Client Name
Capella University
NURS-FPX6105
Instructor’s Name
August 2024
Learning Theories and Diversity
Education is the basic need of all individuals and it is necessary to provide them with advanced education considering the diverse needs of all the students. The institution should design and implement learning theories that are beneficial for a diverse population. Learning theories should address the cultural beliefs, languages, and different learning styles of the students to effectively generate positive learning outcomes. The learners belong to various social, and economic backgrounds due to which the learning theories should be based on the diversity of the students (Sanderson et al., 2021).
The generational perspective also needs to be considered while developing the theories for the enhanced satisfaction of the students with the curriculum and effective student results. This assessment will identify a theory that is best suitable to teach students the course of telehealth health services benefits in nursing parctice. It will also justify the need for theory and the intended groups of learners affected by the theory. the evidence-based strategies will be discussed to understand the management of conflicts.
Identification of Learning Theory
As a nursing instructor in an institute of higher learning the topic that I need to deliver effectively to the students is the use of telehealth services in nursing practice to improve patient outcomes. Telehealth is an advanced technological-based healthcare facility that is used to provide urgent and effective care coordination to patients and prevent deteriorating patient conditions (Amjad et al., 2023). Older adults are often unable to visit hospitals regularly sometimes due to the lack of transportation facilities and age factors so telehealth services are effectively monitoring the health conditions of the patients and allow early intervention.
This technology can reduce hospital readmission by continuously monitoring patient conditions and supporting the proper management of chronic diseases to prevent them from exacerbating. The ethical considerations regarding the use of telehealth services will also be discussed in this course for a better understanding and implementation of ethical guidelines in the parctice (Moore et al., 2023). The course is designed for undergraduate-level nursing students learning in a hybrid environment consisting of classroom-based learning or online learning.
Learning Theory: Constructivism
The theory of constructivism is based on the idea that students will identify educational perspectives using their knowledge gained through reflection and experiments (Do et al., 2023). Students will critically analyze their experiences, thoughts, and opinions regarding a particular technology or strategy and then build their understanding of that particular topic. It best supports the topic of telehealth services in nursing practice as it will also be determined through the experiments and practical applications of the importance of telehealth in care coordination.
Application to Course and Audience
Constructivism introduces critical thinking in the students by allowing them to learn in an active environment based on simulations or evidence-based practices (Do et al., 2023). Through simulations and practical learning, students are best able to understand the effectiveness of telehealth in improving patient responses and reducing harmful health events (Shawwa, 2023). This theory integrates the culture of collaborative learning among the students which will allow them to improve their exposure to learning by allowing students from different backgrounds, knowledge, and perspectives to work for a common unified goal of identifying the effects sof telehealth in nursing practice. In this theory, students actively evaluate their learning to understand the gaps in practice and identify strategies that will suitably fulfill those lackings.
Justification for the Application of Constructivism
Constructivism is the most suitable theory for the students to understand the effectiveness of telehealth services in a health care setting by the nurses as this theory supports active learning through experiments, a collaboration of the students, and professional reflection of their learnings (Lockey et al., 2021). The justification for the application of constructivism is given below;
Practical Learning
This theory allows students to gain knowledge and enhance their learning through the practical application of theoretical knowledge so they can better understand the effectiveness of telehealth services in the nursing practice.
Problem-Solving
This theory integrates the critical thinking skills among the students to use their reflection of experiences, and opinions and give it a proper thought to determine the most suitable way of solving problems.
Cooperative Learning
The collaborative learning practice allows the students to understand how the collaboration of nursing staff in the healthcare setting will effectively implement telehealth services and generate the best patient outcomes along with increasing the safety of patients and timely intervention using the digital technology of providing coordinated care.
Integrating Diverse Learning Strategies
The most important reasoning or justification behind the use of constructivism as a learning theory for the students to understand and identify the effectiveness of telehealth services in nursing practice is that it integrates the diversity of the students in the learning practices by allowing students to share their ideas with everyone for better decision-making process.
Comparison with the Alternative Theories
The constructivism theory supports reflection, experiments, and critical thinking skills that are all needed for the nurse in a healthcare setting to effectively cooperate with the patients, reduce the rate of hospital readmissions, increase healthcare effectiveness, and decrease healthcare disparities (Marques et al., 2022). The comparison of constructivism with other theories is given below;
Behaviorism
This theory focuses on the repetitions of the procedures, observing behaviors that are not suitable for the nurse to identify the effectiveness of telehealth services. This theory only promotes an in-depth understanding of the facts without allowing the experiential learning that is necessary for nursing students.
Cognitive Learning Theory
This theory focuses on the cognitive abilities of the student in learning new concepts and ideas like how they retain the information, and analyze the memory of the students while nursing students need collaborative learning strategies to utilize their experiences and experiments in a learning process.
Social Learning Theory
This theory focuses on learning through social interactions like observing, and imitating, however, nursing students need to have experimental learning techniques for a better understanding of the use of telehealth services. Experience gained through simulation and reak case scenarios is more beneficial for nursing students which is not supported by the social theory that is why the theory of constructivism is effective for understanding the role of telehealth in improving patient outcomes.
Diversity of the Intended Group of Learners
The course regarding the use of telehealth services in nursing practice for better patient outcomes is designed for nursing students of undergraduate level and registered nurses who are continuing their practice in a healthcare setting. This group of students has diverse needs regarding the education perspective, cultural backgrounds, language, age, and professional background. Students from cultural and linguistic backgrounds have different understandings of nursing practices and changed perspectives regarding technology in the healthcare setting (Ropponen et al., 2023).
