et al., 2022).
In the context of nursing and healthcare education, particularly in pediatric asthma management, integrating appropriate learning strategies and techniques is essential for addressing the diverse needs of learners and ensuring optimal learning outcomes. The selection of teaching strategies should be informed by evidence-based research to effectively engage learners and facilitate their mastery of complex clinical skills. For example, active learning techniques like case-based learning, problem-solving exercises, and simulations have improved healthcare professionals’ critical thinking and problem-solving abilities (Rehman et al., 2020). By incorporating these strategies into pediatric asthma management education, instructors can create interactive and diverse learning environments that cater to learners’ specific needs and preferences (Ghasemi et al., 2020).
Assumptions underlying the choice of teaching strategies include the recognition of healthcare professionals’ diverse backgrounds and functions, ranging from nurses to cardiologists and pharmacists. It is assumed that tailoring the course to different learning styles and professional settings will enhance engagement and facilitate meaningful learning experiences (Martin et al., 2022). Additionally, assumptions are made regarding the importance of interdisciplinary collaboration in asthma management, reflecting the understanding that healthcare professionals from various disciplines must work together to ensure comprehensive patient care. By addressing these assumptions, instructors can design teaching strategies that promote inclusivity, collaboration, and competence among learners (Lizzo & Cortes, 2023).
Moreover, including Self-Determination Theory (SDT) and Expectancy-Value Theory in the pediatric asthma management education process is critical to keep the motivation of the learners of different groups stained. SDT underlines that individuals are autonomous and that their motivation should be fulfilled through their psychological needs. Along with this, the Expectancy-Value approach accepts that motivation can be complex and take place at different times and that interventions need to be adapted according to students’ cognitive appraisals and perceived task value. Through these strategies, teachers can foster students’ internal motivation and thus see an increase in their interest in classroom activities (Shang et al., 2022).
Identifying suitable learning techniques, methods, and outcomes for nursing and healthcare instruction requires careful consideration of the fact that individuals learn differently, with different tastes and needs. By integrating evidence-based teaching strategies and theories into pediatric asthma management education, instructors can create enriching learning experiences that empower healthcare professionals to provide optimal care to pediatric patients with asthma (Patelarou et al., 2020).
Incorporating evidence-based approaches for classroom and learner management in pediatric asthma education entails utilizing research insights to guide teaching methods and tackle obstacles efficiently. A notable example is the adoption of active learning techniques like case-based learning and problem-solving exercises, which have proven to boost healthcare professionals’ critical thinking and problem-solving capabilities. By incorporating these methods into the curriculum, instructors can create engaging learning environments that promote active participation and facilitate a deeper understanding of complex clinical scenarios related to pediatric asthma management (Rehman et al., 2020).
However, it is essential to consider conflicting data and alternative perspectives when implementing these best practices. While active learning methods have demonstrated efficacy in promoting learning outcomes, they may only be suitable for some learners or educational contexts. Some learners prefer traditional instructional approaches, while others thrive in hands-on learning environments. Additionally, conflicting evidence regarding the effectiveness of specific teaching strategies may necessitate a flexible approach that allows for adaptation based on learners’ needs and preferences (Khan et al., 2023).
In addition, although the active learning method is compatible with cognitive learning theory and focuses on problem-solving skills and critical thinking simultaneously, there are potential limitations to this approach. For instance, the socio-emotional areas may also need to be considered an important part of active learning methods, especially for heterogeneous learners. Therefore, it is essential to complement active learning methods with strategies that promote socio-emotional development and address the affective domain of learning (Martin et al., 2022).
In addition to active learning methods, integrating interprofessional education (IPE) into pediatric asthma management education is another evidence-based best practice for classroom and learner management. IPE promotes collaboration and teamwork among healthcare professionals from various disciplines, essential for delivering comprehensive patient care in multidisciplinary healthcare settings. By providing opportunities for interprofessional collaboration, instructors can prepare healthcare professionals to work effectively as part of a healthcare team and address the complex needs of pediatric patients with asthma (Jung et al., 2020).
When designing and developing educational programs for pediatric asthma management, it is crucial to consider potential barriers to learning that learners may encounter. One significant barrier is the diverse backgrounds and learning styles of healthcare professionals participating in the program. Given that participants may include nurses, cardiologists, pharmacists, and others, instructors must tailor the educational content to accommodate different learning preferences and levels of expertise (Rehman et al., 2020).Differences in communication styles or cultural backgrounds among learners can also pose a barrier to learning, potentially leading to misunderstandings or conflicts. With effective communication and cultural competence, however, these barriers can be overcome, allowing learning and collaboration in the classroom (Gradellini et al., 2021).
Moreover, uncertainties and knowledge gaps may sometimes prevent teachers from effectively using the researched teaching strategies, such as cognitive learning theory, in all teaching contexts and for different learners. Nevertheless, cognitive learning theory has been proven to be a comprehensive theory that provides a conceptual framework by which mental processes and problem-solving are understood. The theory, however, may have yet to fully address socio-emotional aspects that affect learning, mainly when dealing with diverse learner populations (Khan et al., 2023). Additionally, more research is needed to explore the intersection of cognitive learning theory with other learning theories, such as behaviorism and constructivism, and their practical implications for teaching strategies in pediatric asthma management education (Martin et al., 2022).
