NURS FPX 6105 Management and Motivation Report Example

NURS FPX 6105 Assessment 2 Management and Motivation ReportNURS FPX 6105 Assessment 2 Management and Motivation Report

Assignment Brief: NURS FPX 6105 Management and Motivation Report Assignment

Course: NURS FPX 6105 Teaching and Active Learning Strategies

Assignment Title: Assessment 2 Management and Motivation Report

Assignment Instructions Overview:

In this assignment, you will explore the concepts of management and motivation in the context of nursing education. Your task is to conduct a comprehensive analysis of various theories and evidence-based strategies related to classroom and learner management, as well as learner motivation. The ultimate goal is to apply these insights to develop recommendations for creating an optimal learning environment for nursing students, particularly concerning stress management.

Understanding Assignment Objectives:

This assignment aims to deepen your understanding of how classroom management theories, learner motivation theories, and evidence-based strategies can be effectively applied in nursing education settings. You will explore how these theories and strategies can influence the design and delivery of nursing courses, with a specific focus on stress management education. Through critical analysis and synthesis of relevant literature, you will identify best practices for enhancing student engagement, motivation, and success in stress management education.

The Student’s Role:

As a student undertaking this assignment, your role is to act as a researcher and analyst in the field of nursing education. You will critically evaluate existing theories and evidence-based practices related to classroom management, learner motivation, and stress management education. Through your analysis, you will identify key insights and recommendations for creating an effective learning environment for nursing students. Your findings will be presented in a comprehensive report format, adhering to academic writing standards and including proper citations and references.

You Can Also Check Other Related Assessments:

NURS FPX 6105 Assessment 1 Learning Theories And Diversity 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 Management and Motivation Report Example


Creating a conducive learning atmosphere is crucial for effective teaching and learning, particularly in nursing education, which encompasses a broad range of diversity. The selection of the learning environment plays a vital role in teaching stress management to ADN nursing students. This report aims to investigate the best-suited learning environment for the nursing course introduced in Assessment 1. It will explore theories related to classroom management, learner motivation, and evidence-based strategies to enhance these aspects. The insights provided in this report are drawn from contemporary literature, ensuring their relevance and applicability to nursing education.

Appropriate Learning Environment

For the diverse group of nursing students discussed earlier, the most suitable learning environment would be a blended learning setup. Blended learning combines online learning with face-to-face sessions, which is particularly effective for teaching stress management. This approach allows students to grasp theoretical concepts online and engage in practical stress management activities in person (Tambunan et al., 2020). It promotes real-time interaction and collaboration, which are crucial for sociocultural learning, while also providing flexibility and personalized learning through online components. Although complete online learning offers more flexibility and control over pace, it may lack the richness of social interactions essential in nursing education (Downer et al., 2021). Thus, the blended learning environment is preferred for this nursing course as it caters to both individual learning needs and collaborative learning experiences.

Theories of Classroom and Learners Management

Two significant theories utilized in managing classrooms and learners are Jacob Kounin’s Classroom Management Theory (1970) and Barry Zimmerman’s Self-Regulated Learning Theory (2000). Kounin’s theory emphasizes the importance of a well-organized and engaging classroom setting in deterring disruptive behaviors (Shoghi et al., 2019). In our nursing course on stress management, this could involve creating a structured schedule, defining clear learning goals, and ensuring effective communication channels to reduce stress and confusion that may lead to disruptions. While it excels in promoting a structured environment and managing disruptive behaviors preemptively, it may overlook individual learner differences.

Zimmerman’s theory, on the other hand, empowers learners by emphasizing their active involvement in the learning process, thus fostering self-efficacy and autonomy. This theory strengthens self-regulated learning, enhancing student motivation and engagement. For our stress management course, this would entail teaching stress management techniques and encouraging students to actively identify and manage their stressors. However, this theory may not fully address the importance of social interactions in learning and may not be universally effective, especially for learners struggling with self-regulation (Tambunan et al., 2020). Therefore, while both theories offer valuable frameworks for managing classrooms and learners, their limitations need to be considered, and integrating elements from both could provide a more comprehensive and adaptable approach in diverse learning environments.

Theories of Learners Motivation

Two main theories used to understand learner motivation are the Self-Determination Theory (SDT) by Deci and Ryan (1985) and the Achievement Goal Theory by Ames (1992). SDT highlights the significance of autonomy, competence, and relatedness in fostering intrinsic motivation (Ryan & Deci, 2020). It emphasizes individual autonomy and self-driven learning, explaining why learners may engage in activities without external rewards. In our nursing course, SDT could support the use of self-paced learning modules and encourage self-efficacy in stress management.

However, a potential limitation of SDT is its limited focus on extrinsic motivation and external conditions that may influence self-determination, such as cultural and socioeconomic factors (Ryan & Deci, 2020). On the other hand, the Achievement Goal Theory posits that learners’ motivation stems from either mastering a task (mastery goals) or outperforming others (performance goals). It provides a framework for understanding learners’ academic goals and behaviors. In our nursing course, we may emphasize mastering stress management rather than focusing on outperforming classmates. Yet, this theory may overlook the importance of intrinsic interest in learning and may not fully address cultural differences in motivation (Tambunan et al., 2020).

Applicability of Classroom Management and Learner Motivation Theories

The theories of classroom management and learner motivation hold significant relevance for our nursing education course. Classroom management theories aid in establishing an organized and engaging blended learning environment, while learner motivation theories guide strategies to nurture intrinsic motivation among students (Shoghi et al., 2019). By incorporating these theories into curriculum design and delivery, we can enhance student engagement and active participation. For example, in our stress management course, this may involve creating a structured schedule, defining clear objectives, and ensuring effective communication channels to mitigate potential stress and confusion that may lead to disruptions.

