Assimilation of culture in the training of nursing and health entails the promotion of significant culture and culture as a model for study and practice. As suggested, the composition of the cultural background of the ADN nursing students needs to be understood since the stress management course requires consideration of the students’ worldviews, beliefs, and perceptions (Morse et al., 2022). To do this, the content of the course has to be culturally embedded, employing instruments that are culturally compatible with communication, approach to learning, and methods of handling tasks.
Culturally competent, hence, refers to practices that include: culturally competent assessment strategies (Morse et al., 2022). Teachers will need to find strategies for designing assessments that don’t undermine cultural differences in completing activities and perception of assessments. This involves modifying ways of operating and communicating since the assessments must be both relevant and equitable cross-culturally.
Evaluating Evidence
These additional studies imply that in nursing and healthcare education, evaluation of evidence is crucial for constructing compelling courses. Some of the activities within this process involve the evaluation of the quality, relevance, currency, and reliability of the research and best practices of Stress Management (Green, 2019). The research was considered as the method for specifying stress management interventions, coping strategies, or instructional methods, which educators should review and assess because of guidelines and professional recommendations to the context of ADN nursing students (Green, 2019). Therefore, by using data-driven evidence from research, educators can develop a course that will incorporate evidence-based practice whilst also providing for the heterogeneity of students and enhancing meaningful learning alongside stress management.
Teaching Plan
Course Title
Stress Management
Learning Outcomes
Recognize the meaning of stress managementDetermine stressors and how they affect your healthUse stress-reduction strategies in your nursing profession
Introduction
An overview of stress reduction and its significanceStress management’s importance in nursing education
Perception of Stress Management
Factors affecting how each person perceives stressImpact of Stress Perception on Wellbeing and Health
Principles of Stress Management
Mechanisms of the stress response and how they are regulatedTechniques for preventing and reducing stress
Interdisciplinary Approach to Stress Management
Healthcare professionals working together to manage stresscombining several fields of study to manage stress
Evidence-based Interventions for Stress Management
Examining evidence-based stress management techniquesUsing successful interventions in healthcare environments
Planning Care in Stress Management
creating customized treatment programs for stress reductionobserving and assessing the results of stress reduction
Conclusion
Summary of important ideasConstant stress management is crucial for nurses
Managing stress is the area of concentration used in the lesson plan created for ADN nursing students. This plan establishes the following learning objectives; knowledge, ability to identify stress-related concepts, nurse’s stressors and knowledge, skills, and attitude in the management of stress at the workplace (Antón et al., 2021). The first part underscores the relevance of stress management in health faculty learning with a special focus on the field of nursing. Another table identifies aspects of stress management and the resultant health effects pegged on perceptions.
It is centered on basic stress-combating endeavors and preventive methodologies such as stress responses and prevention as described by Tang et al. (2019). It draws attention to the importance of an interdisciplinary approach to stress intervention and management and calls for the incorporation of interdisciplinary goals for the effective management of patient outcomes. Other subjects including care planning and employing evidence-based therapies for managing stress also were incorporated and lectures demonstrated how evidence-based practice can be adopted in different settings (Tang et al., 2019). The above general learning outcome signifies the goal of this particular lesson plan to ensure that ADN nursing students are armed with appropriate stress management strategies needed in their progression to ramp up the ability to caress their clients’ needs comprehensively.
Assessment Design for Course
Based on the design principles of assessment discussed in this paper, the following factors have been identified as crucial to the development of assessments in the stress management course for ADN nursing students. First, the assessments have to relate to the course outcomes and the material covered, namely stress recognition, management techniques, and adaptations to nursing practice (Charania & Patel, 2022). They further should mimic authenticity by matching real-life contexts within which nurses practice and are faced with lots of stress such as in healthcare organizations then gauge the student’s ability to handle stress in as much as they ought to give good patient care.
Second, the rationale is that ADN nursing students bring to the learning environment multiple learning preferences and learning styles, which should also be considered when developing assessments (Sharifi et al., 2019). Minimizing test-taking through the use of case studies, role-playings, written reflections, and practical demonstrations, can effectively reach auditory and kinesthetic learning as well as visual sensibilities. This approach helps all students demonstrate their grasp of ideas about stress management efficiently.
Conclusion
For the development of the interface of the teaching plan and the assessment scheme of stress management courses for ADN nursing students, several factors have to be taken into consideration. The purposeful integration of practices and strategies that are supported by research, the inclusive use of instructional modalities, and developmental, informative goals and measurements will support the achievement of compelling and relevant learning (Victor et al., 2024). Cultural competence in education helps nursing students address stress factors in an academic learning environment and turn healthcare organizations, and academics to recognize and value multiculturalism.
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