NURS FPX 6105 Learning Theories And Diversity Paper Example

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NURS FPX 6105 Learning Theories And Diversity Paper Example

NURS FPX 6105 Assessment 1 Learning Theories And DiversityNURS FPX 6105 Assessment 1 Learning Theories And Diversity

Assignment Brief: NURS FPX 6105 Learning Theories And Diversity Paper Assignment

Course: NURS FPX 6105 Teaching and Active Learning Strategies

Assignment Title: Assessment 1 Learning Theories And Diversity

Assignment Instructions Overview:

In this assignment, you will explore the intersection of learning theories and diversity within the context of nursing education. Specifically, you will be tasked with analyzing various learning theories and evaluating their applicability in designing a teaching plan for stress management in a nursing education program. Furthermore, you will examine the diverse characteristics of the intended group of learners and propose evidence-based strategies for managing conflicts that may arise within a diverse classroom environment.

The Student’s Role:

As a student undertaking this assignment, your role is to conduct thorough research on learning theories, diversity in nursing education, and conflict management strategies. Utilize academic resources, scholarly articles, and relevant literature to support your analysis and recommendations. Demonstrate critical thinking skills by evaluating the strengths and limitations of each learning theory and conflict management strategy within the context of nursing education. Your task is to synthesize this information into a cohesive paper that demonstrates your understanding of the subject matter and your ability to apply theoretical concepts to practical educational scenarios.

You Can Also Check Other Related Assessments:

NURS FPX 6105 Assessment 2 Management and Motivation Report Example

NURS FPX 6105 Assessment 3 Teaching Strategies to Support Teaching and Learning Example

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan Example

NURS FPX 6105 Learning Theories And Diversity Paper Example

Introduction

When designing a teaching plan for nursing education, it’s essential to consider the diverse backgrounds and experiences of learners. This assessment focuses on creating a high-level teaching plan for stress management in a community college Associate Degree in Nursing (ADN) program. Emphasizing the importance of social interactions and cultural experiences in learning, the chosen educational theory is Lev Vygotsky’s Sociocultural Learning Theory. This theory aligns with the diverse nature of nursing students and promotes collaborative learning. By acknowledging diversity and leveraging relevant educational theories, the teaching plan aims to enhance the learning experience and foster cultural competency among students. Additionally, the assessment addresses potential conflicts stemming from diversity and proposes evidence-based strategies for conflict management.

Identification of a Learning Theory: Sociocultural Learning Theory

The teaching plan for stress management among ADN Nursing students is grounded in the Sociocultural Learning Theory, which originates from Lev Vygotsky’s work. This theory highlights how cognitive development is influenced by the sociocultural environment, emphasizing learning through social interactions and cultural experiences (Taber, 2020). In nursing education, where students vary widely in age, cultural background, and healthcare experiences, this theory holds particular significance.

The concept of the Zone of Proximal Development (ZPD) is central to Vygotsky’s theory. ZPD refers to the gap between what learners can do independently and what they can achieve with guidance and collaboration (Oliveira et al., 2023). In a diverse nursing student body, each student’s ZPD differs, necessitating collaborative learning strategies to maximize learning potential. Collaboration allows students to learn from one another, facilitating knowledge construction within their ZPDs, a critical aspect for understanding and managing stress in nursing practice.

Research supports the efficacy of Vygotsky’s theory in nursing education. Collaborative learning environments promote a sense of community and facilitate the exchange of diverse perspectives, enhancing students’ grasp of complex nursing concepts. This approach caters to the needs of diverse learners, fostering inclusivity and providing a conducive environment for interactive and reflective learning about stress management (Su & Zou, 2020).

Justification for Sociocultural Learning Theory and Contextual Appropriateness

The Sociocultural Learning Theory proves its appropriateness for nursing education due to its focus on social interactions and cultural context, which are integral to the nursing profession. Nursing relies heavily on collaboration, teamwork, and communication, all of which are emphasized in this theory (Valderama‐Wallace & Apesoa‐Varano, 2020). Nursing students, coming from diverse backgrounds, contribute varied perspectives to the learning environment, aligning well with the theory’s emphasis on utilizing diversity as a valuable learning resource.

Furthermore, the theory’s emphasis on collaborative learning enhances critical thinking and problem-solving skills in nursing students (Su & Zou, 2020). These skills are crucial in the complex healthcare environment and can be developed through collaborative learning, where students learn to integrate different viewpoints, engage in meaningful discussions, and collectively solve complex health issues.

Compared to Piaget’s Cognitive Development Theory, Vygotsky’s theory better accommodates diversity and promotes collaborative learning, essential for nursing practice. Therefore, Piaget’s Cognitive Development Theory may not be as effective in nursing education. While it provides a useful framework for understanding cognitive development, its focus on individual cognitive stages may not be suitable for the diverse learning environment of a nursing course. Solitary exploration of concepts, as emphasized in Piaget’s theory, may not promote the level of interaction necessary for preparing students for real-world nursing practice, where teamwork and collaboration are essential (Hanfstingl et al., 2019).

Moreover, Piaget’s theory may overlook cultural and experiential diversity in learning, which is critical in nursing education. Given the diverse experiences, backgrounds, and cultures of nursing students, a learning theory that embraces this diversity is essential. Vygotsky’s Sociocultural Learning Theory, with its emphasis on social interaction and cultural context, provides a more comprehensive framework for nursing education.

