Category: NURS-FPX6105

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 Overview of the Course This assessment comprises a precise overview of the Diabetes Self-Management Education (DSEM) course for adult diabetics at Vila Health Center. It also focuses on developing evaluation procedures to guarantee that the goal of the course teaching plan is adequately accomplished. To design a course on DSME for adult diabetic patients, Social Cognitive Theory (SCT) as a learning theory was chosen to teach adult diabetic patients about their disease and its self-care because patient educators play a vital part in educating adult patients and demonstrating practical self-management practices. Furthermore, the assessment emphasized the variation of the target patient audience to adjust the teaching plans to their various needs. In addition, the course included classroom and learner motivation and management strategies. The course offers a holistic approach to DSME for adult diabetic patients by incorporating proven teaching methodologies to address learning difficulties. It also fosters cultural competency, enabling adult diabetic patients to accept self-care practices efficiently. Application of Social Cognitive Theory to Optimize Teaching Experience In DSME, the SCT is crucial for improving the learning and teaching process and diabetic patients’ conditions. SCT emphasizes the importance of social contact and experiential learning, making it a valuable tool in medical education, especially DSME. It also underscores that people can comprehend and learn specific behaviors by imitating other people’s lifestyles and behaviors (Govindaraju, 2021). Through social interaction, SCT enhances cognitive processes, especially motivation and attention. Educators can use appropriate reinforcement methods for varied diabetic patient groups by recognizing cultural, societal, and personal aspects (Islam et al., 2023). Integrating SCT concepts into teaching approaches entails encouraging relationships and shared learning. Furthermore, nurse educators provide diabetes patients with practical examples to enhance educational experiences, such as glucose monitoring, insulin and drug delivery, and a nutritious diet (Smith et al., 2020). As a result, it enhances cognitive abilities, improving the learning process (Govindaraju, 2021).  Rationale for Social Cognitive Theory The justification for using SCT in DSME stems from its potential to promote social engagement for information exchange, imitating the learning process, and experiential learning. In the diabetes setting, this SCT learning theory can encourage healthy habits and lifestyle changes necessary for controlling diabetes. It also enables nurse educators to serve as practical models of the proper healthy actions and behaviors. Furthermore, it entails social and peer group support in which diabetic patients can effectively manage their glucose levels through self-esteem and increase experiential learning among patients (Smith et al., 2020). The SCT offers step-by-step instructions for monitoring glycemic levels, administering insulin and medication, and making lifestyle modifications that can encourage imitation in diabetic patients. The cognitive aspects of SCT, including using diabetes management tools like educational pamphlets, can emphasize the importance of individual participation in diabetic self-care (Kaveh et al., 2022). This concept of SCT is effectively utilized in the course by providing real-life instances of modeled behaviors, encouraging social connection with diabetic patients, and enhancing health awareness through extensive guidelines (Jahromi et al., 2024). Thinking, Learning, and Communicating Methods for Specific Learning Situations Incorporating several learning strategies into the DSME teaching plan is vital for catering to distinct learning styles and boosting patients’ engagement. Research demonstrates the efficacy of various approaches. For instance, Smith et al. (2020), revealed that applying the SCT allows nurse educators to deal with the cultural, interpersonal, and environmental elements that influence learning. It also assists educators in conducting observational teaching effectively for adult diabetics (Smith et al., 2020). SCT can be successfully applied to facilitate productive learning through social relationships and conduct modeling. In addition, cultural variety also exists in patient audiences, some Native Americans, African Americans, and Hispanic Americans (Sari et al., 2022). The teaching plan also encompasses communication and culturally competent strategies for diverse diabetic patients. Davis et al. (2022), supported that culturally appropriate communication (multilingual) offers culturally appropriate instructional materials to deal effectively with the cultural issues that can occur during DSME. NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan Several aspects must be addressed, such as literacy level and patient needs and preferences. So, adopting patient-centered or individualized approaches to customize the DSME content. For example, some diabetic patients prefer lectures with visual aids and detailed instructions via pamphlets to improve understanding. Others may require audible and verbal formats through interactive lectures and practical exercises to comprehend and practice that knowledge (Goodman & Lambert, 2023). Nurse educators should adopt disparity-resolving strategies to boost comprehension and interaction. These solutions include interprofessional collaboration to tackle varied patient requirements and providing a comprehensive educational session that covers diet planning and medicine management (Powers et al., 2020). Asmat et al. (2022), demonstrated that an individualized approach is crucial to respect patients’ desires and needs in managing diabetes. Incorporating these approaches results in effective behavioral modification and cognitive abilities among diabetic patients, improving patients’ glycemic levels. Integration of Appropriate Learning Strategies, Techniques, and Outcomes Learning Strategies and Techniques To efficiently provide DSME to diabetic patients, suitable learning approaches must be used. These methods are vital to achieving self-care outcomes among adult diabetic patients. The learning methodologies adopted are blended learning through face-to-face instruction and online learning via telehealth (Bullock et al., 2023). The justification behind choosing this setting is that it contains SCT concepts. It promotes patients’ participation and modeling novel practices, hence promoting self-management practices (Smith et al., 2020). Active in-person learning provides diabetic patients with information and resources to help them understand and follow self-care requirements. Through lectures and infographics, nurse educators improve patients’ ability to monitor vital signs such as blood glucose with a glucometer. Group discussions improve patients’ beliefs, mindsets, preferences, and behaviors, enhancing their health practices (Jewell et al., 2023). Telehealth leverages web-based tools like interactive websites to assist patients with care and consultations (Sharma et al., 2024). Telehealth allows medical providers to provide patients with guidelines through online platforms like mobile apps and patient

