NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan
According to the information provided, the assessment methods used prove helpful in evaluating the learning attained by the nurse students for the given course. The chosen subject is Chronic Pain Management (CPM), and it has been assessed for the teaching approach and Learning Activity Design to improve learner development. The course pays much attention to the process of pain sensation in various patients, including people with different cultural backgrounds, ethnicity, socioeconomic status, community, and nationality (Mardian et al., 2020). The central assumption considered in this course is that, under no circumstance, one’s ethnicity-related perception can be similar to that of others. NURS FPX 6105 Assessment 4 assessment is meant to suggest how best to assess the learners within the classroom context. I have also developed a timeline for the entire course plan for the CPM course for young nurses here in this assessment.
Theory to Optimize Teaching Experience and Learning Outcomes
The first rhetoric regarding using any theory of learning to improve the teaching and learning processes is based on a need for intervention and support of academically the proposed curriculums and intended learning outcomes. The apprenticeship of learning brought by Malcolm Knowles has been applied by the CPM course’s reflective and cognitive teaching style. The theoretical framework stipulated that the nurse students were presented with different learning needs and preferences due to their age and having psychological, cognitive, and psychomotor development different from junior learners (Lewis & Bryan, 2021).
NURS FPX 6105 Assessment 4 interaction between the individual students and the teachers within the classroom learning of the CPM course is, therefore, the force that will enhance the teaching experience of the teachers and the desired learning results for the students (Lewis & Bryan, 2021). With these learning outcomes in mind, the students can effectively guide patients and understand why they experience chronic pain within the various groups. Hence, with the help of the reflective nursing education style and cognitive and interactive teaching sessions, the learning outcomes designed for the course of CPM, as well as the teaching practice of teachers, will be optimal.
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