NURS FPX 6105 Assessment 2 Management and Motivation
Newly hired nurses need to have a good understanding of work-life balance as they transition from school to the clinical setting. The clinical nurse educator’s role is to provide staff development education that equips the target population with the knowledge and skills on work-life balance. To deliver this course, the educator needs to create a suitable learning environment and motivate the learners to attend the desired sessions. This essay details the suitable learning environment, the informative theories of classroom management and motivation, and the best practices for promoting learner motivation and education in diverse settings.
The most appropriate learning environment for the delivery of the lessons on work-life balance and motivation for caring for patients is the welfare facility in the clinical practice setting where the nurse interacts with patients. The hospital has a staff welfare office in which clinicians and other non-medical staff receive support and psychological services – such as counseling – to help them cope with the difficulties of the working environment. According to Saeedi and Parvizy (2019), the provision of educational and welfare facilities in a clinical environment helps in improving the quality of clinical education. The educational facilities help support the conduction of workshops and physical training sessions akin to the traditional classroom environments. According to Nakayoshi et al. (2021), learning environments that allow for the provision of instructions by demonstration and promote student-focused teaching motivate students to self-practice the acquired knowledge and skills repeatedly, which inspires the retention of knowledge. For instance, placing a learner in an environment where they interact with adolescent patients would equip them with the skills to deal with patients in this age group. Thus, the welfare facilities become a useful resource for the learners to acquire the soft skills they need to maintain a proper work-life balance.
Some environments are, however, not supportive of the motivation of learners. One such environment is the online delivery of lessons, whose shortcoming is that the nursing skills imparted are only taught once, limiting the learners’ abilities to practice the knowledge more than once (Nakayoshi et al., 2021). It is more motivating for learners to be in environments where they can obtain advise from both within and outside the learning environments to spark their motivations for study. Therefore, the use of the educational and welfare facilities within the clinical setting will be appropriate for enhancing learners’ motivation.
">Newly hired nurses need to have a good understanding of work-life balance as they transition from school to the clinical setting. The clinical nurse educator’s role is to provide staff development education that equips the target population with the knowledge and skills on work-life balance. To deliver this course, the educator needs to create a suitable learning environment and motivate the learners to attend the desired sessions. This essay details the suitable learning environment, the informative theories of classroom management and motivation, and the best practices for promoting learner motivation and education in diverse settings.
The most appropriate learning environment for the delivery of the lessons on work-life balance and motivation for caring for patients is the welfare facility in the clinical practice setting where the nurse interacts with patients. The hospital has a staff welfare office in which clinicians and other non-medical staff receive support and psychological services – such as counseling – to help them cope with the difficulties of the working environment. According to Saeedi and Parvizy (2019), the provision of educational and welfare facilities in a clinical environment helps in improving the quality of clinical education. The educational facilities help support the conduction of workshops and physical training sessions akin to the traditional classroom environments. According to Nakayoshi et al. (2021), learning environments that allow for the provision of instructions by demonstration and promote student-focused teaching motivate students to self-practice the acquired knowledge and skills repeatedly, which inspires the retention of knowledge. For instance, placing a learner in an environment where they interact with adolescent patients would equip them with the skills to deal with patients in this age group. Thus, the welfare facilities become a useful resource for the learners to acquire the soft skills they need to maintain a proper work-life balance.
Some environments are, however, not supportive of the motivation of learners. One such environment is the online delivery of lessons, whose shortcoming is that the nursing skills imparted are only taught once, limiting the learners’ abilities to practice the knowledge more than once (Nakayoshi et al., 2021). It is more motivating for learners to be in environments where they can obtain advise from both within and outside the learning environments to spark their motivations for study. Therefore, the use of the educational and welfare facilities within the clinical setting will be appropriate for enhancing learners’ motivation.
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