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This comprehensive assessment outlines the design and implementation of a stress management course tailored for ADN nursing students. The course integrates various evidence-based strategies in classroom and learner management, drawn from educational theories such as Jacob Kounin’s Classroom Management Theory and Barry Zimmerman’s Self-Regulated Learning Theory. To enhance learner motivation, the course combines practices based on the Self-Determination Theory (SDT), Growth Mindset Theory, and Culturally Responsive Teaching. While each of these theories offers valuable insights, the course acknowledges potential limitations and adopts a holistic approach that caters to the diverse needs of the ADN student population.
The assessment also considers potential barriers to learning, including language and cultural differences, varied educational backgrounds, technology familiarity, and time constraints. It proposes strategies like initial diagnostic assessments, multilingual resources, comprehensive tech orientations, and flexibility in learning through self-paced modules and recorded sessions. To tackle areas of uncertainty and knowledge gaps, it recommends continuous curriculum updates based on the latest research and best practices, and the fostering of an open communication culture to promptly address emerging knowledge gaps.
The assessment strategy is multifaceted, employing a combination of formative and summative assessments, supplemented by peer, self, and practical assessments. Formative assessments serve to provide continuous feedback to students and instructors, whereas summative assessments evaluate overall comprehension at the conclusion of instructional periods. Peer and self-assessments promote critical thinking and self-reflection, while practical assessments like clinical practicums and simulations ensure students can effectively translate theoretical knowledge into practice. Ultimately, the comprehensive assessment strategy aims to cultivate a culture of continuous learning. It ensures that students are well-prepared and confident to navigate the complex healthcare landscape.
Application of Sociocultural Learning Theory
In Assessment 1, the Sociocultural Learning Theory developed by Vygotsky was identified as the appropriate theory to underpin the teaching plan for the diverse group of Associate Degree in Nursing (ADN) students learning stress management. This theory is premised on the belief that social interactions and cultural contexts significantly influence cognitive development and learning processes. Hence, its application can be leveraged to optimize both the teaching experience and learner outcomes (Taber, 2020).
The Influence of Sociocultural Learning Theory on Teaching and Learning
The inherent social nature of the nursing profession, as well as the diverse backgrounds of nursing students, align well with Vygotsky’s theory, which places significant emphasis on social interactions and cultural contexts. This theory is particularly effective at fostering a learning environment that promotes inclusivity, encourages the sharing of diverse perspectives, and enhances comprehension of complex nursing concepts such as stress management.
Additionally, the concept of ‘Zone of Proximal Development’ (ZPD) central to Vygotsky’s theory can be instrumental in guiding the selection and application of teaching strategies. The ZPD represents the gap between what learners can achieve independently and what they can accomplish with the assistance of others. Recognizing this gap and creating opportunities for collaborative learning enables students to learn from each other and maximize their potential (Oliveira et al., 2023).
Rationale for the Selection and Application of Sociocultural Learning Theory
The rationale for applying Vygotsky’s Sociocultural Learning Theory to this course stems from several academic and practical considerations. First, evidence from Su & Zou (2020) supports the effectiveness of collaborative learning environments in fostering a sense of community among students and enhancing their understanding of complex nursing concepts. This aligns well with the principles of Vygotsky’s theory, which advocates for collaborative learning as a way to bridge the ZPD and facilitate cognitive development.
Second, Valderama‐Wallace & Apesoa‐Varano (2020) highlights the critical role of social interactions and cultural sensitivity in nursing practice. By applying Vygotsky’s Sociocultural Learning Theory, we can provide an environment that not only enriches learning but also prepares students for the social and
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