NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Assessment Strategies and Complete Course Plan

An effective pediatric asthma educational program must be in place for healthcare professionals to deliver the best possible care to pediatric patients with asthma. This teaching plan aims to equip healthcare professionals with the knowledge, techniques, and inspiration required for asthma management. The strategy of this plan is to integrate evidence-based teaching methods, including cognitive learning theory and interdisciplinary education, and attend to multiculturalism. The goal is to create an inclusive and supportive learning atmosphere that eventually fosters critical thinking, communication, and collaboration among students. This teaching strategy will involve assessment methods designed to check the knowledge, critical thinking, communication, and cultural sensitivity skills necessary among healthcare practitioners for proactive care delivery to diverse populations (Axelsson et al., 2020).

Applying Educational Theory and Evidence-Based Teaching

Applying cognitive learning theory in pediatric asthma management education is instrumental in optimizing the teaching experience and enhancing learner outcomes. Cognitive learning theory emphasizes mental activities like problem-solving, critical thinking, and decision-making, which are significant components of providing competent healthcare to children with asthma (Harris et al., 2019). By utilizing cognitive learning theory, instructors can design educational interventions to facilitate active engagement and more profound understanding among learners. For instance, incorporating case-based learning and problem-solving tasks allows healthcare professionals to apply theoretical knowledge to real-world clinical scenarios, improving their competence in pediatric asthma management (Lizzo & Cortes, 2023).

Moreover, cognitive learning theory fosters a holistic approach to learning by addressing cognitive processes like memory and comprehension, which are crucial for mastering the complexities of asthma management (McGovern et al., 2019).The academic rationale for applying cognitive learning theory lies in its alignment with the cognitive demands of pediatric asthma management. Unlike behaviorist or constructivist theories, cognitive learning theory delves into the underlying cognitive processes involved in learning, which is particularly relevant in healthcare education (Khan et al., 2023).

Healthcare professionals treating pediatric asthma must possess factual knowledge and the ability to analyze clinical situations, make informed decisions, and adapt to evolving circumstances (Harris et al., 2019). Cognitive learning theory provides a comprehensive framework for developing these cognitive skills, enabling healthcare professionals to excel in pediatric asthma management. Moreover, scholarly research validates the effectiveness of cognitive learning techniques like case-based learning and problem-solving exercises in enhancing healthcare professionals’ understanding and self-assurance in pediatric asthma management (Manuaba et al., 2022).

Applying Knowledge of Methods of Thinking, Learning, and Communicating

Applying cognitive learning theory to pediatric asthma management education involves creating an effective learning environment that promotes active engagement, critical thinking, and problem-solving skills among healthcare professionals, particularly nursing students. Cognitive learning theory emphasizes mental processes such as memory, attention, and comprehension, essential for understanding complex clinical scenarios and making evidence-based decisions in pediatric asthma management (Ahmady & Shahbazi, 2020).

Using cognitive learning theory, instructors can design educational interventions facilitating active engagement and more profound understanding among learners. For example, healthcare professionals are encouraged to actively engage, utilize critical thinking abilities, and improve their competency in managing pediatric asthma through active learning approaches such as case-based learning, problem-solving tasks, and simulations (van Diggele et al., 2020).

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Besides cognitive learning theory, employing classroom and learner management theories is also necessary to improve the learning outcome in pediatric asthma management education. Although cognitive theory builds a solid basis for explaining the mechanisms of cognition involved in learning, it may fail to consider the social and environmental factors affecting learning (Martin et al., 2022).  Thus, integrating insights from social constructivist theories can complement cognitive approaches by emphasizing social interaction and hands-on experiences, essential for fostering collaboration and teamwork skills among healthcare professionals managing pediatric asthma (Saleem et al., 2021).

Furthermore, addressing learner motivation is paramount for sustaining engagement and commitment among healthcare professionals in pediatric asthma management education. Leveraging theories such as Self-Determination Theory (SDT) and Expectancy-Value Theory can tailor motivational interventions to foster autonomy, competence, and perceived task value among learners (Shang et al., 2022). By considering evidence-based best practices for enhancing learner motivation, instructors can create a learning environment that nurtures intrinsic motivation and emphasizes the relevance of asthma management, thereby enhancing engagement and performance among healthcare professionals (Liu et al., 2022).

Integrating Learning Strategies, Techniques, and Outcomes

In the context of nursing and healthcare education, particularly in pediatric asthma management, integrating appropriate learning strategies and techniques is essential for addressing the diverse needs of learners and ensuring optimal learning outcomes. The selection of teaching strategies should be informed by evidence-based research to effectively engage learners and facilitate their mastery of complex clinical skills. For example, active learning techniques like case-based learning, problem-solving exercises, and simulations have improved healthcare professionals’ critical thinking and problem-solving abilities (Rehman et al., 2020). By incorporating these strategies into pediatric asthma management education, instructors can create interactive and diverse learning environments that cater to learners’ specific needs and preferences (Ghasemi et al., 2020).

Assumptions underlying the choice of teaching strategies include the recognition of healthcare professionals’ diverse backgrounds and functions, ranging from nurses to cardiologists and pharmacists. It is assumed that tailoring the course to different learning styles and professional settings will enhance engagement and facilitate meaningful learning experiences (Martin et al., 2022). Additionally, assumptions are made regarding the importance of interdisciplinary collaboration in asthma management, reflecting the understanding that healthcare professionals from various disciplines must work together to ensure comprehensive patient care. By addressing these assumptions, instructors can design teaching strategies that promote inclusivity, collaboration, and competence among learners (Lizzo & Cortes, 2023).

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Moreover, including Self-Determination Theory (SDT) and Expectancy-Value Theory in the pediatric asthma management education process is critical to keep the motivation of the learners of different groups stained. SDT underlines that individuals are autonomous and that their motivation should be fulfilled through their psychological needs. Along with this, the Expectancy-Value approach accepts that motivation can be complex and take place at different times and that interventions need to be adapted according to students’ cognitive appraisals and perceived task value. Through these strategies, teachers can foster students’ internal motivation and thus see an increase in their interest in classroom activities (Shang et al., 2022).

Identifying suitable learning techniques, methods, and outcomes for nursing and healthcare instruction requires careful consideration of the fact that individuals learn differently, with different tastes and needs. By integrating evidence-based teaching strategies and theories into pediatric asthma management education, instructors can create enriching learning experiences that empower healthcare professionals to provide optimal care to pediatric patients with asthma (Patelarou et al., 2020).

