NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

NURS FPX 6105 Assessment 4 Rationale for Theory

The following specifications of optimizing a relationship between the course learning outcomes and teaching experience make this valuable course for the learning of students: The information set by Malcolm Knowles was, for the most part, used to give the foundation for the learning habits and styles of the adults in contrast to the young ones learning patterns (Conway, 2023). This has been uploaded in the teaching strategies for the course. The theory forms the basis of developing and executing practical non-normal courses like CPM courses that involve simulations, discussions, reflective assessments of the practice, direct patient interaction, general assessments, and case-study evaluations. The theory is, therefore, a good tool for enhancing the teaching experience, and thus, the simulation is beneficial in enhancing learning results.

Thinking, Learning, and Communicating Methods for Specific Learning Situations

There are several approaches that these nursing students use in the learning process, and they are far different from those commonly employed by other students. The first cause is that the CPM course may entail different cultural interests that various nurse students have, or it may be due to the selected interests of the students. The preferred learning modes are determined according to the student. A particular activity is liked or not liked by the student. In this particular learning setting, thoughts, learnings or communicational approaches shall be incorporated à la the following methods in teaching the CPM course.

VARK type is proposed as a teaching strategy for the recommended course. It also teaches them four modalities that embrace thinking, learning, and communicating methods, including visual, auditory, reading, and kinesthetic modes, in teaching practice for students learning. NURS FPX 6105 Assessment 4 primary learning environment for the CPM course needs to be oriented more specifically to the target population of nurse students, most of whom are far more diverse as a demographic group. It is thus effective to incorporate the VARK framework to teach various learners, such as PowerPoint presentations, audio presentations, readings, and reflective presence assessments, which help the learners gain more knowledge in their heads (Subagja & Rubini, 2023).

Thus, it is possible to identify an appropriate approach to teaching and learning to focus on the needs, choices, and learning patterns of all sorts of learners regardless of cultural background. Various studies have been established to rationalize adopting the proposed framework (Subagja & Rubini, 2023). Therefore, from the research, there is still a reasonable correlation between nurse students’ learning styles and methods and the teaching approaches and factors concerning the curriculum planners (Grech, 2022). The study found that the VARK framework is the most effective way of categorising all the thinking, learning and communicating styles of the nurse learners.

Nursing and Healthcare Teaching Strategies, Techniques, and Outcomes

The nursing course is an efficient course for the training of nurses specialized in chronic care. Consequently, teaching approaches or methods aimed at asynchronous online classrooms must be flexible, self-reflective, and comprehensive in addressing the learners as the audience (Foronda et al. , 2020). Two principal teaching methods have been incorporated into the delivery of this course. These are the inter-relational model of instructional communication, the reflective teaching function for the students and cognitive teaching for the students.

Teaching Strategies and Techniques:

These strategies include various classroom activities by the teachers that can assist the grown-up learners in understanding the way they see learning and how doable it is in nursing. Some of them are the inclusion of open-ended discussions and relatively prolonged self-directed assessments within the class (Padilha et al., 2019). The conclusive strategies that have been adopted for teaching the nursing course CPM in specialised practical education settings are:

• Self-directed learning modules (Foronda et al., 2020)
• Experience-based intuitive lectures in NURS FPX 6105 Assessment 4
• Implementation of readiness to learn in the adult nurses

All the strategies in implementing teaching strategies are researched-based and have been recurrently emphasised by nurse educators, especially when formulating an adult nursing classroom with various learners. Such strategies seem to tap into the various experiences of the adult nurse student in the CPM course, thus providing an opportunity for higher-level cognitive learner development as a possible achievement of the tec