Management and Motivation
Nursing education is a process comprising both practical and theoretical learning that involves the acquisition of theoretical skills and knowledge. As such, nursing students require a positive clinical learning environment where the acquired skills and knowledge can be put into practice. Nurse educators play a significant role in promoting a positive learning environment for the nursing student by determining the educational curriculum and standards preparing students for a successful transition out of academia, into becoming thriving nursing professionals improving the safety and quality of care provided (Dickerson et al., 2020). The purpose of this discussion is to illustrate the optimal learning environment for nursing students in the nursing institute of higher learning and the strategies utilized in maintaining learner motivation in this educational environment.
Learning Environment
The clinical learning environment nowadays can be very overwhelming. As a nurse educator, it is my role to encourage a positive and conducive learning environment for my nursing students to promote the adequate acquisition of clinical knowledge and skills in promoting evidence-based practice by incorporating scientific data into practice. According to Díaz-Agea et al. (2021), an optimal learning environment offers a positive and meaningful learning opportunity for nursing students to achieve their learning outcomes. In promoting culturally sensitive evidence-based practice using practicum experience, my teaching curriculum will comprise training sessions, hands-on training, theories, simulation, and competency assessment for new graduates. With a diverse learner population comprising of students of different races, gender, age, socioeconomic status, and experience, it is important to use simulations and traditional classrooms to promote learning. Students can best function in learning groups and maintain open communication lines with their educators. Evidence supports that proactive educators who incorporate diversity into curriculum development tend to promote learner engagement and success in the practicum course.
Theories of Classroom Management, Learner Management, and Learner Motivation
Evidence shows that students’ learner cultural background, socioeconomic status, language preferences, and ethnicity greatly impact learning. Nurse educators are thus required to utilize adult learning theories like cognitivism, to positively impact nursing students and promote the achievement of their learning goals. Cognitive learning theory emphasizes the significance of the internal process of the learner and comprises several different known prospects like information processing, exploration methods, concept mapping, self-efficacy, meaningful learning, and self-regulation (Lavoie et al., 2018). The cognitive learning theory is applicable in promoting classroom management, motivating new nursing trainees in the adoption of culturally sensitive evidence-based practice, and promoting care outcomes. The application of this theory in nursing education consists of a diverse learner population that promotes a positive mindset and acceptance of and respect for diverse ways of thinking amongst nursing students learning in a clinical educational environment.
Nevertheless, with the utilization of evidence-based approaches, nurse educators can be able to motivate learners hence promoting the achievement of optimal learning benefits. Such evidence-based approaches include giving assistance, ongoing counseling, and mentorship at an individual level with a great understanding and respect of the beliefs and values of each student based on their diversities (McNally et al., 2019). The teaching curriculum must be personalized based on the educational needs, and learning abilities of each student. The nurse educator must prioritize making the classroom environment safe and secure for all students where they can verbalize their opinions, experiences, and perspectives. Consequently, promoting a secure and safe learning environment where students engage and communicate freely is considered the most significant aspect of facilitating simulation learning groups.
Evidence-Based Strategies
In promoting learner and classroom management, nurse educators need to incorporate more complex constellations of evidence-based strategies due to their effectiveness in cuing self-regulation, self-awareness, and pro-academic disposition (McNally et al., 2019). Understanding the diversities of the learner population in terms of cultural values and beliefs, gender, and experience is crucial in promoting the appropriate implementation of such strategies, which comprise promoting interprofessional collaboration and defining learning objectives. Adoption of a learning platform and curriculum which demonstrates cultural sensitivity is essential in promoting engagement and interest in learning. An educator must thus utilize nonverbal cues, private reminders, on-the-spot corrections, and mindfulness practice in support of competency development.
On the other hand, in promoting learner motivation in a diverse setting, the educator needs to adopt strategies that instill trust, civility, inclusivity, valuing, empowerment, and a just cultural learning environment (Díaz-Agea et al., 2021). By providing unbiased performance feedback, classroom-based training and class-wide incentives have been proven to motivate nursing students towards the achievement of their learning goals and objectives.
Conclusion
In general, for nursing students to be able to successfully achieve their learning needs in an institute of higher learning, educators must adopt theoretical and evidence-based approaches to promoting an optimal learning environment for all students. Intrinsic motivation of the diverse student population is also essential for learning, despite facing several challenges due to cultural differences and backgrounds. As such, it is the responsibility of the educator to create a supportive and inclusive learning platform that is positive and free of bias, where all students feel respected, valued, and heard.
References
Díaz-Agea, J. L., Pujalte-Jesús, M. J., Leal-Costa, C., García-Méndez, J. A., Adánez-Martínez, M. G., & Jiménez-Rodríguez, D. (2021). Motivation: bringing up the rear in nursing education. Motivational elements in simulation. The participants’ perspective. Nurse Education Today, 103, 104925. https://doi.org/10.1016/j.nedt.2021.104925
Dickerson, P. S., Russell, J. A., & Baughman, C. (2020). The professional development associate: A key role in professional development departments. The Journal of Continuing Education in Nursing, 51(9), 394-396. https://doi.org/10.3928/00220124-20200812-02
Lavoie, P., Michaud, C., Belisle, M., Boyer, L., Gosselin, E., Grondin, M., … & Pepin, J. (2018). Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of Advanced Nursing, 74(2), 239-250. https://doi.org/10.1111/jan.13416
McNally, K., Metcalfe, S. E., & Whichello, R. (2019). Interventions to support diversity in nursing education. Journal of Nursing Education, 58(11), 641-646. https://doi.org/10.3928/01484834-20191021-05