Integrating Evidence-Based Best Practices for Classroom and Learner Management

Incorporating evidence-based approaches for classroom and learner management in pediatric asthma education entails utilizing research insights to guide teaching methods and tackle obstacles efficiently. A notable example is the adoption of active learning techniques like case-based learning and problem-solving exercises, which have proven to boost healthcare professionals’ critical thinking and problem-solving capabilities. By incorporating these methods into the curriculum, instructors can create engaging learning environments that promote active participation and facilitate a deeper understanding of complex clinical scenarios related to pediatric asthma management (Rehman et al., 2020).

However, it is essential to consider conflicting data and alternative perspectives when implementing these best practices. While active learning methods have demonstrated efficacy in promoting learning outcomes, they may only be suitable for some learners or educational contexts. Some learners prefer traditional instructional approaches, while others thrive in hands-on learning environments. Additionally, conflicting evidence regarding the effectiveness of specific teaching strategies may necessitate a flexible approach that allows for adaptation based on learners’ needs and preferences (Khan et al., 2023).

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

In addition, although the active learning method is compatible with cognitive learning theory and focuses on problem-solving skills and critical thinking simultaneously, there are potential limitations to this approach. For instance, the socio-emotional areas may also need to be considered an important part of active learning methods, especially for heterogeneous learners. Therefore, it is essential to complement active learning methods with strategies that promote socio-emotional development and address the affective domain of learning (Martin et al., 2022).

In addition to active learning methods, integrating interprofessional education (IPE) into pediatric asthma management education is another evidence-based best practice for classroom and learner management. IPE promotes collaboration and teamwork among healthcare professionals from various disciplines, essential for delivering comprehensive patient care in multidisciplinary healthcare settings. By providing opportunities for interprofessional collaboration, instructors can prepare healthcare professionals to work effectively as part of a healthcare team and address the complex needs of pediatric patients with asthma (Jung et al., 2020).

Considering Barriers to Learning in Educational Program Design

When designing and developing educational programs for pediatric asthma management, it is crucial to consider potential barriers to learning that learners may encounter. One significant barrier is the diverse backgrounds and learning styles of healthcare professionals participating in the program. Given that participants may include nurses, cardiologists, pharmacists, and others, instructors must tailor the educational content to accommodate different learning preferences and levels of expertise (Rehman et al., 2020).Differences in communication styles or cultural backgrounds among learners can also pose a barrier to learning, potentially leading to misunderstandings or conflicts. With effective communication and cultural competence, however, these barriers can be overcome, allowing learning and collaboration in the classroom (Gradellini et al., 2021).

Moreover, uncertainties and knowledge gaps may sometimes prevent teachers from effectively using the researched teaching strategies, such as cognitive learning theory, in all teaching contexts and for different learners. Nevertheless, cognitive learning theory has been proven to be a comprehensive theory that provides a conceptual framework by which mental processes and problem-solving are understood. The theory, however, may have yet to fully address socio-emotional aspects that affect learning, mainly when dealing with diverse learner populations (Khan et al., 2023). Additionally, more research is needed to explore the intersection of cognitive learning theory with other learning theories, such as behaviorism and constructivism, and their practical implications for teaching strategies in pediatric asthma management education (Martin et al., 2022).

Recognizing areas of uncertainty and knowledge gaps is crucial for comprehensively understanding successful educational program development. Additional research is required to explore alternative teaching approaches considering socio-emotional factors in learning and catering to diverse learner populations. Furthermore, investigating the efficacy of incorporating multiple learning theories into educational curricula can offer valuable insights for instructors seeking to customize their teaching methods to suit the needs of various learners better (Nichols et al., 2019).

Integrating Cultural Competence in Nursing and Healthcare Educational Offerings

It is imperative to include cultural competence in the medical education curriculum so that nurses and healthcare providers will be ready to offer patient-centered care to patients from different cultures. The assessment of the importance, timeliness, sufficiency, and reliability of information regarding these options requires that several other factors be considered. The relevance of evidence is based on its ability to adjust to the goals and objectives of the educational program. Being able to show the experience of how cultural competence results in improved patient outcomes and care delivery is of paramount importance. As demonstrated by Gradellini et al. (2022), the scoping review they conducted on the educational aspects of cultural competence in nursing courses is a good example that shows that bringing cultural competence into nursing education saves society from intergroup conflicts and promotes inclusiveness.

Currency refers to the recency of the evidence and its alignment with current best practices in nursing and healthcare education. It is crucial to use up-to-date proof that reflects the latest advancements and understandings in cultural competence. For instance, Alam and Nur (2023) conducted a qualitative study on integrating diversity and inclusion within organizations, providing current insights into the role of leaders in promoting cultural competence (Alam & Nur, 2023).

Sufficiency pertains to the evidence’s adequacy in supporting cultural competence’s incorporation into educational offerings. Multiple studies demonstrating the effectiveness of cultural competence training and its impact on healthcare outcomes contribute to the sufficiency of the evidence. Additionally, evidence should come from reputable sources and be supported by robust methodologies (Walkowska et al., 2023). Lastly, trustworthiness relates to the credibility and reliability of the evidence. Peer-reviewed articles published in reputable journals, such as those cited in this assessment, enhance the trustworthiness of the evidence. For example, Gradellini et al. (2021) published their study in Frontiers in Psychology, a well-regarded journal. In addition to peer-reviewed articles, trustworthiness can be enhanced by considering the authors’ reputations and affiliations. Researchers with established expertise and affiliations with reputable institutions are more likely to produce credible and reliable research.

Teaching Plan: Promoting Mental Health Awareness in Diverse Healthcare Settings

The focus of this teaching plan is to endow health professionals with the required knowledge, skills, and motivation to provide advice to children with asthma for appropriate management. It starts with defining the learning goals, which must be getting knowledge of asthma pathology, using practical clinical guidelines, and improving communication and cultural competence. Some teaching strategies will be based on the evidence and included in the plan, such as cognitive learning theory, interprofessional education (IPE), and cultural competence training. Classroom management strategies aim to establish a welcoming space for everyone by applying clear communication and overcoming the possible barriers to learning by listening actively and being emphatic (Nkhalamba et al., 2021).

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Assessment Design for the Teaching Plan

The assessments designed for this course on pediatric asthma management reflect best practices tailored to the content, population, and learning environment. 

