The learner profiling strategy could prove effective in identifying potential language barriers for nurses coming from other cultures and speaking English as a foreign language. It could also help the facility identify the special language needs of various learners and enlist the services of interpreters or translators to help in delivering the verbal learning content to the new nurses (Mavuso, 2020). Moreover, the use of the strategy could also come in handy in completing the orientation of new nurses to their respective workstations where they will be interacting with patients with diverse language needs. The second strategy, which involves collaboration with social workers and other community resources, can equip the clinical nurse educator with the resources, skills, and capabilities that can help resolve new nurses’ cultural and family issues that can impede their orientation and learning in the specific facility. Social workers and community-based organizations are equipped with the knowledge and capacity to manage some of the social and psychological issues that learners might encounter when they encounter a new environment (Mavuso, 2020). Mavuso (2020) further explained that their incorporation in the teaching process would also equip the clinical nurse educator with the competency to support learners who have specific learning disabilities.
The third strategy is aimed at resolving the individual-specific learning barriers through the use of a learning style inventory. The use of the strategy is based on the fact that a student’s learning style influences their performance and achievement, and can be used to curate a learning strategy that will produce the best outcomes for the student (Shamsuddin & Kaur, 2020). Shamsuddin and Kaur (2020) elaborated that the adoption of learning style inventory is especially significant in blended learning environments in which the traditional classroom sessions are combined with non-traditional approaches. From the study, the authors concluded that the use of the inventory can equip the educator with the information they need to design suitable materials according to the mode of learning and capabilities that the learner exhibits (Shamsuddin & Kaur, 2020). It will, therefore, be a useful strategy for designing education sessions that meet each nurse’s individual needs and preferences for receiving lifestyle-oriented lessons.
The motivation of students depends on various factors, including intrinsic and extrinsic factors. The strategies for overcoming the barriers to learning in the classroom and the strategies for teaching the learner population can both be useful in maintaining the learners’ motivation. According to Mavuso (2020), the strategies used to address individual learning barriers that students have, such as the use of learning style inventories, can help the learners who lack motivation in pursuing knowledge to become engaged in the learning process. According to Saeedi and Parvizy (2019), one of the strategies for maintaining students’ motivation is to conduct workshops or active learning to allow them to apply the theoretical concepts in their immediate working environments.
The chance to apply the theoretical knowledge in practice is significant in enhancing adult learners’ level of engagement with the course delivery as they appreciate the importance and significance of the lessons delivered. It gives evidence for the positive impact of the use of role-playing, scenario simulation, and other active learning approaches in motivating students. Finally, the strategy of collaborating with social workers and community-based organizations helps in providing social and psychological support to learners, a strategy that helps motivate students (Nettasinghe & Samarasinghe, 2018). The motivation from the collaboration with social workers comes as a result of the support that the learners receive from the educator and the social workers and community resources.
In the process of providing staff development education that equips the target population with the knowledge and skills on work-life balance, the clinical nurse educator needs to create a suitable learning environment and motivate the learners to attend the desired sessions. The management of the class and motivation of learners requires a careful consideration of the learning environment to use, the use of evidence-based approaches for motivating learners, and the application of these approaches in the educational setting. This section details the elements necessary for promoting the motivation of the learners in the work-life balance program.
The most appropriate lea
Struggling with online classes or exams? Get expert help to ace your coursework, assignments, and tests stress-free!