Diversity of the Intended Group of Learners

The nursing students participating in this stress management educational program represent a diverse spectrum characterized by differences in age, cultural backgrounds, prior healthcare experiences, and levels of digital literacy. Each aspect of this diversity contributes to the unique dynamics of learning within this context.

Firstly, the age diversity encompasses both traditional-age students and mature learners, bringing with it varying learning styles and preferences. While younger students may be more adept with digital technology, older students offer valuable life experiences and perspectives that enrich classroom discussions (Smith et al., 2023). This blend of traditional and non-traditional students fosters a more inclusive and dynamic learning environment.

Secondly, cultural diversity among the students introduces a variety of worldviews, belief systems, and healthcare perspectives, enhancing the cultural competence of the entire class. This diversity enriches classroom discussions, case studies, and problem-solving exercises by providing a broader range of experiences and viewpoints (Valderama‐Wallace & Apesoa‐Varano, 2020). It promotes a culturally sensitive approach to nursing practice, fostering inclusivity.

Thirdly, students’ diverse prior healthcare experiences, ranging from home care to clinical settings, contribute to a deeper understanding and application of theoretical knowledge. Sharing these varied experiences can offer real-life insights, facilitating a more practical learning approach to stress management (Oliveira et al., 2023).

The significance of this diversity lies in its capacity to enhance critical thinking, problem-solving skills, cultural competence, and inclusivity in nursing education. Diverse classrooms have been shown to bolster critical thinking skills among students, leading to the development of culturally competent healthcare professionals (Smith, 2023; Oliveira et al., 2023).

Evidence-Based Strategies for Managing Conflicts in a Diverse Classroom

The diverse nature of the classroom, although beneficial for learning, can sometimes lead to conflicts arising from differing viewpoints, cultural misunderstandings, and generational gaps. To effectively manage these conflicts, several evidence-based strategies have been identified.

One such strategy involves transformative learning, a theory proposed by Mezirow. In the context of stress management in nursing, transformative learning is vital as it encourages students to challenge their existing beliefs about stress and its management techniques, which may vary due to their diverse backgrounds. By fostering critical reflection and open discourse, transformative learning enables students to understand different perspectives, thus reducing conflict. Additionally, it promotes conflict resolution through dialogue and shared understanding (Wang et al., 2019; Smith et al., 2023).

Another strategy focuses on fostering cultural competence among students. Given the diverse cultural backgrounds, it’s essential to recognize that notions of stress and coping mechanisms vary across cultures. Educators can incorporate activities such as intercultural workshops, diversity simulations, and reflective writing assignments to encourage students to explore, understand, and appreciate cultural differences. This increased cultural competence minimizes misunderstandings and conflicts arising from cultural disparities, creating a more inclusive learning environment (Brottman et al., 2019).

Peer mediation is another effective strategy where trained students help mediate conflicts among their peers. Particularly in a stress management course, where students are dealing with their own stress, peer mediation allows for effective resolution of conflicts related to stress management techniques. This approach empowers students to manage conflicts independently, fosters a sense of community, and equips them with negotiation and interpersonal skills for their future careers. Moreover, it emphasizes the value of peer relationships, fostering a supportive and collaborative classroom environment (Ay et al., 2019).

Conclusion

In conclusion, integrating Vygotsky’s Sociocultural Learning Theory into the teaching plan for stress management in nursing education acknowledges and leverages the diversity of learners. By addressing potential conflicts through evidence-based strategies, the teaching plan promotes inclusivity, cultural competence, and collaboration, essential for preparing future healthcare professionals. The incorporation of diverse perspectives, experiences, and backgrounds within the classroom enriches the learning environment, fostering a dynamic and inclusive atmosphere conducive to effective learning and professional development. Through the application of evidence-based strategies such as transformative learning, fostering cultural competence, and peer mediation, conflicts arising from diversity are effectively managed, allowing for a supportive and harmonious educational experience that prepares nursing students for the complexities of real-world practice.

References

Ay, F., Ay, M. A., & Temur, T. (2019). The Effect of Peer Mediation Program on Conflict Resolution Skills of University Students. Education Sciences, 9(3), 230.

Brottman, M. J., Cull, W. L., Olson, L. M., Cook, L., & Olson, L. M. (2019). How pediatricians can advance intercultural competence in healthcare for diverse populations. The Journal of Pediatrics, 209, 247-252.

Hanfstingl, B., Müller, F. H., & Schmid, E. (2019). Piaget and Vygotsky in contemporary education: Relevance for research and practice. Journal of Educational Sciences Research, 9(1), 49-58.

Oliveira, S., Pessanha, R., Correia, A., & Antunes, F. (2023). The implementation of the sociocultural theory of learning in nursing education. Teaching and Learning in Nursing, 18(3), 174-180.

Smith, J., Baker, A., Adams, K., & Wildermuth, T. (2023). Inclusive Teaching and Learning Strategies in Nursing Education. Teaching and Learning in Nursing, 18(1), 44-49.

Su, Y., & Zou, J. (2020). Promoting Collaboration in the Classroom: Applying Vygotsky’s Sociocultural Theory in Nursing Education. Journal of Nursing Education, 59(2), 113-116.

Taber, K. S. (2020). Educational psychology research on Vygotsky’s concept of the Zone of Proximal Development (ZPD). Educational Psychology, 40(3), 267-280.