1. Knowledge Assessment:
   • Multiple-choice quizzes covering asthma pathophysiology, evidence-based guidelines, and pharmacological treatments.
   • Short-answer questions requiring students to explain clinical decision-making processes in managing pediatric asthma cases.
2. Critical Thinking Assessment:
   • Case studies presenting complex pediatric asthma scenarios for analysis and problem-solving.
   • Group discussions or debates on controversial topics related to asthma management encourage students to evaluate evidence and develop arguments.
3. Communication Assessment:
   • Role-playing exercises simulating interactions with pediatric patients and their families during asthma education and treatment.
   • Written reflections on communication strategies used in simulated scenarios, with feedback on strengths and areas for improvement.
4. Cultural Competence Assessment:
   • Case vignettes depicting diverse cultural backgrounds and beliefs related to asthma management.
   • Written assignments or presentations discussing cultural considerations in pediatric asthma care, focusing on promoting cultural sensitivity and addressing health disparities.

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

These assessments align with best practices by assessing a range of competencies relevant to pediatric asthma management, including knowledge, critical thinking, communication, and cultural competence. They are designed to be meaningful and applicable to real-world healthcare settings, preparing students to provide high-quality care to diverse patient populations.

Conclusion

In conclusion, this pediatric asthma management education teaching plan, which provides a broader view of the competencies needed by healthcare professionals to manage pediatric asthma cases effectively, has been presented. The plan intends to implement evidence-based teaching techniques, identify learning barriers, and focus on cultural competence. This way, the learners can become active, critical thinkers, polite, and collaborative. By creatively combining different assessment methodologies to cover different areas of competence, this teaching plan prepares future healthcare practitioners to provide exceptional care to patients with asthma, irrespective of the settings where they will be working.

References

Alam, A., & Nur, J. (2023). The role of leaders in integrating diversity and inclusion within an organization: A qualitative study on the organizational level from a Swedish perspective. https://umu.diva-portal.org/smash/get/diva2:1816103/FULLTEXT03.pdf

Ahmady, S., & Shahbazi, S. (2020). Impact of social problem-solving training on nursing students’ critical thinking and decision making. BioMedCentral BMC Nursing, 19(1), 1–8. https://doi.org/10.1186/s12912-020-00487-x

Ghasemi, M. R., Monaghan, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159

Gradellini, C., Gómez-Cantarino, S., Dominguez-Isabel, P., Molina-Gallego, B., Mecugni, D., & Ugarte-Gurrutxaga, M. I. (2021). Cultural competence and cultural sensitivity education in university nursing courses. A scoping review. Frontiers in Psychology, 12(12). https://doi.org/10.3389/fpsyg.2021.682920

Harris, K., Kneale, D., Lasserson, T. J., McDonald, V. M., Grigg, J., & Thomas, J. (2019). School-based self-management interventions for asthma in children and adolescents: A mixed methods systematic review. Cochrane Database of Systematic Reviews, 1(1). https://doi.org/10.1002/14651858.cd011651.pub2

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

Jung, H., Park, K. H., Min, Y. H., & Ji, E. (2020). The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean Journal of Medical Education, 32(2), 131–142. https://doi.org/10.3946/kjme.2020.161

Khan, Z. A., Adnan, J., & Raza, S. A. (2023, July 18). Cognitive learning theory and development: Higher education case study. www.intechopen.com; IntechOpen. https://www.intechopen.com/chapters/86544

Liu, W.-Y., Jiesisibieke, Z. L., & Tung, T.-H. (2022). Effect of asthma education on health outcomes in children: A systematic review. Archives of Disease in Childhood, 107(12), archdischild-2021-323496. https://doi.org/10.1136/archdischild-2021-323496

Lizzo, J. M., & Cortes, S. (2023, August 7). Pediatric asthma. National Center for Biotechnology Information NCBI .nlm.nih.gov; StatPearls Publishing. https://ncbi.nlm.nih.gov/books/NBK551631/

Manuaba, I. B. A. P., No, Y., & Wu, C.-C. (2022). The effectiveness of problem-based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis. PLOS ONE, 17(11), e0277339. https://doi.org/10.1371/journal.pone.0277339

Martin, J., Townshend, J., & Brodlie, M. (2022). Diagnosis and management of asthma in children. British Medical Journal BMJ Paediatrics Open, 6(1), e001277. https://doi.org/10.1136/bmjpo-2021-001277

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

McGovern, C. M., Arcoleo, K., & Melnyk, B. (2019). COPE for asthma: Outcomes of a cognitive behavioral intervention for children with asthma and anxiety. School Psychology, 34(6), 665–676. https://doi.org/10.1037/spq0000310

Nichols, M., Miller, S., Treiber, F., Ruggiero, K., Dawley, E., & Teufel 2nd, R. (2019). Patient and parent perspectives on improving pediatric asthma self-management through a mobile health intervention: Feasibility study (preprint). JMIR Formative Research, 4(7). https://doi.org/10.2196/15295

Nkhalamba, L., Rylance, S., Muula, A. S., Mortimer, K., & Limbani, F. (2021). Task-shifting to improve asthma education for Malawian children: A qualitative analysis. Human Resources for Health, 19(1). https://doi.org/10.1186/s12960-021-00576-1

Patelarou, A. E., Mechili, E. A., Ruzafa-Martinez, M., Dolezel, J., Gotlib, J., Skela-Savič, B., Ramos-Morcillo, A. J., Finotto, S., Jarosova, D., Smodiš, M., Mecugni, D., Panczyk, M., & Patelarou, E. (2020). Educational interventions for teaching evidence-based practice to undergraduate nursing students: A scoping review. International Journal of Environmental Research and Public Health, 17(17), 6351. https://doi.org/10.3390/ijerph17176351

Rehman, N., Morais-Almeida, M., & Wu, A. C. (2020). Asthma across childhood: Improving adherence to asthma management from early childhood to adolescence. The Journal of Allergy and Clinical Immunology: In Practice, 8(6), 1802-1807.e1. https://doi.org/10.1016/j.jaip.2020.02.011

Ryan, R. M., & Deci, E. L. (2022). Self-Determination Theory. Encyclopedia of Quality of Life and Well-Being Research, 1–7. https://doi.org/10.1007/978-3-319-69909-7_2630-2

Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and learning environment. Perennial Journal of History,  2(2), 403–421. https://doi.org/10.52700/pjh.v2i2.86

Shang, C., Moss, A. C., & Chen, A. (2022). The expectancy-value theory: A meta-analysis of its application in physical education. Journal of Sport and Health Science, 12(1). https://doi.org/10.1016/j.jshs.2022.01.003

NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan

van Diggele, C., Burgess, A., & Mellis, C. (2020). Planning, preparing, and structuring a small group teaching session. BioMedCentral BMC Medical Education, 20(S2). https://doi.org/10.1186/s12909-020-02281-4

Walkowska, A., Przymuszała, P., Marciniak-Stępak, P., Nowosadko, M., & Baum, E. (2023). Enhancing cross-cultural competence of medical and healthcare students using simulated patients—A systematic review. International Journal of Environmental Research and Public Health, 20(3). https://doi.org/10.3390/ijerph20032505

NURS FPX 6105 Assessment 3 Teaching Strategies

Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Teaching Strategies

A proper teaching technique will give healthcare professionals the information and competence to handle pediatric asthma cases well. This evaluation roves through different teaching techniques, learning outcomes, and assumptions to overcome difficulties and motivate the keeping of diverse learners’ interest in pediatric asthma management education. Applying proven methods and findings from published research articles, the instructors can develop more interactive and diverse learning atmospheres in which participants work together to attain mastery in healthcare (Rehman et al., 2020).

