Strategies to Sustain Motivation of Diverse Learners Based on Current Peer-Reviewed Literature

Strategies to Sustain Motivation of Diverse Learners Based on Current Peer-Reviewed Literature

In the context of the stress management course for ADN nursing students, multiple strategies have been implemented with the intent of maintaining learners’ motivation, particularly given the diverse audience. Each of these strategies has been selected based on their evidence of effectiveness as supported by recent peer-reviewed literature.

Firstly, the implementation of a blended learning approach which indicated an increased level of student engagement and motivation in a blended environment. The balance of face-to-face and online instruction provides a dynamic learning experience, allowing students the flexibility of self-paced learning while preserving the engagement and immediate feedback benefits of traditional classroom settings (Petges & Sabio, 2020).

Secondly, the course’s emphasis on cultural inclusivity, based on the research aims to increase motivation among diverse learners. Their research underscores that a sense of belonging and feeling valued in a learning environment has a positive effect on motivation levels, particularly in students from various cultural backgrounds. By fostering such an environment that acknowledges and respects cultural diversity, the course aims to sustain motivation in our diverse student body (van Loon et al., 2020).

NURS FPX 6105 Assessment 3 Teaching Strategies

Additionally, regular inclusion of mindfulness and stress-relief activities throughout the course curriculum. The research emphasizes the correlation between stress management and academic motivation. By providing students with practical techniques to manage their stress levels, we aim to foster better emotional regulation, thus enhancing their motivation to engage with course content (Khojanashvili et al., 2023).

Furthermore, the importance of active learning approaches to stimulate learner motivation highlights the relevance of practical, real-world problem-solving activities. To this end, the course includes interactive sessions such as group discussions, role plays, and case study analyses, which allows students to apply the theoretical knowledge they gain in a practical context, thus heightening their intrinsic motivation to learn (Petges & Sabio, 2020).

Conclusion

In conclusion, the success of any educational program, including the stress management course for ADN nursing students, hinges on its learning outcomes, teaching strategies, and its ability to mitigate potential learning barriers while maintaining student motivation. Moreover, by incorporating evidence-based practices and addressing the unique needs and challenges of the students, the course can equip nursing students with essential stress management skills. This endeavor will not only contribute to their academic success but also to their overall well-being, enabling them to thrive in their demanding profession.

References

Abacioglu, C. S., Volman, M., & Fischer, A. H. (2020). Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching. The British Journal of Educational Psychology, 90(3), 736–752. https://doi.org/10.1111/bjep.12328 

Khojanashvili, L., Tsereteli, M., Bakashvili, M., & Aslan, M. (2023). Exploring the challenges of transitioning to higher education for students studying away from home. Educational Psychology in Practice, 1–22. https://doi.org/10.1080/02667363.2023.2208343