NURS FPX 6105 Assessment 1 Learning Theories and Diversity NURS-FPX 6105 Teaching and Active Learning Strategies Learning Theories and Diversity

 

Designing a teaching plan for a diverse group of learners necessitates careful consideration and application of relevant educational theories. This task becomes particularly critical in the context of nursing education, where students often represent a broad spectrum of ages, cultural backgrounds, and previous healthcare experiences. For this specific teaching plan, the intended audience will be community college ADN nursing students, and the topic of instruction will be stress management. Acknowledging this diversity also enriches the educational experience, promoting inclusivity and cultural competency among future healthcare professionals. Consequently, the teaching plan designed in this assessment is founded on Vygotsky’s Sociocultural Learning Theory, a theory that recognizes the significance of social interactions in the learning process and seems particularly apt for a diverse group of nursing students.

Identification of a Learning Theory: Sociocultural Learning Theory

The Sociocultural Learning Theory, founded on the work of Lev Vygotsky, has been selected as the theoretical basis for the teaching plan on stress management for ADN Nursing students. This theory postulates that the sociocultural environment significantly influences cognitive development, with learning occurring through social interactions and cultural experiences (Taber, 2020). Within the context of nursing education, this theory is particularly impactful due to the inherent diversity within the student body in terms of age, cultural background, previous healthcare experiences, and more.

Given this diversity, the concept of the ‘Zone of Proximal Development’ (ZPD), a key component of Vygotsky’s theory, is highly applicable. ZPD refers to the difference between what learners can do independently and what they can achieve through guidance and collaboration with others (Oliveira et al., 2023). In a diverse nursing student body, students’ ZPDs would vary, making it crucial to use collaborative learning strategies to maximize their learning potential. Furthermore, through collaboration, students can learn from their peers, thereby promoting knowledge construction within their ZPDs, which is important for understanding and managing stress in nursing practice.

Furthermore, studies highlight the advantages of Vygotsky’s theory in nursing education. A study indicates that learning in collaborative environments can foster a sense of community and facilitate the sharing of diverse perspectives, enhancing students’ comprehension of complex nursing concepts.  The collaborative learning advocated by Vygotsky’s theory caters to the needs of diverse learners, promoting inclusivity, and creating a safe space for interactive and reflective learning about stress management. Hence, the Sociocultural Learning Theory is selected for this nursing education course (Su & Zou, 2020).

Justification for Sociocultural Learning Theory and Contextual Appropriateness

The Sociocultural Learning Theory’s suitability is demonstrated by its emphasis on social interactions and the cultural context of learning, which are particularly relevant in nursing education. Nursing is inherently a social profession that demands collaboration, teamwork, and communication, echoing the theory’s underpinnings. The nursing students, who themselves come from a range of backgrounds and bring diverse perspectives to the learning environment, align well with the theory’s stress on utilizing diversity as a valuable learning resource (Valderama‐Wallace & Apesoa‐Varano, 2020).

Moreover, the theory’s emphasis on collaborative learning is especially beneficial in fostering critical thinking and problem-solving skills in nursing students (Su & Zou, 2020). Such skills, imperative to the complex healthcare environment, can be honed through collaborative learning, where students learn to synthesize different perspectives, engage in meaningful discussions, and generate solutions to complex health problems collaboratively.