Learning Outcomes and Assumptions

The course objectives for a healthcare professionals’ class on pediatric asthma management are designed to provide learners with the needed knowledge, skills, and competence to handle the complexity of pediatric asthma cases successfully. The educational outcomes in the pediatric asthma program range from comprehending the pathophysiology, applying evidence-based guidelines, and developing critical thinking and problem-solving skills to working in an interdisciplinary healthcare team, proficiency in communication, and cultural competence considered in asthma management. In the end, each of the consequences refers to a precise element of pediatric asthma care, from recognizing the deeper mechanism of the disease to the appropriate way to communicate with the child and their family about the treatment (Metz & Burns, 2020).

These objectives are based on the assumption that healthcare professionals need a comprehensive understanding of pediatric asthma to provide optimal care to pediatric patients with this condition. It is assumed that learners will benefit from active learning methods, such as case-based learning and problem-solving tasks, to engage with the material meaningfully and develop the critical thinking skills necessary to navigate complex clinical scenarios. Additionally, the outcomes recognize the importance of interdisciplinary collaboration in asthma management, reflecting that healthcare professionals from various disciplines must work together to ensure comprehensive patient care (Lizzo & Cortes, 2023).

Evaluation of Teaching Strategies

As we examine the options of efficient teaching strategies to help healthcare professionals develop competence in pediatric asthma management, cognitive learning theory stands out as a robust foundation. The cognitive theory on which this theory is based places a significant emphasis on mental processes, problem-solving, and critical thinking, thus making it closely related to the complexities of the process of the effective handling of pediatric asthma. Delivering the content through active learning tools such as case-based learning, problem-solving exercises, and simulations helps healthcare professionals realize tangible outcomes and build confidence in asthma management. Also, remember all the students’ various backgrounds and functions, from nurses to cardiologists and pharmacists, to provide the point that the course should be tailored to different learning styles and professional settings. By bringing into practice evidence-based practices, interprofessional education (IPE), for example, helps healthcare teams work together as it is an essential factor for efficient pediatric asthma management (Martin et al., 2022).

However, uncertainties and knowledge gaps may arise regarding the comprehensive applicability of cognitive learning theory across all learners and educational contexts. While cognitive learning theory provides a robust framework for understanding mental processes and problem-solving, it may need to fully address the socio-emotional aspects influencing learning, particularly in diverse learner populations. Furthermore, while other learning theories like behaviorism and constructivism are briefly mentioned, their potential complementary roles to cognitive learning theory in pediatric asthma management education have yet to be extensively explored. Further investigation into the intersection of these theories and their practical implications for teaching strategies could provide additional insights and clarity for educators (Khan et al., 2023). 

Strategies to Address Potential Barriers to Learning in the Classroom

Strategies are evidence-based to overcome obstacles to learning in the classroom training of healthcare professionals on pediatric asthma management education covering a broad spectrum. To start with, active listening and empathy together, as stated by Tennant and Toney-Butler (2023), can be considered a fundamental strategy. For this, active involvement with students is an integral part of the process where the educator listens intently and honors their concerns, thereby creating the students’ psychological safety zone. Through direct involvement with students and especially empathy, the instructor can develop rapport and trust, which is vital for overcoming communication barriers and dealing with conflicts and misunderstandings that could arise during training (Tennant & Toney-Butler, 2023).

Clear communication and setting expectations upfront also emerge as crucial evidence-based strategies for managing potential barriers to learning. Bender (2022) emphasizes the importance of clearly articulating course objectives and behavioral expectations to provide learners with a roadmap for navigating potential disputes. By establishing transparent communication channels and outlining clear expectations, instructors empower learners to understand their roles and responsibilities, minimizing ambiguity and promoting a conducive learning environment. Moreover, by proactively addressing potential sources of conflict or confusion through clear communication, instructors can mitigate barriers to learning and create an atmosphere conducive to engagement and collaboration (Bender, 2022).

NURS FPX 6105 Assessment 3 Teaching Strategies

Another evidence-based strategy for managing potential barriers to learning is cultural competence and sensitivity. Another research study by Gradellini et al. (2021) highlights the importance of identifying learners’ cultural backgrounds and communication approaches to promote inclusiveness and avoid intergroup conflicts. By recognizing and respecting diverse cultural perspectives, instructors can create an environment where all learners feel valued and appreciated, fostering a sense of belonging and enhancing engagement in the learning process. Moreover, instructors can promote cross-cultural understanding and facilitate meaningful interactions among learners from different backgrounds by integrating culturally responsive teaching practices and diverse perspectives into the curriculum (Gradellini et al., 2021).

These evidence-based strategies were selected based on the assumption that effective classroom management requires proactive measures to address potential barriers to learning and create an inclusive and supportive learning environment. By leveraging active listening, clear communication, and cultural competence, instructors can effectively navigate challenges and promote positive learning outcomes for all learners. These strategies align with research findings demonstrating their effectiveness in enhancing communication, reducing conflicts, and fostering a sense of belonging among diverse learner populations (Devine & Ash, 2021).

Strategies for Overcoming Learning Barriers

Selected strategies such as active listening, empathy, clear communication, and cultural competence are poised to effectively overcome learning barriers in the anticipated audience of healthcare professionals undergoing pediatric asthma management education. As Tennant and Toney-Butler (2023) highlight, active listening fosters a supportive learning environment by listening attentively to learners’ perspectives and acknowledging their concerns. By actively engaging with learners, instructors can establish rapport, build trust, and promote open communication, thus addressing potential barriers from miscommunication or misunderstandings (Tennant & Toney-Butler, 2023). Moreover, Bender (2022) emphasized that clear communication provides learners with a clear understanding of course objectives and behavioral expectations, thereby minimizing ambiguity and promoting a conducive learning environment. By articulating expectations upfront, instructors empower learners to navigate potential conflicts or challenges proactively, enhancing their ability to overcome learning barriers effectively (Bender, 2022).

