Fluent Essays

Assessment InstructionsNote: Assessments in this course build on each other and must be completed in sequential order.Create a 3–4-page report on the optimal learning environment for the course you began developing in Assessment 1. You should select a learning environment that will foster motivation in your learner population, support your efforts at classroom motivation, and best serve the goals of the course.Optional PreparationPractice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.InstructionsCreate a report that does the following:Describes the learning environment most appropriate for the educational topic and intended audience that you identified.Briefly describes and evaluates theories of classroom management, learner management, and learner motivation that are relevant to your course and intended audience.Describes evidence-based strategies for classroom and learner management and evidence-based best practices to enhance learner motivation and how you would employ these in your learning environment and with a diverse group of learners.Supports your choices with scholarly resources.Additional RequirementsFormat: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.Length: 3–4 pages, plus a title page and a references page.Use correct APA format, including running head, page numbers, and a title page.Use and cite at least three scholarly articles in your plan.Writing should be free of grammar and spelling errors that distract from content.Suggested ResourcesMotivationVila Health: Management and Motivation | Transcript.Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed). San Francisco, CA: Jossey-Bass.Chapter 1: Understanding Motivation for Adult Learners.SHOW LESSSimulationsBurbach, B., Barnason, S., & Thompson, S. A. (2015). Using Think Aloud to capture clinical reasoning during patient simulation. International Journal of Nursing Education Scholarship, 12(1), 1–7.Reese, C. E., & Jeffries, P. R. (2010). Learning together: Using simulations to develop nursing and medical student collaboration. Nursing Education Perspectives, 31(1), 33–37.Additional Resources for Further ExplorationDunlap, R. (2013). Nursing theory and the clinical gaze: Discovery in teaching theory across a cultural divide. Nursing Science Quarterly, 26(2), 176–180.Merriam, S. B., & Bierema, L. L. (2014). Chapter 2: Traditional Learning Theories in Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass. msn_fp6105_bretanalibiet_assessment1_1.docx management_and_motivation_scoring_guide.pdf Unformatted Attachment Preview Running head: CULTURAL FLEXIBILITY IN NURSING PRACTICE Cultural Flexibility in Nursing Practice Course Libiet Bretana Capella University Learning Theories and Diversity January 19, 2020 1 CULTURAL FLEXIBILITY IN NURSING PRACTICE 2 Cultural Flexibility in Nursing Practice Course As an educator, advocating the importance of cultural flexibility, acceptance, and understanding is imperative for positive outcomes and patient satisfaction (Mukumbang & Alindekane, 2017). This paper will demonstrate the course topic and environment as well as how applying an educational theory can demonstrate positive outcomes for the program. This essay will emphasize the needs of identifying issues relating to both diversity and cultural barriers as well as how they may have negative impacts on the course while presenting mitigation techniques for such issues. This essay will conclude with the techniques that an educator can utilize in managing the conflicts that could arise given the issues identified with diversity and cultural elements. Throughout the healthcare system, there is a need for cultural flexibility concerning nursing practices given that the societies range highly in diversity. With an increase in diverse patients and staff, a common cultural understanding must be achieved to ensure satisfactory outcomes for both patient and staff as well as increase safety and care measures (Mukumbang & Alindekane, 2017). A course that teaches cultural flexibility will provide nursing and staff members associated with healthcare facilities to enhance their professionalism as well as clinical competencies in ensuring the delivery of safe and efficient care is given to patients. Nursing education not only involved a theoretical classroom structure, but discussions based on efficient applications for theoretical contents are imperative for the course’s success. Course Topic and Environment The topic of the course is, ‘Culture Flexibility among Nursing Staff.” This course will attempt to offer a comprehensive education for nurses that will accommodate the cultural CULTURAL FLEXIBILITY IN NURSING PRACTICE 3 diversity among classrooms and education institutions. The audience of the course will be directed towards those who are current nurses and wants to develop a better cultural knowledge of their patients and for new nurses entering the field (Dewald, 2014). Given that cultural diversity exists in higher levels as opposed to a decade ago, it is imperative for nurses to gain a common understanding of the various differences among cultures as well as increase their knowledge of the positive outcomes that diversity provides them. The outcomes of this teaching program will inform nurses of their duties and responsibilities of becoming acceptance towards diversity while being able to explain the principles, components, and estimation methods of the SEM Model that relate to cultural flexibility (Gardner, 2014). Nurses will be able to formulate a regression analysis while also evaluating the outcomes that will help them explain the principles and structures of interference. Applying an Educational Theory The Social-Ecological Model (SEM) is a provision of nursing education that experiences cultural diversity. According to Hukkinen (2014), “The SEM model is a theory-based framework that helps those using it achieve an understanding of the multifaceted types of interactions that affects their personal