Name
Capella University
NURS-FPX 6105: Teaching and Active Learning Strategies
Instructor’s name
October, 2024
Learning Theories and Diversity
The purpose is to educate ADN nursing students about ways to cope with stress and develop sustainable positive stress-coping strategies through an enhanced instructional model. This learning strategy combines the principles of the integration of an inclusive classroom with a memory recall concept influenced by Social Learning Theory. The information centered on integrating social relations, cultural practices, and cooperation into the learning process (Young & Guo, 2020). It has a close connection to stress management education as it tends to understand that a person’s experience of stress has to do with their social interactions and personal and cultural history. The proposed teaching plan utilizes a sociocultural learning approach to develop cultural sensitivity within an instructional environment that will enable students to interconnect stress management concepts/strategies. This strategy takes into account the characteristic specifics of the learners and involves the implementation of experiences given incorporating practical aspects and group learning.
Identifying Learning Theory
To identify the most appropriate theories for the content area and target learners, education professionals need to analyze their possibilities of applying them in the course of lesson planning. The Socio-Cultural Learning Theory emerges as the best fitting to support ADN nursing learners in stress management (Shorey et al., 2021). This theory focuses on how people interact, and how cultural and learning environments affect the learning process. In terms of stress, a synthesis of various approaches, people’s experiences, and cultural factors makes this theory even more applicable herein. It is detailed about the phenomenon of stress reinforcing general and individual factors as well as ways that people recognize and manage it, so, it is valuable for various learners.
Applying Sociocultural Learning Theory in Stress Management Education
The research also advocates for the utility of Sociocultural Learning Theory in stress management through evidence-based strategy. These techniques stress dependency upon peers, group-oriented learning, as well as the application of practical interventions to actual stressful situations (Kelley, 2024). Class assignments including group activities, case studies, and discussions make teaching and learning fun as well as enabling the students to experience applying the lessons learned in class. This makes it easy for ADN nursing students to understand since they are more diverse in terms of education, economic, and cultural background.
Addressing Diversity in Learning Groups
Because the learners can come from different ages, gender, ethnic, linguistic, and cultural backgrounds it is especially important to use accurate language when designing lesson plans and to include a diverse list of examples and cases (Zeb et al., 2022). This will increase the preciseness of conveying as well as pleasure and further upgrade the access to this material for students with different learning modalities and first of all for those who are the most unresponsive to this kind of material.
Conflict Management in Diverse Learning Environments
For this reason, proactive methods of conflict prevention or those that reduce the occurrence of conflicts due to students’ diversity must be used. Some of the ways of promoting a healthy climate for all participants involve being polite and encouraging a civil tone of participation, correcting misconceptions immediately, and fostering companionship (Chang et al., 2024). Sociocultural Learning Theory when used in conjunction with other research-based best practices can contribute to the development of a positive classroom climate incomprehension, which in turn can result in better learning outcomes for students with and without LDs.
Justification for Using Sociocultural Learning Theory
Cultural and Social Influence on Learning
Sociocultural Learning Theory offers a robust lens for teaching stress management to ADN nursing students including in diversity. Considering peer interactivity, organizational learning, and cultural factors as principles, cognitive theory underlines the role played by social factors in the learning process and learning achievement (Ackerman et al., 2021). The theory is thus important in training for stress management since it recognizes how culture and social relations shape the experience of stress.
Culturally Responsive Learning Environments
According to the Sociocultural Learning Theory, dealing with culture in the classroom is critical, and it will create a certain culture, which the educator believes is important for students. This enables the determination of stress management information using locally relevant material, examples, and groups, a factor that improves students’ interest in stress management practices (Ackerman et al., 2021). We will be able to link these lessons with actual life scenarios thus creating people with not only academic learning but coping skills in stressful situations that may encounter in health-related facilities.