Moreover, an understanding of motivational theories enables the implementation of personalized feedback mechanisms to reinforce positive learning behaviors. For instance, applying Self-Determination Theory may entail encouraging students to discover their own stress management strategies, thereby promoting autonomy and intrinsic motivation in stress management (Shoghi et al., 2019). However, it’s essential to acknowledge that these theories may not fully address the diverse cultural backgrounds and digital competencies of students. Further research is necessary to explore effective integration of these theories in a multicultural and digital learning environment.

Evidence-Based Strategies for Classroom and Learner Management

Implementing evidence-based strategies for classroom and learner management is essential for creating an optimal learning environment. One notable classroom management approach is the “Good Behavior Game,” which fosters positive behavior through group dynamics. Regarding learner management, techniques like goal-setting and self-monitoring, based on Self-Regulated Learning (SRL), empower learners by promoting self-efficacy and self-directed learning (Ryan & Deci, 2020). Additionally, employing formative assessments provides continuous and constructive feedback to students.

Despite the effectiveness of these strategies, educators must consider the diversity among learners and advocate for a flexible and personalized approach to learning. For instance, in our nursing course, integrating goal-setting and self-monitoring techniques into stress management training allows students to establish personal stress management goals and monitor their progress toward achieving them (Ryan & Deci, 2020).

Evidence-Based Best Practices to Enhance Learner Motivation in Diverse Settings

Enhancing learner motivation in diverse educational settings requires the application of evidence-based approaches. By embracing Self-Determination Theory (SDT), educators can focus on fostering autonomy, competence, and relatedness among students, thereby intrinsically motivating them (Mitton & Murray-Orr, 2021). Additionally, integrating Growth Mindset theory encourages students to perceive challenges as opportunities for growth. Furthermore, implementing Culturally Responsive Teaching acknowledges and appreciates cultural diversity, fostering a sense of belonging and increased motivation among students from various backgrounds (Mitton & Murray-Orr, 2021).

Despite the demonstrated effectiveness of these strategies, it is crucial to remain flexible and adapt to feedback and individual learner needs. In the context of our nursing course on stress management, these best practices can be tailored to promote an understanding of stress as a challenge that can be managed and overcome, rather than viewing it as a problem or failure. This adoption of a growth mindset can enhance motivation to engage with the course material and apply stress management strategies in personal life.


In conclusion, the quest for an optimal learning environment in nursing education, especially concerning stress management for ADN nursing students, requires a blended learning approach that combines online and face-to-face interactions. This approach caters to individual learning needs while fostering collaboration and sociocultural learning. Classroom management theories, such as Jacob Kounin’s and Barry Zimmerman’s, offer valuable insights into creating structured environments and empowering learners. However, their limitations must be acknowledged, and integration of elements from both theories can lead to a more comprehensive approach. Similarly, theories of learner motivation, like Self-Determination Theory and Achievement Goal Theory, provide guidance in nurturing intrinsic motivation among students, although cultural and contextual factors must be considered. Integrating these theories into curriculum design and delivery can enhance student engagement and participation. Evidence-based strategies, including the “Good Behavior Game” and self-regulated learning techniques, offer effective means of classroom and learner management. Moreover, embracing best practices like Self-Determination Theory, Growth Mindset theory, and Culturally Responsive Teaching can further enhance learner motivation in diverse educational settings. However, educators must remain adaptable to feedback and individual learner needs to ensure the continued effectiveness of these strategies in promoting student motivation and success.


Downer, T., Gray, M., & Capper, T. (2021). Online learning and teaching approaches used in midwifery programs: A scoping review. Nurse Education Today, 103, 104980.

Mitton, J., & Murray-Orr, A. (2021). Identifying the impact of culturally relevant pedagogy: Evidence of academic risk-taking in culturally and economically diverse nova scotia classrooms. Canadian Journal of Education/Revue Canadienne de L’éducation, 44(4), 1084–1115.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61(1), 1–11.

Shoghi, M., Sajadi, M., Oskuie, F., Dehnad, A., & Borimnejad, L. (2019). Strategies for bridging the theory-practice gap from the perspective of nursing experts. Heliyon, 5(9), e02503.

Tambunan, H., Silitonga, M., & Sidabutar, U. B. (2020). Online and face-to-face composition in forming the professional competencies of technical teacher candidates with various learning style types. Education and Information Technologies, 26(2), 2017–2031.

Detailed Assessment Instructions for the NURS FPX 6105 Management and Motivation Report Assignment


Create a 3–4-page report on the optimal learning environment for the course you began developing in Assessment 1.

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

Often instructors do not get to choose the environment in which they will teach, but in this assessment you have the opportunity to do just that. Here you will select an environment that is the best fit for your content and learner population, and also consider how to maintain learner motivation in the environment you choose.

For more contextual information on active learning strategies, read the Assessment 2 Context document.

Assessment Instructions

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

Create a 3–4-page report on the optimal learning environment for the course you began developing in Assessment 1. You should select a learning environment that will foster motivation in your learner population, support your efforts at classroom motivation, and best serve the goals of the course.


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


Create a report that does the following:

  • Describes the learning environment most appropriate for the educational topic and intended audience that you identified.
  • Briefly describes and evaluates theories of classroom management, learner management, and learner motivation that are relevant to your course and intended audience.
  • Describes evidence-based strategies for classroom and learner management and evidence-based best practices to enhance learner motivation and how you would employ these in your learning environment and with a diverse group of learners.
  • Supports your choices with scholarly resources.


  • Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
  • Length: 3–4 pages, plus a title page and a references page.
  • Use correct APA format, including running head, page numbers, and a title page.
  • Use and cite at least three scholarly articles in your plan.
  • Writing should be free of grammar and spelling errors that distract from content.


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.




Additional Resources for Further Exploration

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