Relevant Theories Classroom and Learner Management NURS FPX 6105 Assessment 2 Management and Motivation

Humanistic theories of classroom management are the most appropriate for the delivery of lessons on work-life balance. The humanistic theories are premised on the fact that students can make their decisions and control their behavior, meaning that the educator’s role is to pay attention to the emotions of the students and their initiatives and needs (Liao, 2018). The educator facilitates learning and motivation by exploring the students’ sense of belonging, achievement, and self-identification and taking corrective action through communication skills. Glasser’s model, a humanistic theory, focuses on realistic and control therapy, and encourages the connection of students, and giving chances for them to form their judgments, make plans, and commit to the learning process. Ginott’s wise information model is also a humanistic theory that espouses the use of wise communication to interact with students harmoniously (Liao, 2018). The two theories provide desirable models for the delivery of the proposed lessons.

Learner Motivation

The most relevant theory of learner motivation is the self-determination theory, which posits that individuals demonstrate different types of motivation that might be distinct from person to person (Nakayoshi et al., 2021). The motivations include amotivation, extrinsic, and intrinsic motivation with respect to the triggers and regulations. Amotivated individuals have no willingness to act, and an educator can do little to change the state (Nakayoshi et al., 2021).  Extrinsically motivated individuals get motivated through external regulation, introjected regulation, identified regulation, and integrated regulation. Intrinsically motivated individuals, on the other hand, are motivated by interest, enjoyment, and inherent satisfaction (Nakayoshi et al., 2021). The self-determination theory has the strength of revealing the factor informing an individual’s motivation on a scale that represents all individuals in the continuum.

NURS FPX 6105 Assessment 2 Management and Motivation

Applicability of Theories

The humanistic theories as expressed in Glasser’s and Ginott’s models are useful in driving motivation within the clinical setting where learners are acquiring knowledge on work-life balance. The theories’ applicability is based on the fact that the students’ decision-making and control capabilities will enable them to stay engaged in drawing lessons from themselves about a course that would impact their nursing practice and private lives. However, there is uncertainty on whether the learners will require disciplinary action, which from the humanistic perspective, can be done through skillful communication. It is unclear whether the adult learners will produce behavioral problems that are worth punishing or disciplining. The self-determination theory is applicable for motivating the learners because it provides underpinnings for understanding the motivation strategies that work for each student.

Evidence-Based Strategies and Best Practices

In the clinical setting, learner motivation can best occur when there is a high quality of clinical education and the establishment of working academic and clinical relationships among the educators and the learners. According to Saeedi and Parvizy (2019), the three best practices and strategies for enhancing learner motivation through high-quality clinical education are (a) conduction of workshops, (b) trainer uniformity, and (c) having a checklist of desired solutions. The conduction of workshops for the learners about the subject of study – in this case, work-life balance or the care for specific patient populations without getting emotionally drained – helps in equipping them with the practical knowledge and skills of how to apply the theoretical principles to practice. Saeedi and Parvizy (2019) also noted that learners are more engaged and motivated to gain new knowledge and skills when the same trainer or educator takes them through both theoretical and practical sessions. The strategy makes it easy for the learners to share ideas and ask questions to the educator, inspiring their participation in the learning process. The use of checklists, as Saeedi and Parvizy (2019) reported, helps the educator identify the areas of weakness in the learning process from the students’ perspective and develop strategies for improving the quality of the training. The process helps in keeping students engaged, improving the course of learning, and ensuring the education services meet students’ needs.