Recognizing areas of uncertainty and knowledge gaps is crucial for comprehensively understanding successful educational program development. Additional research is required to explore alternative teaching approaches considering socio-emotional factors in learning and catering to diverse learner populations. Furthermore, investigating the efficacy of incorporating multiple learning theories into educational curricula can offer valuable insights for instructors seeking to customize their teaching methods to suit the needs of various learners better (Nichols et al., 2019).
It is imperative to include cultural competence in the medical education curriculum so that nurses and healthcare providers will be ready to offer patient-centered care to patients from different cultures. The assessment of the importance, timeliness, sufficiency, and reliability of information regarding these options requires that several other factors be considered. The relevance of evidence is based on its ability to adjust to the goals and objectives of the educational program. Being able to show the experience of how cultural competence results in improved patient outcomes and care delivery is of paramount importance. As demonstrated by Gradellini et al. (2022), the scoping review they conducted on the educational aspects of cultural competence in nursing courses is a good example that shows that bringing cultural competence into nursing education saves society from intergroup conflicts and promotes inclusiveness.
Currency refers to the recency of the evidence and its alignment with current best practices in nursing and healthcare education. It is crucial to use up-to-date proof that reflects the latest advancements and understandings in cultural competence. For instance, Alam and Nur (2023) conducted a qualitative study on integrating diversity and inclusion within organizations, providing current insights into the role of leaders in promoting cultural competence (Alam & Nur, 2023).
Sufficiency pertains to the evidence’s adequacy in supporting cultural competence’s incorporation into educational offerings. Multiple studies demonstrating the effectiveness of cultural competence training and its impact on healthcare outcomes contribute to the sufficiency of the evidence. Additionally, evidence should come from reputable sources and be supported by robust methodologies (Walkowska et al., 2023). Lastly, trustworthiness relates to the credibility and reliability of the evidence. Peer-reviewed articles published in reputable journals, such as those cited in this assessment, enhance the trustworthiness of the evidence. For example, Gradellini et al. (2021) published their study in Frontiers in Psychology, a well-regarded journal. In addition to peer-reviewed articles, trustworthiness can be enhanced by considering the authors’ reputations and affiliations. Researchers with established expertise and affiliations with reputable institutions are more likely to produce credible and reliable research.
The focus of this teaching plan is to endow health professionals with the required knowledge, skills, and motivation to provide advice to children with asthma for appropriate management. It starts with defining the learning goals, which must be getting knowledge of asthma pathology, using practical clinical guidelines, and improving communication and cultural competence. Some teaching strategies will be based on the evidence and included in the plan, such as cognitive learning theory, interprofessional education (IPE), and cultural competence training. Classroom management strategies aim to establish a welcoming space for everyone by applying clear communication and overcoming the possible barriers to learning by listening actively and being emphatic (Nkhalamba et al., 2021).
Teaching Plan | |
Pediatric Asthma Management for Healthcare Professionals | |
Introduction |
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Learning Objectives |
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Teaching Strategies |
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Classroom Management |
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Learner Motivation |
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Evaluation and Assessment |
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Conclusion |
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The assessments designed for this course on pediatric asthma management reflect best practices tailored to the content, population, and learning environment.
These assessments align with best practices by assessing a range of competencies relevant to pediatric asthma management, including knowledge, critical thinking, communication, and cultural competence. They are designed to be meaningful and applicable to real-world healthcare settings, preparing students to provide high-quality care to diverse patient populations.
In conclusion, this pediatric asthma management education teaching plan, which provides a broader view of the competencies needed by healthcare professionals to manage pediatric asthma cases effectively, has been presented. The plan intends to implement evidence-based teaching techniques, identify learning barriers, and focus on cultural competence. This way, the learners can become active, critical thinkers, polite, and collaborative. By creatively combining different assessment methodologies to cover different areas of competence, this teaching plan prepares future healthcare practitioners to provide exceptional care to patients with asthma, irrespective of the settings where they will be working.
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
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
Ghasemi, M. R., Monaghan, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159
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
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. National Center for Biotechnology Information NCBI .nlm.nih.gov; StatPearls Publishing. https://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
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
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
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
Nkhalamba, L., Rylance, S., Muula, A. S., Mortimer, K., & Limbani, F. (2021). Task-shifting to improve asthma education for Malawian children: A qualitative analysis. Human Resources for Health, 19(1). https://doi.org/10.1186/s12960-021-00576-1
Patelarou, A. E., Mechili, E. A., Ruzafa-Martinez, M., Dolezel, J., Gotlib, J., Skela-Savič, B., Ramos-Morcillo, A. J., Finotto, S., Jarosova, D., Smodiš, M., Mecugni, D., Panczyk, M., & Patelarou, E. (2020). Educational interventions for teaching evidence-based practice to undergraduate nursing students: A scoping review. International Journal of Environmental Research and Public Health, 17(17), 6351. https://doi.org/10.3390/ijerph17176351
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
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
Walkowska, A., Przymuszała, P., Marciniak-Stępak, P., Nowosadko, M., & Baum, E. (2023). Enhancing cross-cultural competence of medical and healthcare students using simulated patients—A systematic review. International Journal of Environmental Research and Public Health, 20(3). https://doi.org/10.3390/ijerph20032505
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