In this regard, Gradellini et al. (2021) argue that cultural competence and sensitivity are the cornerstone of dealing with intercultural conflict and promoting inclusiveness in the classroom. The instructor’s initiative to discover students’ cultural backgrounds and communication styles will create an environment where all learners will feel like members of the same community by making them feel appreciated and valued. Such initiation will contribute to increasing a sense of belonging and decreasing culture-related barriers (Gradellini et al., 2021). This is achieved by incorporating knowledge from the peer-reviewed current literature in the strategies, thus ensuring that they are consistent with the most effective ways of managing conflicts and fostering diversity and inclusion (Alam & Nur, 2023).

Ensuring that the chosen approaches are evidence-based and emerging from the latest reviews on care for pediatric asthma patients among healthcare professionals is incorporated as it assists them in using the most recent knowledge and addressing their needs. However, the study by Jung et al. (2020) shows that IPE (interprofessional education) is an effective means of enhancing collaboration among the healthcare team tasked with managing pediatric asthma and has provided evidence for implementing collaborative strategies to help overcome challenges of interdisciplinary communication and coordination. Implementing evidence-based methods with current literature could help instructors determine the relevance of their approaches that match the target audience’s various needs, thereby enabling better learning outcomes in pediatric asthma management education (Jung et al., 2020).

Strategies to Maintain Diverse Learners’ Motivation

Selected strategies such as integrating Self-Determination Theory (SDT) and Expectancy-Value Theory into pediatric asthma management education are instrumental in maintaining diverse learners’ motivation, as current peer-reviewed literature supports. Self-determination theory (SDT), as elucidated by Ryan and Deci (2022), emphasizes fostering autonomous motivation by addressing individuals’ psychological needs, including autonomy, competence, and relatedness (Ryan & Deci, 2022). By empowering learners to take ownership of their learning process and providing opportunities for self-directed learning, instructors can enhance learners’ intrinsic motivation and commitment to mastering pediatric asthma management. Research suggests fostering autonomy and competence through self-directed learning increases learner engagement and performance (Liu et al., 2022). I

ntegrating the Expectancy-Value Theory, as proposed by Shang et al. (2022), acknowledges the dynamic nature of motivation and the importance of tailoring interventions to learners’ cognitive appraisals and perceived task value. By emphasizing the relevance of asthma management and its impact on patient care, instructors can enhance learners’ perceived task value and motivation to engage in learning activities (Nichols et al., 2019).

Furthermore, evidence-based best practices for enhancing learner motivation, informed by current peer-reviewed literature, involve leveraging insights from SDT and expectancy-value theory while considering conflicting evidence and alternative perspectives (Liu et al., 2022). By integrating elements of both theories, instructors can develop holistic motivational strategies that address diverse learner needs and preferences, thus promoting sustained motivation and engagement throughout pediatric asthma management education. Additionally, current literature underscores the importance of considering conflicting evidence and alternative theories to ensure that motivational strategies are well-rounded and effective in diverse educational settings (Nichols et al., 2019).

Conclusion

The utilization of evidence-based teaching strategies, which are derived from current peer-reviewed literature, is one of the essential steps toward improving pediatric asthma management education. Educators can help create an atmosphere that is supportive and inclusive of learners with diverse learning abilities by addressing the potential roadblocks to learning and sustaining the motivation of diverse learners by using active listening, clear communication, cultural competence, and by using the knowledge of Self-Determination Theory and Expectancy-Value Theory. With preventative procedures and evidence-based methods, medical practitioners can acquire the skills to satisfy pediatric asthmatic patients’ needs, resulting in better outcomes and adequate healthcare delivery.

References

Alam, A., & Nur, J. (2023). The role of leaders in integrating diversity and inclusion within an organization: A qualitative study on the organizational level from a Swedish perspective. https://umu.diva-portal.org/smash/get/diva2:1816103/FULLTEXT03.pdf

Bender, F. (2022). A roadmap to intercultural proficiency. In diversity and inclusion research. Springer International Publishing. https://doi.org/10.1007/978-3-031-04899-9

Devine, P. G., & Ash, T. L. (2021). Diversity training goals, limitations, and promise: A multidisciplinary literature review. Annual Review of Psychology, 73(1). Ncbi. https://doi.org/10.1146/annurev-psych-060221-122215

Gradellini, C., Gómez-Cantarino, S., Dominguez-Isabel, P., Molina-Gallego, B., Mecugni, D., & Ugarte-Gurrutxaga, M. I. (2021). Cultural competence and cultural sensitivity education in university nursing courses. A scoping review. Frontiers in Psychology, 12(12). https://doi.org/10.3389/fpsyg.2021.682920

Jung, H., Park, K. H., Min, Y. H., & Ji, E. (2020). The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean Journal of Medical Education, 32(2), 131–142. https://doi.org/10.3946/kjme.2020.161

NURS FPX 6105 Assessment 3 Teaching Strategies

Khan, Z. A., Adnan, J., & Raza, S. A. (2023, July 18). Cognitive learning theory and development: Higher education case study. www.intechopen.com; IntechOpen. https://www.intechopen.com/chapters/86544

Liu, W.-Y., Jiesisibieke, Z. L., & Tung, T.-H. (2022). Effect of asthma education on health outcomes in children: a systematic review. Archives of Disease in Childhood, 107(12), archdischild-2021-323496. https://doi.org/10.1136/archdischild-2021-323496

Lizzo, J. M., & Cortes, S. (2023, August 7). Pediatric asthma. Ncbi.nlm.nih.gov; StatPearls Publishing. https://ncbi.nlm.nih.gov/books/NBK551631/

Martin, J., Townshend, J., & Brodlie, M. (2022). Diagnosis and management of asthma in children. British Medical Journal BMJ Paediatrics Open, 6(1), e001277. https://doi.org/10.1136/bmjpo-2021-001277

Metz, J., & Burns, R. (2020). Pediatric boot camp series: Longitudinal care for a child with asthma—From the emergency department to outpatient clinic. MedEdPORTAL. https://doi.org/10.15766/mep_2374-8265.10906