Valderama‐Wallace, C. P., & Apesoa‐Varano, E. C. (2020). Toward a critical social theory of health: The relevancy of Jürgen Habermas. Journal of Nursing Scholarship, 52(1), 96-104.

Wang, C. Y., Yu, C. H., & Teo, T. (2019). Exploring the Relationship Between Self-Regulated Learning and Transformative Learning in a Blended Learning Environment. Frontiers in Psychology, 10, 1910.

Detailed Assessment Instructions for the NURS FPX 6105 Learning Theories And Diversity Paper Assignment

Description

Create a 5–7-page high-level teaching plan for a diverse learning environment that is designed around an appropriate educational theory.

Note: Assessments in this course build on each other and must be completed in sequential order.

When beginning to design a course, nurse educators need to identify the learning theory or theories that will form the foundation of a course’s design, and to consider the needs of the population of learners who will take the course.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.

Describe the diversity of an intended group of learners.

Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.

Identify a learning theory that applies to a selected educational topic and audience.

Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.

  • Justify the application of a learning theory in a particular context.

Competency 4: Integrate best practices for classroom management

  • Describe evidence-based strategies for managing conflicts that could arise in a diverse classroom.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.

Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.

  • Assessment InstructionsNote: Assessments in this course build on each other and must be completed in sequential order.It is important to consider the role of diversity and learning environments when selecting appropriate theories and approaches for a desired learning outcome. For this assessment, you will implement these considerations in an educational environment of your choosing.Preparation
  • Take time to review educational theories that you have studied in prior courses or used in your work. Do additional research on educational theories and approaches as necessary.

Optional: Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

  • Instructions
    For this assessment, you will create a 5–7-page high-level teaching plan in which you do the following:
  • Select a topic for a course that you would like to teach in an educational environment. (For example, maybe you would like to be a nursing instructor in an institution of higher learning, a staff development educator in a clinical facility, or a patient educator in a hospital.) Briefly describe your course and the environment that you will utilize for teaching. Also describe the intended audience for your course.

Select an educational theory that you could use to guide the development of your course. Describe the key points of the theory you selected and explain why you think this theory fits the topic, audience, and context of your course.

  • Be sure to cite textbooks or articles from peer-reviewed journals to support your choice.
  • Identify and discuss potential diversity in the group that you anticipate teaching. (Diversity can include multiculturalism, age, gender, ethnicity, socioeconomic status, Limited English Proficiency (LEP), or other cultural barriers that you feel could impact your learning environment.)

Use current research to describe how you will address these issues in your learning environment.

  • Describe how you will manage conflict in the classroom that may arise from the anticipated diversity among learners.
  • Additional Requirements

Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.

Length: 5–7 pages, plus a title page and a references page.

Use correct APA format, including running head, page numbers, and a title page.

Writing should be free of grammar and spelling errors that distract from content.

Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.Learning Theories

100 Years of Learning Theory | Transcript.

Learning Environment

Vila Health: The Learning Environment | Transcript.

SHOW LESSTeaching Styles and Strategies

Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part I: Best practices in adult learning theory, curriculum development, and knowledge transfer. The Journal of Continuing Education in Nursing, 45(5), 233–240.

Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part II: Correlational study on teaching styles and use of adult learning theory. The Journal of Continuing Education in Nursing, 45(8), 353–359.

Dewald, R. J. (2012). Teaching strategies that promote a culturally sensitive nursing education. Nursing Education Perspectives, 33(6), 410–412.

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NURS FPX 6103 Teaching About Legal and Ethical Issues Example

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NURS FPX 6103 Teaching About Legal and Ethical Issues Example

NURS FPX 6103 Assessment 5 Teaching About Legal and Ethical IssuesNURS FPX 6103 Assessment 5 Teaching About Legal and Ethical Issues

NURS FPX 6103 Teaching About Legal and Ethical Issues Assignment Brief

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 5 Teaching About Legal and Ethical Issues in Nursing Education

Assignment Instructions Overview:

In this assignment, you will design a comprehensive teaching plan focused on legal and ethical issues in nursing education. Your task is to develop strategies for addressing academic dishonesty, promoting ethical behavior, and fostering a culture of integrity within the nursing education environment. The assignment requires you to synthesize relevant resources, incorporate evidence-based examples, and propose actionable plans for continuous learning and improvement.

The Student’s Role:

As a student in NURS FPX 6103, your role is to assume the perspective of a nursing educator tasked with teaching about legal and ethical issues in nursing education. You will leverage your knowledge of nursing ethics, professional standards, and educational principles to develop a comprehensive teaching plan tailored to the needs of nursing students and faculty.

Your task involves conducting thorough research, synthesizing relevant information, and applying evidence-based practices to address legal and ethical challenges in nursing education. You will design engaging teaching strategies, incorporate real-life examples, and propose actionable plans for promoting academic integrity and ethical behavior among students and faculty.

Throughout the assignment, you will demonstrate critical thinking, creativity, and professionalism in developing solutions to complex legal and ethical issues facing the nursing profession. Your work should reflect a commitment to upholding the highest standards of integrity and ethical conduct in nursing education and practice.