Promoting Group Work and Collaboration
Teamwork and cooperation are embedded into the Sociocultural Learning Theory, which is suitable for introducing stress management education. They can learn how to function as a team, engage in team learning, and experience the variations that different people bring into the class (Holt et al., 2024). This kind of interaction helps to build support from peers, involving them in decision-making processes, which is very important in healthcare where teamwork is of paramount importance when it comes to managing patients appropriately.
Continuous Learning and Social Interaction
The theory also provides the notion of a continuous learning process through collaborative effort/interaction and other aspects such as peer modeling. This is especially so when teaching diverse students in a class; most of whom come from culturally and educationally different backgrounds (Holt et al., 2024). The Sociocultural Learning Theory empowers schools to facilitate equity, inclusivity, and also cultural sensitivity in classroom learning to ensure all children feel welcome and should embrace change to effectively learn stress management skills.
Alternative Theories
Apart from the Sociocultural Learning Theory, there must be other theories such as the theory of behaviorism in managing stress education. An approach that seems most applicable to the management of stress comes from the behaviorists; this schools of thought hold that only the behavior can be measured in its entirety, and any change is to be brought about through the use of reinforcement (Docherty, 2020). Although it offers some degree of specificity that is not generally available with other models, it is not sufficient to encompass social and cultural dimensions that are inherent to stress perception and personal coping. As a result, although applied to some occasions, behaviorism is less beneficial than the Sociocultural Learning Theory to disseminate knowledge about stress management for heterogeneous groups of nursing students.
Diversity of Intended Learners
Recognizing the Multifaceted Nature of Learning
While organizing a curriculum for teaching stress management to ADN nursing students, one must respect the learning process especially while using the Sociocultural Learning Theory. ADN nursing students come from different cultural, social, and economic backgrounds in the class (Docherty, 2020). Such diversity contributes to the development of teaching and learning environments enriched by thinking patterns and the building of compassion -two important components of nursing.
Cultural Competence and Critical Thinking
Cultural competence is crucial for healthcare organizations, and experiencing different perspectives helps students develop it. By embracing competition and diversity, the student’s problem-solving skills as well are improved as their understanding of the patient’s welfare is enhanced (Duque et al., 2021). These skills assist nursing students to deal with health challenges in a more patient-centered manner with acceptable cultural relativism hence a boost to the health of patients.
Addressing Socioeconomic Disparities in Learning
Another element in learning spaces is socioeconomic status socioeconomic status (SES). The problem is that students with different SES backgrounds experience different difficulties that influence their engagement and patterns of learning according to Duque et al. (2021). These disparities mean that educators can do a range of things to achieve educational equality, based on SES for instance, by ensuring that students overcome certain barriers. This inclusive environment helps to provide the most equality to all for them to maximize their result in learning stress management.
Strategies for Managing Conflicts in Diverse Learning Environments
Promoting Active Expression and Self-Reflection
To ensure every learner is embraced, there is a need to factor conflict With resolution strategies that are in line with the Sociocultural Learning Theory. Among such measures, the most efficient one is to inspire the students to voice their opinions within the classroom (Liu et al., 2023). From the research carried out, the teachers should ensure freedom of expression and avoid inter-learner hostility due to a lack of tolerance for diversity in cultural and/or ideological practices. Cognitive role-play and role-play with scripts within group works are effective in promoting sympathy and interpersonal skills for students and the classroom environment.
Restorative Justice Approaches
Another proven method is the utilization of conflict resolution techniques based on the restorative justice perspective. This approach brings in be ability to reconcile, compensate, and rebuild a fellowship of trust (Liu et al., 2023). Culture- or race-based lesson plan: Teachers can model or conduct restorative circles or mediations, with students, in instances of student-to-student conflict. The engagement method fosters cooperation and respect that is suitable with the sociocultural learning theory that floats on cooperation and socially accepted interferences.