NURS FPX 6105 Assessment 3 Teaching Strategies

Nichols, M., Miller, S., Treiber, F., Ruggiero, K., Dawley, E., & Teufel 2nd, R. (2019). Patient and parent perspectives on improving pediatric asthma self-management through a mobile health intervention: Feasibility study (preprint). Journal of Medical Internet Research JMIR Formative Research, 4(7). https://doi.org/10.2196/15295

Rehman, N., Morais-Almeida, M., & Wu, A. C. (2020). Asthma across childhood: Improving adherence to asthma management from early childhood to adolescence. The Journal of Allergy and Clinical Immunology: In Practice, 8(6), 1802-1807.e1. https://doi.org/10.1016/j.jaip.2020.02.011

Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. Encyclopedia of Quality of Life and Well-Being Research, 1–7. https://doi.org/10.1007/978-3-319-69909-7_2630-2

Tennant, K., & Toney-Butler, T. J. (2023, September 13). Active listening. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015/

NURS FPX 6105 Assessment 2 Management and Motivation

Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Management and Motivation

Teaching pediatric asthma care among healthcare practitioners, especially nurses, is geared towards creating a conducive learning environment and employing robust motivation strategies. This examination investigates the application of cognitive learning theory, theories of classroom and learner management, besides theories of learner motivation in the education of asthma among children, which are reviewed to present a comprehensive understanding of how to optimize the outcome of educational intervention in this field of the health care system (Harris et al., 2019).

Learning Environment

Creating an effective learning environment for pediatric asthma management education among healthcare professionals, particularly nursing students, necessitates promoting active engagement, critical thinking, and problem-solving skills. The cognitive learning theory is most suitable due to its emphasis on mental processes, problem-solving, and decision-making, aligning closely with the cognitive demands of pediatric asthma management (Ahmady & Shahbazi, 2020). Behaviorist and constructivist approaches offer valuable insights into learning processes but may need improvement in addressing pediatric asthma management’s cognitive complexities. Behaviorism focuses on observable behaviors, while constructivism emphasizes active knowledge construction.

However, both may require more emphasis on the cognitive tools for analyzing complex clinical scenarios in pediatric asthma management. The cognitive learning theory offers a cohesive, multifaceted strategy that combines the cognitive processes, problem-solving strategies, and metacognitive competencies vital for nursing students to achieve success in pediatric asthma management. Active learning methods such as case-based learning, problem-solving tasks, and simulations encourage healthcare professionals to engage actively, apply critical thinking skills, and enhance competence in pediatric asthma management (van Diggele et al., 2020).

Theories of Classroom and Learner Management

In pediatric asthma management education for healthcare professionals, the cognitive learning theory is the primary framework for classroom and learner management, emphasizing mental processes, problem-solving, and critical thinking skills essential for mastering pediatric asthma management. This method focuses on the cognitive process of internal memory, attention, and comprehension within the clinical situation, which is vital to comprehending complex clinical scenarios and making evidence-based decisions on asthma management. While cognitive theory is a helpful source of knowledge, its limitations are also evident, such as disregarding the social and environmental factors impacting learning and paying too little attention to the affective area of learning, including emotions and motivation factors (Martin et al., 2022).

Theories of Learner Motivation

The concept of learner motivation is more a segment of healthcare professionals’ medical providers for pediatric asthma management education. In this regard, Self-Determination Theory (SDT) and Expectancy-Value Theory are the most fundamental theories to be applied. The TSD encourages autonomous motivation, so the psychological needs of the people are highlighted to engage and commit people (Ryan & Deci, 2022). However, it may overlook external factors impacting motivation and need a comprehensive view of motivation beyond intrinsic needs. Conversely, the Expectancy-Value Theory focuses on learners’ cognitive appraisals of tasks and their perceived value, acknowledging the dynamic nature of motivation and the importance of tailoring interventions (Shang et al., 2022). However, it may overlook affective factors and social influences. Integrating elements of both theories enables instructors to develop holistic motivational strategies, addressing diverse learner needs and preferences to enhance engagement and mastery of pediatric asthma management.

Applicability of Theories

The cognitive learning theory provides a robust framework for classroom management in pediatric asthma management education, aligning well with the cognitive demands of mastering asthma management through its focus on mental processes, problem-solving, and critical thinking. However, addressing individual cognitive processes effectively may only partially encompass the interpersonal dynamics and teamwork skills crucial for effective patient care in multidisciplinary healthcare settings. Regarding learner motivation, Self-Determination Theory (SDT) emphasizes intrinsic motivation and satisfaction with psychological needs, fostering engagement and commitment among learners. However, it may overlook external factors impacting motivation and the multifaceted nature of motivation beyond intrinsic needs. Conversely, expectancy-value theory focuses on cognitive appraisals and task value, enabling tailored motivational interventions to enhance engagement and performance.

Evidence-Based Strategies for Classroom and Learner Management 

Employing an evidence-based approach to classroom management strategies for pediatric asthma management education involves engaging healthcare professionals through active learning methods such as case-based learning, problem-solving tasks, and simulations, which work to enhance classroom participation and critical thinking. Integrating interprofessional education (IPE) can improve collaboration skills among healthcare teams managing pediatric asthma. For learner motivation, leveraging insights from SDT and expectancy-value theory can tailor interventions to foster autonomy and competence and emphasize the importance of asthma management (Rehman et al., 2020). While cognitive learning theory provides evidence-based strategies, considering conflicting evidence and alternative perspectives is vital for comprehensive classroom and learner management. Social constructivist theories emphasize social interaction and hands-on experiences, complementing cognitive approaches (Saleem et al., 2021).

Evidence-Based Best Practices to Enhance Learner Motivation 

In diverse educational settings like pediatric asthma management education for healthcare professionals, evidence-based best practices for enhancing learner motivation involve leveraging insights from SDT and expectancy-value theory while considering conflicting evidence and alternative perspectives (Liu et al., 2022). Fostering autonomy and competence through self-directed learning and emphasizing the relevance of asthma management can enhance engagement and performance. While SDT and expectancy-value theory offer valuable insights into learner motivation, they may need to capture the complexity of motivational dynamics in diverse settings fully. Conflicting evidence or alternative theories should be carefully evaluated to ensure that motivational strategies are well-rounded and effective (Nichols et al., 2019). 

Conclusion

Creating a proper learning environment and building motivation for learners are critical concerns in educating healthcare providers about pediatric asthma management. Cognitive learning theory and evidence-based techniques will provide attentiveness, critical thinking, and problem-solving skills, which are the core of successfully managing asthma. Besides that, interlacing the discoveries in the theories of the classroom and learner management, as well as the theories of learner motivation, empowers the instructors to develop comprehensive strategies that consider different needs and preferences.