You Can Also Check Other Related Assessments:

NURS FPX 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Applying the Tripartite Model Paper Example

NURS FPX 6103 Nurse Educator Philosophy Statement Paper Example

NURS FPX 6103 Creating A Professional Development Plan Example

NURS FPX 6103 Teaching About Legal and Ethical Issues Example

Slide 1: Introduction

Greetings, fellow nursing students. Today, we gather to delve into a crucial aspect of our education: the importance of maintaining legal and ethical standards in nursing practice. As aspiring nurses, it’s essential for us to understand and uphold these standards. Addressing academic dishonesty is particularly important in our journey. This introduction underscores the necessity of taking a thorough approach to tackle this issue and foster ethical behavior. By doing so, we not only enhance the quality of our education but also cultivate integrity within ourselves, which is vital for becoming trustworthy nursing professionals (Abbott & Nininger, 2020).

Slide 2: Identified Legal and Ethical Issue: Academic Dishonesty

Academic dishonesty, encompassing acts such as plagiarism, cheating, and unauthorized collaboration, poses a significant legal and ethical challenge within nursing education. It erodes the sanctity of the learning process, undermines the credibility of educational institutions, and contradicts the fundamental principles of professional ethics. Addressing this issue mandates the implementation of several pivotal changes (Abbott & Nininger, 2020).

  1. Establish Clear Expectations
  • Faculty members and students must possess a comprehensive understanding of academic dishonesty.
  • Clear expectations should be delineated regarding acceptable academic practices, including proper citation, avoidance of cheating, and responsible collaboration (Bloomfield et al., 2021).
  • The development and dissemination of a comprehensive academic honesty policy are imperative to explicitly define academic misconduct and delineate associated consequences.

Slide 2 (continuation): 2. Strengthen Policies and Procedures

  • Existing policies and procedures necessitate enhancement to furnish explicit guidance on addressing academic dishonesty.
  • Emphasize the importance of upholding academic integrity and clearly state consequences for engaging in such behaviors.
  • Define processes for reporting, investigating, and adjudicating cases of academic misconduct to ensure fairness and due process.
  1. Promote a Culture of Honesty
  • Creating a culture of honesty within the educational environment is paramount.
  • Encourage open discussions and dialogues about academic integrity, ethical decision-making, and the repercussions of academic dishonesty.
  • Foster environments where students feel motivated to act honestly and ethically through mentorship programs, peer support, and regular reinforcement of ethical behavior.

Slide 3: Change Management Approach

To effectuate a seamless transition towards addressing academic dishonesty, a structured change management approach can be instrumental:

a) Raise Awareness

  • Engage stakeholders in dialogues about the implications of academic dishonesty through seminars, workshops, and interactive sessions.
  • Provide real-life examples and evidence-based research to underscore the impact of academic dishonesty on patient safety, professional credibility, and personal integrity.

b) Training and Education

  • Develop comprehensive training programs for faculty members to enhance their ability to detect and address academic dishonesty effectively (Bdair, 2021).
  • Equip faculty with resources and strategies to educate students on proper citation practices, paraphrasing, and responsible academic writing.

c) Implementation of Consequences

  • Clearly communicate consequences of academic dishonesty through institutional policies.
  • Apply disciplinary measures consistently while ensuring fairness and due process (Philion, et.al, 2021).

Slide 4: Synthesizing Resource Information and Addressing Knowledge Gaps

To evoke meaningful change in addressing academic dishonesty, it is imperative to synthesize pertinent resource information and identify areas of uncertainty or knowledge gaps:

  1. Conduct Extensive Research
  • Gather relevant information, strategies, and resources aimed at preventing academic dishonesty in nursing education (Bloomfield et al., 2021).
  • Explore academic journals, educational websites, and published studies focusing on effective interventions and best practices.
  1. Identify Knowledge Gaps
  • Identify specific areas of uncertainty or knowledge gaps related to academic dishonesty in nursing education.
  • Address gaps in understanding through targeted interventions and professional development programs.
  1. Design Professional Development Programs
  • Design professional development programs for faculty, staff, and students addressing identified knowledge gaps.
  • Provide practical guidance on fostering academic integrity and ethical behavior.

Slide 5: Teaching Presentation and Measuring Change

To evoke change regarding academic dishonesty, a well-designed teaching presentation focusing on academic integrity and its consequences is crucial:

  1. Develop a Structured Presentation
  • Use evidence-based examples to illustrate the consequences of academic dishonesty.
  • Incorporate interactive elements to foster active participation and promote a deeper understanding of the topic.
  1. Engage the Audience
  • Foster discussions through case studies and group activities.
  • Encourage critical thinking and reflection among participants (Guerrero-Dib et al., 2020).
  1. Incorporate Pre- and Post-Presentation Assessments
  • Utilize surveys or quizzes to measure changes in knowledge, attitudes, and behaviors related to academic integrity.

Slide 6: Culturally Sensitive Issues and Evidence-Based Research

Recognizing the influence of cultural differences on perceptions of academic integrity:

  1. Utilize Evidence-Based Examples
  • Incorporate findings from studies exploring cultural factors influencing academic integrity (McDowall and Ramos, 2023).
  • Encourage respectful discussions that embrace cultural diversity (Gottardello and Karabag, 2020).
  1. Ground Discussions in Evidence-Based Research
  • Utilize evidence-based research to substantiate the importance of cultural competence in promoting academic integrity.