Cultural Competence Training and Diversity Seminars
The required student diversity seminars and culture competence training sessions are also important to promote culturally sensitive classrooms. With these interventions, a student can appreciate the opinions of others and therefore, limit biases and disagreements among students (Ryan et al., 2022). When the students are trained on how to master multiculturalism, the educators can help foster great teamwork, understanding, and mutual respect among students which is in line with the sociocultural learning theories.
NURS FPX 6105 Assessment 1 Conclusion
Overall, the Sociocultural Learning Theory can be considered the most suitable framework for teaching stress reduction to ADN nursing students. This theory provides an action plan for designing an environment for learning in which students excel in structuring their information acquisition from reacting positively to social interactivity, cultural diversity, and collaboration (Duque et al., 2021). College students studying for ADN may experience stress arising from academic demands as well as clinical practice obligations and personal problems that can be counteracted by populating existing coping mechanisms and improving the students’ well-being through sociocultural assets such as group support, culturally sensitive curriculum, and mindfulness.
NURS FPX 6105 Assessment 1 References
Ackerman, K., Dickinson, J. K., & Martin, L. D. (2021). Promoting a culture of civility in nursing learning environments. Nurse Educator, 46(4), 234–238. https://journals.lww.com/nurseeducatoronline/fulltext/2021/07000/promoting_a_culture_of_civility_in_nursing.19.aspx
Chang, S. L., Chung, C. F., Liou, Y. G., Lo, S. F., & Hu, S. H. (2024). Improving malignant fungating wound management among oncology nurses: A best practice implementation project. JBI Evidence Implementation, 10.1097/XEB.0000000000000430. Advanced online publication. https://journals.lww.com/ijebh/abstract/9900/improving_malignant_fungating_wound_management.99.aspx
Holt, S. L., Mason, J., Farrell, M., Corrigan, R. H., & Warman, S. (2024). Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory. The Veterinary Record, 194(11), e3956. https://bvajournals.onlinelibrary.wiley.com/doi/10.1002/vetr.3956
Kelley S. (2024). Incorporating diversity, equity, and inclusion within community health nursing simulation. The Journal of Nursing Education, 1–6. Advanced online publication. https://journals.healio.com/doi/10.3928/01484834-20240425-04
Docherty, M. A. (2020). Sociocultural learning in emergency medicine: a holistic examination of competence. Diagnosis (Berlin, Germany), 7(3), 325–332. https://www.degruyter.com/document/doi/10.1515/dx-2020-0001/html
Duque, E., Carbonell, S., de Botton, L., & Campos, E. (2021). I am creating learning environments free of violence in special education through the dialogic model of prevention and resolution of conflicts. Frontiers in Psychology, 12, 662831. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.662831/full
Liu, J., Zhu, Y., & Wang, H. (2023). Managing the negative impact of workforce diversity: The important roles of inclusive HRM and employee learning-oriented behaviors. Frontiers in Psychology, 14, 1117690 . https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1117690/full
Ryan, C. L., Cant, R., McAllister, M. M., Vanderburg, R., & Batty, C. (2022). Transformative learning theory applications in health professional and nursing education: An umbrella review. Nurse Education Today, 119, 105604. https://www.sciencedirect.com/science/article/abs/pii/S0260691722003409?via%3Dihub
Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of generation Z healthcare students: A scoping review. Nurse Education in Practice, 57, 103247. https://www.sciencedirect.com/science/article/abs/pii/S1471595321002833?via%3Dihub
Young, S., & Guo, K. L. (2020). Cultural Diversity Training: The Necessity of Cultural Competence for Health Care Providers and in Nursing Practice. The Health Care Manager, 39(2), 100–108. https://journals.lww.com/healthcaremanagerjournal/abstract/2020/04000/cultural_diversity_training__the_necessity_of.7.aspx
Zeb, H., Arif, I., & Younas, A. (2022). Nurse educators’ experiences of fostering undergraduate students’ ability to manage stress and demanding situations: A phenomenological inquiry. Nurse Education in Practice, 65, 103501. https://www.sciencedirect.com/science/article/abs/pii/S1471595322002153?via%3Dihub