The generational gap is also one of the major diverse factors in education a young generation focuses more on technologies where whereas the older generation has a great command of traditional clinical practices. The educational backgrounds of students are also different they belong to different areas with different learning styles and their professional experiences are also different from one another, some may be experienced and some are internees.
Significance of Diversity Factors
The different cultural and linguistic backgrounds impact the learning styles of the students as they may have different perceptions regarding telehealth services in nursing practice (Kaihlanen et al., 2019). The teaching should be culturally competent to enhance the abilities and understanding of the students for the effective implementation of their knowledge in the practical field. Age gaps can deeply impact the deliverance of knowledge as older adults may not have much interest in understanding technologies and their implementation.
The people with professional experience may not need basic knowledge regarding the topic but the new students will need an in-depth understanding of the topic. Those who have a technical background may not need extra effort to understand the implementation of technology but people without a technology background need extra effort to understand the concept.
Evidence-Based Strategies for Managing Conflicts
Conflicts occur in the classrooms due to culturally diverse populations having different languages, educational preferences, age gaps, professional experiences, and so on (Sarı & Yüce, 2020). As an instructor, it is essential to resolve conflicts by using evidence-based strategies that are authentic and scientifically proven for their effectiveness in a healthcare setting. The following strategies can be implemented to resolve conflicts.
Open and Transparent Communication
Open communication with the students is necessary to make them feel considered and valued which will help them in sharing their opinions regarding the conflicts and involved in resolving the particular problem. It will enhance the relationship between the student and the instructor.
Culturally Competent Teaching Strategies
The teaching practices need to be diverse and culturally competent so that the students can effectively understand the concepts or information provided to them without being discriminated against or removed from the equation.
Collaborative Problem Solving
The problem-solving strategies should be collaborative involving all the students and instructors in making decisions regarding a particular topic by sharing their opinions and reasoning behind the cause the of problem.
Integrating Diverse Learning Models
The learning stories should address the diversity of the students by providing teaching through culturally competent strategies and using simple plain language that is easy for all to understand.
Positive Classroom Environment
The classroom environment needs to be positive so that students can stay active and collaborative in making decisions and sharing ideas regarding the effectiveness of telehealth services in the nursing practice.
NURS FPX 6105 Assessment 1 Conclusion
The learning environments need to be culturally competent and effective to understand the needs of the students and implement strategies that are best suitable for the nursing students in understanding the use of telehealth services in the nursing practice to improve patient outcomes. The constructivism learning theory is based on experiments, simulations, and critical thinking of the students so they can reflect on their learnings effectively and use their information in real-time practices (Sanderson et al., 2021). The diversity of the learners should be effectively considered in the curriculum and teaching strategies to give students the impression that all are equally valued and respected. The evidence-based strategies are best suitable for resolving classroom conflicts between students due to cultural diversity.
NURS FPX 6105 Assessment 1 References
Amjad, A., Kordel, P., & Fernandes, G. (2023). A review on innovation in healthcare sector (telehealth) through artificial intelligence. Sustainability, 15(8), 6655. https://doi.org/10.3390/su15086655
Do, H., Ngoc, B., & Hue, N. M. (2023). How do constructivism learning environments generate better motivation and learning strategies? The design science approach. Heliyon, 9(12), e22862–e22862. https://doi.org/10.1016/j.heliyon.2023.e22862
Kaihlanen, A., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: Qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing, 18(1), 1–9. https://doi.org/10.1186/s12912-019-0363-x
Lockey, A., Conaghan, P., Bland, A., & Astin, F. (2021). Educational theory and its application to advanced life support courses: A narrative review. Resuscitation Plus, 5(5), 100053. https://doi.org/10.1016/j.resplu.2020.100053
Marques, C. R., Menezes, A. F., Ferrari, Y. A., Oliveira, A. S., Tavares, A. C., Barreto, A. S., Vieira, R. C., Fonseca, C. D., & Santos, E. (2022). Educational nursing intervention in reducing hospital readmission and the mortality of patients with heart failure: A systematic review and meta-analysis. Journal of Cardiovascular Development and Disease, 9(12), 420. https://doi.org/10.3390/jcdd9120420
Moore, J., Jairath, N., Montejo, L., Brien, S., & Want, D. (2023). Using a telehealth simulation to prepare nursing students for intraprofessional collaboration. Clinical Simulation in Nursing, 78, 1–6. https://doi.org/10.1016/j.ecns.2023.02.007
Ropponen, P., Kamau, S., Koskenranta, M., Kuivila, H., Oikarainen, A., Isakov, T., Tomietto, M., & Mikkonen, K. (2023). Culturally and linguistically diverse nursing students’ experiences of integration into the working environment: A qualitative study. Nurse Education Today, 120, 105654. https://doi.org/10.1016/j.nedt.2022.105654
Sanderson, C. D., Smith, L. M., & Cox, K. (2021). Developing a social determinants of learning framework. Nursing Education Perspectives, Publish Ahead of Print. https://doi.org/10.1097/01.nep.0000000000000810
Sarı, M. H., & Yuce, E. (2020). Problems experienced in classrooms with students from different cultures. Journal on Efficiency and Responsibility in Education and Science, 13(2), 90–100. https://doi.org/10.7160/eriesj.2020.130204
Shawwa, L. (2023). The use of telemedicine in medical education and patient care. Cureus, 15(4). https://doi.org/10.7759/cureus.37766