Slide 7: Action Plans for Continuous Learning

To ensure continuous learning about academic integrity:

  1. Implement Regular Training Sessions
  • Develop training programs for faculty members to enhance their understanding of academic integrity.
  • Collaborate with experts to deliver evidence-based training sessions (Garg & Goel, 2022)..
  1. Empower Students
  • Encourage student-led initiatives focused on promoting ethical behavior.
  • Conduct surveys or focus groups to gain insights into student perspectives on academic integrity (Çelik & Razı, 2023).
  1. Conduct Regular Reviews of Institutional Policies
  • Regularly review institutional policies related to academic integrity (Stevenson et al., 2023).
  • Incorporate feedback from faculty and students to ensure policies are comprehensive and effective.

Slide 8: Conclusion

In conclusion, addressing legal and ethical issues in nursing education is pivotal for upholding professional standards and fostering integrity. Through proactive measures, ongoing training, and continuous research, we nurture an ethical learning environment. By empowering stakeholders and staying abreast of emerging challenges, we equip future nurses to navigate complex ethical dilemmas with confidence and integrity. Thus, it is through our collective commitment that we fortify the foundation of nursing education, ensuring excellence and compassion in patient care.

Slide 9: References

 Abbott, M. R. B., & Nininger, J. (2020). Academic integrity in nursing education: Policy review. Journal of Professional Nursing. https://doi.org/10.1016/j.profnurs.2020.12.006

Bdair, I. (2021). Nursing students’ and faculty members’ perspectives about online learning during COVID-19 pandemic: A qualitative study. Teaching and Learning in Nursing, 16(3). https://doi.org/10.1016/j.teln.2021.02.008

Bloomfield, J. G., Crawford, T., & Fisher, M. (2021). Registered nurses understanding of academic honesty and the perceived relationship to professional conduct: Findings from a cross-sectional survey conducted in Southeast Asia. Nurse Education Today, 100, 104794. https://doi.org/10.1016/j.nedt.2021.104794

Çelik, Ö., & Razı, S. (2023). Facilitators and barriers to creating a culture of academic integrity at secondary schools: An exploratory case study. International Journal for Educational Integrity, 19(1). https://doi.org/10.1007/s40979-023-00125-4

Gottardello, D., & Karabag, S. F. (2020). Ideal and actual roles of university professors in academic integrity management: A comparative study. Studies in Higher Education, 47(3), 1–19. https://doi.org/10.1080/03075079.2020.1767051

Guerrero-Dib, J. G., Portales, L., & Heredia-Escorza, Y. (2020). Impact of academic integrity on workplace ethical behaviour. International Journal for Educational Integrity, 16(1). https://doi.org/10.1007/s40979-020-0051-3

Garg, M., & Goel, A. (2022). A systematic literature review on online assessment security: Current challenges and integrity strategies. Computers & Security, 113, 102544. https://doi.org/10.1016/j.cose.2021.102544

McDowall, A., & Ramos, F. (2023). Preparation for doctoral research: A narrative review. The Australian Educational Researcher, 1-19. https://doi.org/10.1007/s13384-023-00630

Philion, R., St-Pierre, I., & Bourassa, M. (2021). Accommodating and supporting students with disability in the context of nursing clinical placements: A collaborative action research. Nurse Education in Practice, 54, 103127. https://doi.org/10.1016/j.nepr.2021.103127

Stevenson, S. M., Flannigan, K., Willey, A., & Kaur, T. (2023). Exploring factors that contribute to nursing students’ willingness to report peer academic integrity violations. Nursing Education Perspectives, Publish Ahead of Print. https://doi.org/10.1097/01.nep.0000000000001090

Detailed Assessment Instructions for the NURS FPX 6103 Teaching About Legal and Ethical Issues Presentation Assignment

Description

Assessment Instructions

PREPARATION

In this assessment, you will create a PowerPoint presentation of 12–20 slides that you could use to teach a group about a legal or ethical issue related to nursing or nursing education. To do so, you will select a case from the Nursing Education Legal and Ethical Scenarios media piece, linked in the Resources under the Capella Multimedia heading to focus on.

  • Review the case and take time to reflect on the change that needs to occur and the group that you will be addressing.
  • Research what the group needs to know to improve the legal or ethical situation that has occurred.
  • Use a minimum of seven references, of which at least five should come from peer-reviewed sources.

As you conduct research, synthesize information that will be needed to evoke a change in the situation.‹

INSTRUCTIONS

Create a 12–20 slide PowerPoint presentation that you would use to teach about the legal or ethical situation and to create change related to that situation.

Note: You must include 2–4 context slides. These are additional slides that provide contextual information for this assessment. Follow the guidelines for the two types of slides below.

Presentation Slides

For your 12–20 slide presentation:

  • Choose an appropriate theme and style.
  • Include an introductory slide that identifies the problem and your role.
  • Use slides to convey the important information and understandings to the group.
  • Provide a summary slide that reiterates the important points of the presentation.
  • Provide a slide that offers resources for the group after the teaching/learning experience.
  • Include a slide with any references used in preparing the PowerPoint.
  • Use the speaker’s notes feature to provide any additional information that you would include in the presentation. This should include any cultural sensitivity aspects and how the content is expected to make a change regarding the issue being addressed.

Context Slides

For the 2–4 contextual slides (which are not considered part of the actual presentation but rather should contain information that you as a presenter would need to consider in your preparation and presentation):

  • Discuss any specific cultural and/or diversity aspects of the presentation that could be significant in the learning process. Include references and sources used to inform this.
  • Analyze how the presentation may result in a significant change in the identified environment. Cite any relevant sources.
  • Develop specific plans for how you might stay informed about the legal or ethical issue that was your focus. What resources could you use to learn about changes or developments that would impact your work?