References

Ahmady, S., & Shahbazi, S. (2020). Impact of social problem-solving training on nursing students’ critical thinking and decision making. BioMedCentral BMC Nursing, 19(1), 1–8. https://doi.org/10.1186/s12912-020-00487-x

Harris, K., Kneale, D., Lasserson, T. J., McDonald, V. M., Grigg, J., & Thomas, J. (2019). School-based self-management interventions for asthma in children and adolescents: A mixed methods systematic review. Cochrane Database of Systematic Reviews, 1(1). https://doi.org/10.1002/14651858.cd011651.pub2

Liu, W.-Y., Jiesisibieke, Z. L., & Tung, T.-H. (2022). Effect of asthma education on health outcomes in children: A systematic review. Archives of Disease in Childhood, 107(12), archdischild-2021-323496. https://doi.org/10.1136/archdischild-2021-323496

Martin, J., Townshend, J., & Brodlie, M. (2022). Diagnosis and management of asthma in children. BMJ Paediatrics Open, 6(1), e001277. https://doi.org/10.1136/bmjpo-2021-001277

NURS FPX 6105 Assessment 2 Management and Motivation

Nichols, M., Miller, S., Treiber, F., Ruggiero, K., Dawley, E., & Teufel 2nd, R. (2019). Patient and parent perspectives on improving pediatric asthma self-management through a mobile health intervention: Feasibility study (preprint). JMIR Formative Research, 4(7). https://doi.org/10.2196/15295

Rehman, N., Morais-Almeida, M., & Wu, A. C. (2020). Asthma across childhood: Improving adherence to asthma management from early childhood to adolescence. The Journal of Allergy and Clinical Immunology: In Practice, 8(6), 1802-1807.e1. https://doi.org/10.1016/j.jaip.2020.02.011

Ryan, R. M., & Deci, E. L. (2022). Self-Determination Theory. Encyclopedia of Quality of Life and Well-Being Research, 1–7. https://doi.org/10.1007/978-3-319-69909-7_2630-2

Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and learning environment. Perennial Journal of History, 2(2), 403–421. https://doi.org/10.52700/pjh.v2i2.86

Shang, C., Moss, A. C., & Chen, A. (2022). The expectancy-value theory: A meta-analysis of its application in physical education. Journal of Sport and Health Science, 12(1). https://doi.org/10.1016/j.jshs.2022.01.003

NURS FPX 6105 Assessment 2 Management and Motivation

van Diggele, C., Burgess, A., & Mellis, C. (2020). Planning, preparing, and structuring a small group teaching session. BioMedCentral BMC Medical Education, 20(S2). https://doi.org/10.1186/s12909-020-02281-4

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Name

Capella University

NURS-FPX 6105 Teaching and Active Learning Strategies

Prof. Name

Date

Learning Theories and Diversity

The educational process about pediatric asthma management for healthcare professionals becomes effective by implementing a solid instructional framework that incorporates the complexity of the topic and the different student requirements. As an appropriate method, cognitive learning theory is accepted, focusing on mental processes, solving problems, and critical thinking skills necessary to learn how to manage asthma. This educational plan incorporates cognitive theory, evidence-based practices focused on conflict management and a pediatric asthma program tailored to the healthcare provider’s background and roles (Harris et al., 2019).

Teaching Plan for Pediatric Asthma Management Course

Learning theory of cognitive conceptions provides a strong basis for training healthcare professionals in pediatric asthma management because it concentrates on the cognitive mental processes such as learning, problem-solving and decision-making. The Gestalt theory of organization shows a remarkable correlation with the complexity of asthma management, which depends on critical thinking and applying knowledge in different clinical cases. Piaget’s constructivist theory within the cognitive theory claims that learners develop their understanding of the world through assimilation and accommodation by restructuring what they already know and accommodating new information that does not fit with their existing knowledge (Mcleod, 2024).

In order to deal with pediatric asthma, healthcare professionals have to take new information on board about the disease course, treatment regimens, and management principles and put all the existing knowledge and skills at the service of these young patients, who are often more challenging to treat. Through the use of learning approaches that are cognitive such as case-based learning, problem-solving tasks, and simulations, instructors can create active participation and better grasp among the healthcare professionals, which culminates in their improved competence in pediatric asthma management (Lizzo & Cortes, 2023).

Peer-reviewed literature demonstrates the successful use of cognitive learning theory in healthcare education, especially in treating children’s asthma. To put into perspective, the paper by Moataz Salaheldin Gasim et al. in 2024 was in a quest to determine the efficacy of case-based learning in enhancing healthcare professionals’ knowledge and confidence in managing childhood asthma. The results of this study documented a very evident increase in informative retention and the skills needed for decision-making in the clinical field, as well as a significant indication of the efficacy of cognitive learning strategies in addressing the educational needs of different healthcare target populations (Moataz et al. et al., 2024). Furthermore, research by Manuaba et al. (2022) highlights the role of problem-based learning in developing critical thinking and clinical reasoning among healthcare professionals. This further endorses the notion that cognitive learning theory has a crucial place in productive asthma management among children (Manuaba et al., 2022).

Justification for Cognitive Learning Theory in Pediatric Asthma Management Education

Cognitive learning theory is the most appropriate framework for instructing healthcare professionals in pediatric asthma management because it emphasizes active mental processes, problem-solving, and critical thinking skills. Unlike behaviorist theories that focus solely on observable behaviors and stimulus-response mechanisms, cognitive theory delves into the cognitive processes underlying learning, such as memory, attention, and reasoning, which are crucial in mastering the complexities of asthma management. In pediatric asthma, healthcare professionals must go beyond rote memorization of facts and guidelines; they must understand the underlying pathophysiology, anticipate potential complications, and make informed clinical decisions tailored to each patient’s needs (Khan et al., 2023). 

While other learning theories, such as behaviorism and constructivism, offer valuable insights into learning processes, they may need to be more applicable or comprehensive in pediatric asthma management education. Behaviorist approaches, for instance, primarily focus on external stimuli and reinforcement mechanisms to shape behavior, which may not adequately address the cognitive complexities involved in managing pediatric asthma. Although behaviorist strategies like repetition and positive reinforcement can somewhat enhance skill acquisition, they often overlook the critical thinking and problem-solving skills required for clinical decision-making in asthma management. Similarly, while constructivist theories emphasize learners’ active construction of knowledge through social interaction and hands-on experiences, they may need to sufficiently address the cognitive processes and information-processing strategies specific to pediatric asthma management (Muhajirah, 2020).

