NURS-FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan Educational Theory and Evidence-Based Teaching 

NURS-FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan Educational Theory and Evidence-Based Teaching 

To guide the development of this nursing program I will utilize the social, ecological model – SEM alongside the theory of interpersonal relations. Through evidence-based teaching, SEM has been reported to encourage culturally congruent education by promoting decisions that are acceptable to all cultural values and beliefs at all levels (Ivankova & Plano Clark, 2018). The model comprises five main stages including individual, interpersonal, community, organizational, and public policy. The individual-level mainly focuses on the knowledge and skills of the person. Encouraging adequate knowledge of the different cultural beliefs and values will help promote a positive attitude and use of culturally sensitive language in educating a diverse nursing student population as described above.  

The interprofessional level focuses on the development of an appropriate relationship between individuals. For instance, in the development of this course, it will be necessary to encourage the use of effective communication skills to promote healthy interpersonal relationships between the educator and the nursing students, and among nursing students themselves to promote a conducive learning environment for the diverse population (Zhang & Cui, 2018). The organization-level comprises ways in which the organization such as the institute for higher learning, can help promote a culture of understanding and welcoming for all nursing students, irrespective of their diversities. Consequently, at the community level, studies show that a coalition of the organization in the community will help in promoting a louder voice and create more funds to promote culturally sensitive nursing practice. Finally, through public policy, the institute of higher learning will be able to implement policies that encourage a culture of diversity in the nursing school such as addressing inequality and re-evaluating the teaching materials.  

Teaching Strategies 

With the application of the socio-ecological model, nurse educators have been able to adopt appropriate evidence-based teaching strategies which help in satisfying the academic needs of diverse learners promoting positive outcomes. Such teaching strategies include the development of individualized education plans (IEP) and the use of interactive methods (Salifu et al., 2018). The diversity of my target audience in the institution of higher learning as initially discussed will include nursing students from various ethnic, racial, cultural, and socioeconomic backgrounds. As such, the values and beliefs of these students will vary. It will thus be necessary to develop an IEP for each student to promote adequate satisfaction of their educational needs and enhance the achievement of their learning goals. 

Interactive methods, on the other hand, comprise interactive lectures, journal clubs, small group works, clinical nurse presentations, reading quizzes, workshops, and problem-based learning. The interactive teaching strategy will involve active interactions among diverse learners (Tsimane & Downing, 2020). Effective learning among diverse learners greatly depends on the quality of teaching. The interactive teaching strategy is also considered a constructivist approach as it helps create a learning environment where the diverse nursing students will be able to actively take part in the learning process to gain experience and engage in reflections promoting problem-based, transformative learning. With active engagement, students will be able to identify and accept their diversities to promote equality throughout the learning process.  

Conflict Management in the Classroom 

In a diverse classroom, learners tend to encounter different forms of conflict which can be managed effectively by the use of evidence-based strategies. Such strategies include the implementation of a 6 step conflict resolution process that uses role-playing as the main conflict resolution method. The first step in the conflict resolution process involves finding the source of the conflict by interrogating the parties involved. Once the cause of the problem is known, the second step will involve the use of role-playing where the nursing students involved in the conflict will be given opposing roles for them to be able to view the situation from the other person’s viewpoint (Zhang & Cui, 2018). Role-playing is effective in resolving conflict among students as it helps promote empathy and understanding among individuals in conflict. The third step involves allowing the students in conflict to come up with solutions a