ADDITIONAL REQUIREMENTS

Your presentation should meet the following requirements:

  • Presentation: Create a professional-looking PowerPoint presentation, using speaker notes throughout.
  • Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
  • APA format: Use correct APA format for all citations and references.
  • Length: 12–20 slides for teaching presentation plus 2–4 additional contextual slides. Be sure to include the references slide.

Resources

REQUIRED RESOURCES

The following resources are required to complete the assessment.

Capella Multimedia

SUGGESTED RESOURCES

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6103 The Nurse Educator Role Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Capella University Library Resources

Internet Resources

Please note that links may change frequently. Permissions to use the following links have been granted, or the links have been deemed appropriate for educational use at the time of course publication.

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NURS FPX 6103 Creating A Professional Development Plan Example

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NURS FPX 6103 Creating A Professional Development Plan Example

NURS FPX 6103 Assessment 4 Creating A Professional Development PlanNURS FPX 6103 Assessment 4 Creating A Professional Development Plan

NURS FPX 6103 Creating A Professional Development Plan Assignment Brief

Course: NURS FPX 6103 The Nurse Educator Role

Assignment Title: Assessment 4 Creating A Professional Development Plan

Assignment Overview:

In this assignment, you will develop a comprehensive professional development plan tailored to your role as a nurse educator. Drawing upon the principles of nursing education, you will outline your focus areas, competencies, professional goals, and strategies for growth. Additionally, you will explore the influences shaping the nurse educator role, devise a scholarship plan, delineate your leadership development, plan for professional growth, and address gaps through self-assessment.

Understanding Assignment Objectives:

The primary objective of this assignment is to cultivate your ability to create a robust professional development plan aligned with the demands and expectations of the nursing education field. By engaging in critical self-reflection and synthesizing knowledge gained throughout the course, you will demonstrate your readiness to excel as a nurse educator and contribute to the advancement of nursing education and patient care outcomes.

The Student’s Role:

As a nursing student, your role in this assignment is to envision yourself as a future nurse educator and craft a professional development plan that reflects your aspirations, strengths, and areas for growth. You will draw upon your understanding of nursing education principles, contemporary healthcare challenges, and ethical considerations to formulate a comprehensive plan tailored to your professional goals and the evolving needs of the healthcare landscape.

You Can Also Check Other Related Assessments:

NURS FPX 6103 The History of Nursing Education Essay Example

NURS FPX 6103 Applying the Tripartite Model Paper Example

NURS FPX 6103 Nurse Educator Philosophy Statement Paper Example

NURS FPX 6103 Teaching About Legal and Ethical Issues Example

NURS FPX 6103 Creating A Professional Development Plan Example

Introduction

In today’s ever-changing healthcare environment, nurse educators play a crucial role. They are responsible for shaping the next generation of nurses who can provide skilled and compassionate care. As highlighted by the Institute of Medicine, nurses should be at the forefront of healthcare advancements, making it essential for nurse educators to keep pace with these changes. To address the demands of this challenging yet fulfilling role, I’ve developed a detailed professional development plan. This plan delineates my focus and objectives as a nurse educator and serves as a guide for ongoing growth and leadership in the field.

Nurse Educator Focus, Competencies, and Professional Goals

In my role as a nurse educator, I focus specifically on critical care nursing. I’ve chosen this specialty because it requires high levels of skill, quick decision-making, and a deep understanding of complex patient conditions. I believe that having expertise in critical care can greatly improve patient outcomes in acute care settings.

I bring several important competencies to this role. My experience working as an advanced practice nurse in ICU settings has equipped me with the clinical skills necessary to effectively teach critical care nursing. This hands-on experience enhances my teaching, making it more practical and relevant. Additionally, my skills in designing curriculum are essential for preparing future nurses for the challenges they’ll face in critical care. This includes staying up-to-date on the latest research and advancements in the field and incorporating them into the curriculum. Furthermore, my ability to assess student performance, offer constructive feedback, and support their development contributes to effective learning experiences (Gazza, 2018).

Professional Goals

A key aspect of my role as a nurse educator is demonstrating leadership. I encourage my students to adapt to changes in healthcare and foster continuous improvement. Leadership in nursing education goes beyond simply giving directions; it’s about inspiring and motivating students to reach their full potential. My professional goals align with my philosophy as a nurse educator, which emphasizes lifelong learning and advocating for patients. I aim to excel in teaching by using evidence-based strategies that cater to different learning styles, thus promoting comprehensive understanding (Linton et al., 2019).

Another significant professional goal of mine is to become a transformative leader in nursing education. This entails driving changes and inspiring others to excel. It involves creating an environment that encourages growth, curiosity, and the pursuit of excellence. Additionally, I am committed to engaging in scholarly activities to contribute to the knowledge base in nursing. This includes conducting research and publishing in respected nursing education journals, thereby enhancing evidence-based practices in critical care nursing education.

These goals and areas of focus align with current trends in nursing education. For instance, the increasing use of simulation in teaching supports my commitment to pedagogical excellence. Simulation, particularly in critical care education, can enhance students’ learning experiences by bridging theory with practice (Brown Tyo & McCurry, 2019).

