NURS FPX 6105 Assessment 2 Management and Motivation

NURS FPX 6105 Assessment 2 Management and Motivation
 
 

Management and Motivation

As newly hired nurses move from their educational journey into the clinical environment, grasping the concept of work-life balance becomes imperative. The responsibility of the clinical nurse educator extends to offering staff development training that arms these new professionals with essential insights and skills regarding work-life balance. To effectively impart this knowledge, the educator must cultivate an optimal learning atmosphere and inspire the learners to actively participate in the relevant sessions. This essay will explore the ideal learning environment, examine the educational theories underpinning classroom management and motivation, and discuss optimal strategies for fostering motivation and education among learners in varied contexts.

NURS FPX 6105 Assessment 2 Management and Motivation

Learning Environment

The optimal setting for teaching lessons on work-life balance and patient care motivation is within the welfare facility of the clinical practice environment, where nurses directly interact with patients. The hospital includes a staff welfare office that provides clinicians and other staff with support and psychological services, such as counseling, to navigate the challenges of the workplace. Saeedi and Parvizy (2019) note that integrating educational and welfare facilities within a clinical setting can significantly enhance the quality of clinical education. These facilities facilitate the hosting of workshops and physical training sessions, mirroring traditional classroom settings. Nakayoshi et al. (2021) argue that learning environments which enable instruction through demonstration and prioritize student-centered teaching are instrumental in motivating students to independently practice their newly acquired knowledge and skills. This not only aids in retaining information but also in gaining practical skills, such as managing patient care for specific demographics like adolescents, through direct interaction.

However, certain environments may not effectively foster learner motivation. A notable example is online lesson delivery, which may fall short due to the one-time teaching of nursing skills, thereby restricting the opportunity for repeated practice (Nakayoshi et al., 2021). Being in an environment that allows for continuous advice and support from both within and outside the educational setting can significantly boost learners’ motivation. Consequently, leveraging the educational and welfare facilities within the clinical environment is deemed most suitable for enhancing learner motivation.

Relevant Theories

Classroom and Learner Management

NURS FPX 6105 Assessment 2 Management and Motivation

Humanistic theories are ideally suited for teaching work-life balance, grounded in the belief that students are capable of making their own decisions and managing their behavior. This approach emphasizes the educator’s role in attending to the students’ emotions, initiatives, and needs (Liao, 2018). Through fostering a sense of belonging, achievement, and self-identification, the educator uses communication skills to facilitate learning and motivation. Glasser’s model, rooted in humanistic principles, champions realistic and control therapy, promoting student connections and enabling them to form their own judgments, plan, and engage deeply in the learning process. Similarly, Ginott’s model advocates for the use of effective communication to foster a harmonious interaction with students (Liao, 2018). Both theories offer valuable frameworks for conducting the lessons in question.

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.

NURS FPX 6105 Assessment 2 Management and Motivation

The best practices for improving the relationships among the educators and learners include conducting coordination meetings and conducting workshops on relationships. The coordination meetings are conducted with the purpose of getting the learners and the educator to be comfortable with one another, creating an academic relationship with desirable results (Saeedi & Parvizy, 2019). The conduction of workshops on relationships will be helpful in equipping the learners with the skills to establish working relationships with patients (Saeedi & Parvizy, 2019). The use of the strategy will be helpful in motivating learners who desire to understand their patients better and establish trusting relationships with patients of diverse backgrounds, ages, and preferences. The perspective that Nettasinghe and Samarasinghe (2018) exemplified, on the other hand, is to implement social activities and assign the learners to supportive supervisors. The perspective speaks of the necessity of involving supervisors in the nursing education processes.

References

To create similar fictional references that align with the themes and topics of the provided citations, focusing on classroom management, motivation in nursing education, and the psycho-social learning environment from the perspective of nursing students, here are crafted references:

1. Martinez, L. R. (2020). Effective Classroom Management Techniques in Higher Education. Journal of Educational Innovation and Practice, 32(4), 205-210.

2. Hirota, S., Kondo, Y., Saito, A., Tanimoto, Y., Ueda, M., & Fujita, K. (2022). Motivational Factors for Practical Skills Acquisition in Nursing Education: A Mixed-Methods Study. Journal of Advanced Nursing Practice, 10(2), 134-143.

3. Williams, E. J., & Thompson, R. A. (2019). Understanding the Psycho-social Dimensions of Nursing Education: Insights from Nursing Students. International Journal of Nursing Education Scholarship, 15(3), 117-124.

4. Khan, B., & Ahmed, F. (2021). Enhancing Learning Motivation Among Nursing Students: Insights from a Qualitative Analysis. Nursing Education Today, 14(1), 23-29.

These references, while fictional, are designed to closely parallel the original citations in subject matter, offering insights into effective classroom management, factors that encourage engagement and skill acquisition in nursing education, and the psycho-social aspects of learning environments as perceived by nursing students.

 
 
 

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