and environmental conduct that determines the varying degrees of behavior and social points towards intermediaries in health promotions. The social, ecological model helps nurses define and develop interpersonal relationships with their patients that increases positive outcomes for growth and sustainability (Hukkinen, 2014). As contended by Hukkinen (2014), “this model, nurses and their environment forms the outcome of health indicators. This includes the interpersonal and personal networks within the facility that correlates with the surrounding communities and social systems (p. 103). The SEM model helps students achieve a greater understanding concerning the multiple levels of the social system and how interactions among CULTURAL FLEXIBILITY IN NURSING PRACTICE 4 their patients are critical to their health outcomes. This model will also be used as a communication approach for helping students learn the differences among communication styles so that the promotion of understanding helps them achieve behavioral and social changes within a cultural context. Nursing students will learn how to use the SEM model application to estimate the simultaneous equations of diversity and gather results that help them identify the reciprocal effects of being undereducated on diversity levels. An ideal educational theory of choice for this course will be based on the SEM Model which relates to the intuitions, social, and iconological elements of the healthcare system (Jones, 2015). The SEM Model theory will be afforded to students to help them identify and discuss the potential diversity that exists or coexist among their staffing units concerning both patients and other staff members. The SEM model supports both behavior and social changes by developing a strategic plan in producing greater outcomes of efficiencies and that corresponds to the social and behavioral changes that will take place. According to Salifu et al., (2018), “The United States has witnessed an increase of 33\% migrants coming into the country over the last five years.” Given this statistical data, is essential that nurses practice and educate themselves on diversity and what it means given the variations of cultural differences among migrants concerning religious affiliations, cultural beliefs and practices, perspectives of the healthcare system, treatment options and availability, as well as communication and language differences (Hukkinen, 2014). Enhancing and supporting diversity in the learning environment can contribute greatly to the diverse nursing workforce so that a decrease in health disparities can be improved by patient outcomes. Moreover, the SEM model will be applied to include in-depth conversations discussing interpersonal relationships that CULTURAL FLEXIBILITY IN NURSING PRACTICE 5 nurses should be forming with their patients to ensure comfort and trust is created among them regarding care and communication outcomes. Issues of Diversity or Cultural Barriers Impact on Course The success of any culturally diverse education will be to offer nurses a congruent method of care towards their patients that have diverse backgrounds. Using the SEM model theory, cultural barriers can be addressed at higher diversity level knowledge (Mukumbang & Alindekane, 2017). Diversity level acknowledgment will include the variations of patients concerning their age, gender, ethnic variances, and socioeconomic status, as well as multiculturalism elements. Ideally, these elements will provide major hindrances in the successful delivery of an education course given that nurses will vary themselves in cultural differences, economic backgrounds, communication differences and that generally, the nursing population is female (Curran, 2014). The course will exhibit challenges based on the variations of beliefs and values due to multiculturalism factors. Another barrier is addressing the differences that exist among economic backgrounds because this can affect the financing of their course and consequent variance of coursework concentration. Addressing the Issues The social-ecological model (SEM) and its theory are relevant to addressing the challenges of diversity and cultural differences in the high institution of learning as well as in the field of nursing practices. The SEM will encourage cultural congruent education by informing nurses on how to increase their decision-making methods based on the individual patient as opposed to thinking of them as a group of patients (Mukumbang & Alindekane, 2017). This model also encourages cultural values and understandings to be created among cultural values on CULTURAL FLEXIBILITY IN NURSING PRACTICE 6 various levels which encompass the cultural diversity at both personal and professional components of the nursing student body. With specific measures, the problem of multiculturalism and misunderstandings about diversity will be addressed by using an approach that considers diverging cultural differences among the students and including such elements within the instructional lesson plan that helps foster a friendly and acceptable environment (Mukumbang & Alindekane, 2017). Cross-cultural languages and communication will also be addressed by helping nurse students learn different ways of communicating with the diverse population of patients so that avoidance of discrimination or bias against their differences can be decreased. Managing Conflict in the Classroom To manage the conflicts within the classroom emphasis should be placed on the results of higher diversity misunderstandings and communications so that importance can be placed on the successful delivery of the course instruction (Mukumbang & Alindekane, 2017). The course resources and instruction should be tailored to include the variations of diversity and culturally competent learning factors so that all nurses achieve a successful outcome and better understanding of their patient population. One way of enhancing the instructional