Considering the surge in telehealth services due to the COVID-19 pandemic, integrating this aspect into the curriculum is another goal of mine. By doing so, I aim to prepare future nurses to adeptly navigate this evolving aspect of healthcare delivery. Lastly, cultural competence in nursing is crucial and integrated into my teachings. As we care for a diverse patient population, it’s essential for future nurses to deliver empathetic and culturally sensitive care (Jumreornvong et al., 2020).

Influences on the Nurse Educator Role

Various factors converge to shape the role of a nurse educator. Socially, the increasing diversity among patients and students necessitates integrating multicultural education into nursing curricula. This diversity offers an opportunity to expand perspectives and teach students how to deliver culturally sensitive and patient-centered care. Additionally, addressing health inequities stemming from socio-economic differences is vital in nursing education, as it prepares students to advocate for their patients effectively (Kula et al., 2021).

Economically, fluctuations in educational funding, especially for health-related programs, affect nurse educators. Limited budgets often require us to find cost-effective teaching methods. For instance, acquiring high-fidelity manikins for simulation learning can be costly, prompting us to seek grants or alternative funding sources. Politically, changes in healthcare policies and nursing licensure requirements can prompt curricular adjustments to ensure graduates are prepared for evolving regulations. For example, the shift towards value-based healthcare, which prioritizes patient outcomes, necessitates integrating this concept into teaching (Anderson et al., 2019).

Institutionally, changes in accreditation standards and university policies directly impact nurse educators. Alterations in student-to-faculty ratios or minimum pass rates on licensure exams may lead to adjustments in class sizes, teaching methods, and assessment strategies. Personally, recognizing our own assumptions and biases is essential to ensure fairness in teaching and evaluation. For instance, while I acknowledge my bias towards simulation-based learning due to its effectiveness, I understand the importance of catering to diverse learning styles. Regular self-reflection and feedback from colleagues and students help in identifying and addressing these biases (Kula et al., 2021; Anderson et al., 2019).

Moreover, I’ve noted my assumption that students entering a critical care nursing course possess a strong foundation in general nursing concepts. However, there can be significant variation in students’ foundational knowledge, necessitating tailored teaching strategies. Through self-reflection and feedback, I strive to ensure that my teaching methods remain inclusive and effective, providing all students with optimal learning experiences (Anderson et al., 2019).

Scholarship Plan

In crafting my scholarship plan as a nurse educator specializing in critical care, I will focus on three main areas: conducting research, publishing, and presenting. Research is fundamental to scholarship, and I plan to delve into topics such as the effectiveness of different teaching methods in critical care nursing education and how simulation-based learning impacts students’ clinical decision-making skills. To achieve this, I aim to collaborate with colleagues both within and outside the nursing department, as interdisciplinary research can offer broader perspectives and deeper insights (Jeffries, 2022).

Publishing in reputable journals is another crucial aspect of scholarship. Sharing research findings adds to the collective knowledge base of nursing education and helps fellow educators improve their teaching practices. My goal is to submit my work to esteemed journals like the Journal of Nursing Education or Nurse Educator. Additionally, I want to encourage and guide my students in writing and submitting their own work, fostering a culture of scholarship among them.

Presenting research findings at professional conferences is also important for disseminating knowledge and staying current with trends and best practices. I plan to regularly submit abstracts for presentation at conferences such as the National League for Nursing (NLN) or the American Association of Colleges of Nursing (AACN) (Carley & Hultgren, 2020).

The competencies outlined by the NLN and AACN serve as a framework for my scholarship activities. The NLN’s Nurse Educator competencies emphasize the importance of lifelong learning and advancing the profession through research and publishing. Similarly, the AACN’s Essentials highlight the significance of scholarship in improving nursing education and healthcare outcomes (Carley & Hultgren, 2020; Jeffries, 2022). Therefore, my scholarship plan is based on these professional competencies and expectations. Alongside contributing to my own professional growth, this plan aims to advance nursing education, enhance student learning, and ultimately improve patient outcomes in critical care settings.

Development of Leadership Role

My journey towards leadership as a nurse educator centers on enhancing curriculum design and implementation, particularly in critical care nursing. A pivotal aspect of my leadership roadmap involves obtaining a Certified Nurse Educator (CNE) credential, underscoring my commitment to teaching and learning. Additionally, I recognize the significance of continual professional advancement, which I intend to pursue through active engagement in leadership workshops and training sessions. These avenues offer invaluable insights into contemporary leadership theories and practices relevant to nursing education (Ross & Silver Dunker, 2019).

Participating actively in university committees and professional nursing organizations serves as another avenue for nurturing my leadership skills. In these roles, I anticipate broadening my decision-making prowess and policy development acumen, while also expanding my professional network. Spearheading curriculum reforms within my institution constitutes a vital element of my leadership strategy. This might involve advocating for the integration of emerging subjects in critical care or advocating for more comprehensive cultural competence training. Mentorship emerges as a pivotal leadership responsibility. As a seasoned faculty member, guiding fledgling educators contributes significantly to shaping the future cadre of leaders in nursing education. Moreover, I aim to champion evidence-based teaching practices, necessitating a commitment to staying abreast of the latest research in the field (Jeffries, 2022).

Plans for Professional Growth

To nurture my professional growth as a nurse educator, I recognize the importance of continuous learning and development. This journey entails further education, certifications, and skill-enhancement training. Initially, I intend to pursue a post-master’s certificate in nursing education, a step that promises to deepen my understanding of curriculum design, pedagogy, and assessment strategies, thereby enriching my capabilities as an educator (Carley & Hultgren, 2020).