In contrast, cognitive learning theory offers a more holistic approach that integrates cognitive processes, problem-solving strategies, and metacognitive skills, all essential for healthcare professionals to excel in pediatric asthma management. Cognitive theory equips learners with the cognitive tools necessary to analyze complex clinical scenarios, make evidence-based decisions, and adapt their knowledge to new situations by focusing on mental processes such as attention, memory, and comprehension (McGovern et al., 2019).

Diversity of Learners in Pediatric Asthma Management Education

The intended group of learners for pediatric asthma management education comprises healthcare professionals working in diverse clinical settings, including nurses, physicians, respiratory therapists, and pharmacists. This diversity among learners is significant due to the multidisciplinary nature of asthma management, which requires collaboration and coordination among various healthcare providers to ensure comprehensive patient care. Nurses play a pivotal role in asthma education, medication administration, and symptom management, while physicians diagnose and prescribe treatment plans. Respiratory therapists contribute expertise in pulmonary function testing and respiratory interventions, and pharmacists offer guidance on medication selection and patient counseling (C. et al. et al., 2023). 

Peer-reviewed research provides insights into teaching and learning strategies tailored to healthcare professionals’ diverse needs in pediatric asthma management. For instance, a study by Jung et al. (2020) investigated the effectiveness of interprofessional education (IPE) in improving collaboration and communication skills among healthcare teams managing pediatric asthma. The findings underscored the importance of IPE in enhancing teamwork and patient outcomes, highlighting the relevance of understanding the diverse roles and perspectives within interdisciplinary teams (Jung et al., 2020). By acknowledging the diversity of learners in pediatric asthma management education and incorporating evidence-based teaching strategies informed by peer-reviewed research, nursing instructors can foster a collaborative learning environment that enhances interdisciplinary teamwork and ultimately improves patient outcomes (Jung et al., 2020).

Evidence-Based Strategies for Conflict Management

Conflict management is essential for maintaining a conducive learning environment in a diverse classroom setting focused on pediatric asthma management for healthcare professionals. One evidence-based strategy is active listening coupled with empathy, as highlighted by Tennant & Toney-Butler (2023), which involves attentively hearing learners’ perspectives and acknowledging their concerns (Tennant & Toney-Butler, 2023). Clear communication and setting expectations upfront, supported by research from Bender (2022), also play a vital role in preventing misunderstandings and conflicts. By articulating course objectives and behavioral expectations clearly, instructors provide learners with a roadmap for navigating potential disputes. These approaches empower learners to find mutually acceptable solutions and foster a culture of cooperation (Bender, 2022).

Cultural competence and sensitivity are other essential elements that allow teachers to manage intercultural conflicts and address issues from different cultural perspectives. Research by Gradellini et al. (2021) emphasizes identifying learners’ cultural backgrounds and communication approaches for inclusiveness promotion and avoidance of intergroup conflicts. This way, instructors can manage conflicts between students from different cultures and create an environment where everyone feels valued and appreciated. Using the evidence-based approaches listed by these experts in the instructional plan helps nursing instructors be proactive when conflicts arise and maintain a friendly environment that facilitates learning for healthcare professionals to master pediatric asthma management (Gradellini et al., 2021).

Conclusion

Cognitive learning theory, tailor-made to pediatric asthma management education, and evidenced-based conflict management strategies are comprehensive approaches for health professionals with diverse learning needs. By acknowledging the interdisciplinary nature of asthma treatment and applying the cognitive theory of learning, nursing instructors can create a teaching environment where students learn how to interact with each other, think critically, and make decisions.

References

Bender, F. (2022). A roadmap to intercultural proficiency. In Diversity and Inclusion Research. Springer International Publishing. https://doi.org/10.1007/978-3-031-04899-9

Allyson Jones, Johnson Ching-hong Li, Hall, M., Renette Bertholet, Turk, T., & Sadowski, C. A. (2023). Interprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices. BioMedCentral BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04297-y

Gradellini, C., Gómez-Cantarino, S., Dominguez-Isabel, P., Molina-Gallego, B., Mecugni, D., & Ugarte-Gurrutxaga, M. I. (2021). Cultural competence and cultural sensitivity education in university nursing courses. A scoping review. Frontiers in Psychology, 12(12). https://doi.org/10.3389/fpsyg.2021.682920

Harris, K., Kneale, D., Lasserson, T. J., McDonald, V. M., Grigg, J., & Thomas, J. (2019). School-based self-management interventions for asthma in children and adolescents: A mixed methods systematic review. Cochrane Database of Systematic Reviews, 1(1). https://doi.org/10.1002/14651858.cd011651.pub2

Jung, H., Park, K. H., Min, Y. H., & Ji, E. (2020). The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean Journal of Medical Education, 32(2), 131–142. https://doi.org/10.3946/kjme.2020.161

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Khan, Z. A., Adnan, J., & Raza, S. A. (2023). Cognitive learning theory and development: Higher education case study. IntechOpen EBooks. https://doi.org/10.5772/intechopen.110629

Lizzo, J. M., & Cortes, S. (2023, August 7). Pediatric asthma. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK551631/

Manuaba, I. B. A. P., No, Y., & Wu, C.-C. (2022). The effectiveness of problem-based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis. PLOS ONE, 17(11), e0277339. https://doi.org/10.1371/journal.pone.0277339

McGovern, C. M., Arcoleo, K., & Melnyk, B. (2019). COPE for asthma: Outcomes of a cognitive behavioral intervention for children with asthma and anxiety. School Psychology, 34(6), 665–676. https://doi.org/10.1037/spq0000310

Mcleod, S. (2024, January 24). Piaget’s theory and stages of cognitive development. Simply Psychology. https://www.simplypsychology.org/piaget.html

Moataz Salaheldin Gasim, Maram Hamza Ibrahim, Waad Abdelmoniem Abushama, Ikhlas Mohamed Hamed, & Ibrahim Abdelrhim Ali. (2024). Medical students’ perceptions towards implementing case-based learning in the clinical teaching and clerkship training. BioMedCentral BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05183-x

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Muhajirah, M. (2020). Basic of Learning theory: (Behaviorism, cognitivism, constructivism, and humanism). International Journal of Asian Education (IJAE) by READ Institute, 1(1), 37–42. https://doi.org/10.46966/ijae.v1i1.23

Tennant, K., & Toney-Butler, T. J. (2023, September 13). Active listening. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK442015/