content for all student body to understand and grasp is to effectively and efficiently deliver the content through transparent communication methods (Mukumbang & Alindekane, 2017). Moreover, a useful conflict resolution criterion for culturally diverse students in the nursing population to understand and care for their patient’s health outcomes is to accommodate the variations among students so that they understand how to accommodate their caregiving skills among the differences of their patients. CULTURAL FLEXIBILITY IN NURSING PRACTICE References Curran, M. K. (2014). Examination of the Teaching Styles of Nursing Professional Development Specialists, Part I: Best Practices in Adult Learning Theory, Curriculum Development, and Knowledge Transfer. The Journal of Continuing Education in Nursing, 45(5), 233-240. doi:10.3928/00220124-20140417-04 Dewald, R. J. (2012). Teaching Strategies that Promote a Culturally Sensitive Nursing Education. Nursing Education Perspectives, 33(6), 410-412. doi:10.5480/1536-502633.6.410 Gardner, S. S. (2014). From Learning to Teach to Teaching Effectiveness: Nurse Educators Describe Their Experiences. Nursing Education Perspectives, 35(2), 106-111. doi:10.5480/12-821.1 Hukkinen, J. I. (2014). The model of the social-ecological system depends on the model of the mind: Contrasting information-processing and embodied views of cognition. Ecological Economics, 99, 100-109. doi: 10.1016/j.ecolecon.2014.01.017 Jones, J. S. (2015). Interpersonal Relations in Nursing Theory. Theories Guiding Nursing Research and Practice. doi:10.1891/9780826164056.0011 Mukumbang, F. C., & Alindekane, L. M. (2017). Student nurse-educators construction of teacher identity from a self-evaluation perspective: A quantitative case study. Nursing Open, 4(2), 108-115. doi:10.1002/nop2.75 Salifu, D. A., Gross, J., Salifu, M. A., & Ninnoni, J. P. (2018). Experiences and perceptions of the theory-practice gap in nursing in a resource-constrained setting: A qualitative descriptive study. Nursing Open, 6(1), 72-83. doi:10.1002/nop2.188. 7 1/19/2020 Management and Motivation Scoring Guide Management and Motivation Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe the most appropriate learning environment for an intended topic and audience. Does not describe the most appropriate learning environment for an intended topic and audience. Describes a learning environment for an intended topic and audience, but it is not the most appropriate. Describes the most appropriate learning environment for an intended topic and audience. Describes the most appropriate learning environment for an intended topic and audience; considers alternate learning environments and explains the logic behind the choice of learning environment. Describe theories of classroom and learner management. Does not describe theories of classroom and learner management. Identifies but does not describe theories of classroom and learner management. Describes theories of classroom and learner management. Describes theories of classroom and learner management; assesses the strengths and weaknesses of the chosen theories. Describe theories of learner Does not describe theories motivation. of learner motivation. Identifies but does not describe theories of learner motivation. Describes theories of learner motivation. Describes theories of learner motivation; assesses the strengths and weaknesses of the chosen theories. Evaluate the applicability of classroom management and learner motivation theories to a specific course. Does not evaluate the applicability of classroom management and learner motivation theories to a specific course. Describes but does not evaluate the applicability of classroom management and learner motivation theories to a specific course. Evaluates the applicability of classroom management and learner motivation theories to a specific course. Evaluates the applicability of classroom management and learner motivation theories to a specific course; identifies area of uncertainty, knowledge gaps, and/or additional information that would provide additional clarity to the evaluation. Describe evidence-based strategies for classroom and learner management. Does not describe evidence-based strategies for classroom and learner management. Incompletely describes evidence-based strategies for classroom and learner management. Describes evidencebased strategies for classroom and learner management. Describes evidence-based strategies for classroom and learner management; impartially considers conflicting evidence and/or other perspectives. Describe evidence-based best practices to enhance learner motivation in diverse settings. Does not describe evidence-based best practices to enhance learner motivation in diverse settings. Incompletely describes evidence-based best practices to enhance learner motivation in diverse settings. Describes evidencebased best practices to enhance learner motivation in diverse settings. Describes evidence-based best practices to enhance learner motivation in diverse settings; impartially considers conflicting evidence and/or other perspectives. Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting. Does not support a position with effective written communication; uses incorrect spelling, grammar, punctuation and mechanics, and APA style and formatting. Supports a position with ineffective written communication, with incorrect spelling, grammar, punctuation and mechanics, or APA style and formatting.. Supports a position with effective written communication; uses correct spelling, grammar, punctuation and mechanics, and APA style and formatting. Supports a position with effective, professional-quality written communication; uses correct spelling, grammar, punctuation and mechanics, and APA style and formatting, free of errors. https://courserooma.capella.edu/bbcswebdav/institution/MSN-FP/MSN-FP6105/181000/Scoring_Guides/u02a1_scoring_guide.html 1/1 ... Purchase answer to see full attachment