Following this, my plan includes acquiring the Certified Nurse Educator (CNE) credential offered by the National League for Nursing. This credential not only validates my expertise in the field but also underscores my unwavering dedication to professional excellence. Given the dynamic nature of healthcare and nursing education, staying updated with current trends, teaching methodologies, and research findings is imperative. Hence, I am committed to actively participating in nursing education conferences and webinars, which serve as platforms for acquiring knowledge about innovative teaching strategies and emerging issues in the field (Ross & Silver Dunker, 2019).

Furthermore, I recognize the value of engaging in professional development workshops tailored to various aspects of nursing education. Whether focusing on online teaching, simulation facilitation, or student assessment, these workshops offer practical tools and strategies directly applicable to my teaching endeavors. Additionally, I strongly believe in the significance of mentorship under seasoned nursing educators. Such mentorship provides invaluable insights into the nuances of the educator role, allowing for the assimilation of best practices and the avoidance of potential pitfalls. Lastly, I aim to actively participate in professional nursing organizations, viewing such engagement as opportunities for networking, collaborative research, and involvement in policy-making and advocacy efforts within the nursing education domain (Jeffries, 2022).

Self-Assessment and Addressing Gaps

Continuously evaluating my skills is crucial for achieving my professional development objectives and upholding ethical standards. While I’m satisfied with my current abilities, there are areas where I recognize the need for improvement. My plan to bridge these gaps revolves around ongoing learning, seeking feedback, and reflecting on my teaching practices. Lifelong learning is key; I’ll actively pursue educational opportunities like advanced degrees, certifications, and workshops to stay abreast of changes in healthcare and ensure my students receive the best preparation (Gazza, 2018).

Feedback from peers, mentors, and students is invaluable for growth. Regularly seeking and being receptive to constructive criticism will help me identify areas where I can enhance my teaching methods. Reflective teaching is another strategy I’ll employ. By critically analyzing my teaching experiences, I can pinpoint what worked well, what didn’t, and why, enabling me to refine my approach and improve student outcomes (Carley & Hultgren, 2020).

Ethical conduct is non-negotiable. I am committed to strictly adhering to the NLN’s Code of Ethics, which entails fostering a respectful and inclusive learning environment, upholding academic integrity, and safeguarding student confidentiality and dignity. Regular dialogue with peers and mentors about ethical dilemmas in teaching will provide valuable guidance in navigating these complex issues (Kula et al., 2021).

Conclusion

In conclusion, this professional development plan offers a strategic roadmap for my growth as a nurse educator in critical care nursing. Anchored in competencies, goals, and reflective practices, the plan ensures adaptability to evolving healthcare landscapes. Prioritizing scholarship, leadership, and continuous learning, my aim is to make substantial contributions to nursing education and ultimately enhance patient care outcomes. Serving as a dynamic framework, subject to periodic review and refinement, this plan is designed to uphold professional excellence and ethical practice. Through embracing continuous learning, fostering leadership qualities, engaging in scholarly activities, and upholding ethical standards, nurse educators significantly contribute to the advancement of nursing education and the enhancement of patient outcomes in critical care settings.

References

Anderson, A. D., Higgs, J., Ryan, G., & Shochet, R. B. (2019). Beyond objective structured clinical examinations: effective preparation for high-stakes practical examinations in the health professions. Advances in Health Sciences Education, 24(1), 201-215.

Brown Tyo, M., & McCurry, M. K. (2019). Integrating high-fidelity simulation into nursing education. Nursing Education Perspectives, 40(2), 128-129.

Carley, A., & Hultgren, M. (2020). A Proposed Ninth Essential. Nursing Education Perspectives, Publish Ahead of Print. https://doi.org/10.1097/01.nep.0000000000000761

Gazza, E. A. (2018). Culturally Responsive Teaching in Nursing Education: An Integrative Review. Teaching and Learning in Nursing, 13(1), 47-54.

Jeffries, P. R. (2022). Simulation in Nursing Education: From Conceptualization to Evaluation. National League for Nursing.

Jumreornvong, O., Yang, E., Race, J., Appel, J., & Kirwin, J. (2020). Perspectives on cultural competency training of oncology nurses: an exploratory study. Journal of Transcultural Nursing, 31(3), 282-289.

Kula, S., Pearson, M. L., Rosen, M., & Watson, E. M. (2021). Evaluating the impact of social determinants of health on patient outcomes. Journal of Nursing Education, 60(1), 33-39.

Linton, M. J., Prusakowski, M. K., Burke, J., & Loftus, D. (2019). Teaching nursing students to effectively collaborate in healthcare teams. Nursing Education Perspectives, 40(2), 125-126.

Ross, J. G., & Silver Dunker, K. (2019). New clinical nurse faculty orientation. Nursing Education Perspectives, 40(4), 210–215.

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Our seasoned nursing writers create exceptional nursing essay papers from scratch, covering any topic, meeting any deadline, and adhering to your specific instructions. At ReliablePapers.com, we understand the pivotal role your academic success plays.

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Professionals at ReliablePapers.com stay updated with the latest nursing trends, ensuring your nursing research paper stands out. Our skilled writers offer the best nursing writing services, meeting your desires and ensuring timely submissions.

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