NURS FPX 6105 Assessment 3 Teaching Strategies Name Capella university NURS-FPX 6105 Teaching and Active Learning Strategies Prof. Name Date Teaching Strategies Diabetes management involves extensive care and educating patients about their health condition and self-regulation practices in hospital setting. Effective teaching strategies are vital to promoting efficient learning among diabetic patients through the Diabetes Self-Management Education (DSME) course. These approaches provide the knowledge, capabilities, and attitudes required for patient self-regulation (Sany et al., 2020). This assessment focuses on proven teaching strategies to motivate and engage in DSME and eliminate learning difficulties for diverse diabetic patients. Learning Outcomes for the Course Learning outcomes in diabetes patient education provide essential information, skills, and behaviors that patients should adopt to improve their health. DSME intends to attain three vital learning outcomes for its target audience of adult diabetic patients.  Adult diabetic patients will learn about the physiological aspects of diabetes, including insulin functioning, glucose metabolism, HbA1c level, diabetes risk factors, and glycemic levels (Cobo & Santi-Cano, 2020). This learning outcome will be achieved by discussing topics such as the anatomy and function of the pancreas, insulin hormone regulation, utilization and storage of glucose, and pathophysiology of diabetes. Diabetic patients improve their comprehension of medical issues using this course content (Shiferaw et al., 2021). Through DSME, diabetic patients can use self-monitoring technologies, evaluate their medical condition, and detect mechanisms for effective diabetes control. The course will provide information about monitoring devices, including glucometers, for measuring glucose. They will be educated about precise testing methods and how to interpret data during the course (Kim et al., 2024). They also learn about tracking their physical activities, calorie count, and medication adherence using diabetes care-related gadgets and technologies. The measurement criteria is observing patients’ care practices and glucose levels before and after the session (Powers et al., 2020). NURS FPX 6105 Assessment 3 Teaching Strategies Another learning outcome of DSME is that adult diabetic patients can develop and execute tailored diabetes care plans and practices with the assistance of an interprofessional team. They can incorporate nutritional choices, workouts, stress management, and drug adherence into self-care practices. The course will assist patients in constructing customized plans based on their lifestyles, needs, and wellness goals. It will entail diet plans, exercise regimens, medicine schedules, and stress mitigation approaches like yoga. It also guides about consulting medical specialists for specific recommendations to improve self-management. The criteria for evaluation encompass the submission of written care and diet plans that demonstrate skills and efficacy in managing diabetes (Powers et al., 2020).  The assumptions underlying these learning outcomes include that the audience is willing and motivated to acquire knowledge about their medical issue. Additionally, the educational course is created to address all elements of diabetes management, recognizing the patient’s literacy level, linguistic and cultural preferences, and demands. The course content successfully improves the effectiveness of the DSME session (Olesen et al., 2020). Appropriate Teaching Strategies for Educational Topic Several teaching approaches are vital to effectively attaining diabetic patients’ learning outcomes through DSME. The specific teaching approaches for diabetic patients include interactive sessions and group discussions for adult diabetic patients. By using this strategy, nurses can promote empathy and mutual assistance among patients with diabetes. The interactive learning session will discuss self-monitoring, diet planning, and physical activity, enabling participants to share their effective practices for managing elevated glycemic levels (Jewell et al., 2023). Diabetic patients can gain psychological support and motivation from peers through group talks, which is vital for long-term behavior change and better diabetes management. Group discussion can significantly impact individuals’ views, attitudes, desires, and behaviors, improving health and personal growth (Jewell et al., 2023).  The active learning and teaching strategy involves hands-on training, practical demonstrations, and developing abilities to educate the audience effectively. It is based on practical simulations to teach participants how to use glucose-tracking devices, prepare healthy meals, and introduce physical activity into everyday life (Alghamdi et al., 2023). By following an active teaching strategy, diabetic patients will gain confidence to adopt self-care practices. Furthermore, practical activities improve abilities like using monitoring gadgets effectively, eventually leading to improved self-confidence in personal care (Ehrhardt et al., 2023). NURS FPX 6105 Assessment 3 Teaching Strategies Lastly, an online teaching strategy is effective for offering education and guidelines related to diabetes care. Technology-based education tools, including telehealth, which provides facilities for discussions with healthcare specialists, enable personalized counseling for diabetics based on their symptoms, requirements, and preferences. Online educational platforms provide interactive, inclusive settings for adult diabetic patients. These tailored sessions through interactive virtual platforms support recognizing patient’s specific issues, enabling nurse educators to provide guidelines based on their needs (Jain et al., 2020). The most effective teaching approach can involve a combination of interactive and hands-on sessions and web-based learning. This method allows diabetic patients to learn about different learning styles, improving their understanding and practical abilities in diabetes management (Jewell et al., 2023). The uncertainty and identified knowledge gaps include various aspects, such as medical literacy and cultural variation, influencing the patient’s response to these teaching methods. Additional research is needed to examine the continual retention of information and skills gained through teaching techniques and their effect on prolonged behavioral modification and diabetes outcomes in adult patients (Pai et al., 2021).  Strategies for Managing Potential Barriers In diabetic self-management patient education, it is essential to address significant classroom learning challenges. One prevalent issue is limited access to resources, such as educational materials and technology. To address this, Scherrenberg et al. (2021), proposed that nurse educators use open, accessible educational resources like banners, booklets , and digital educational platforms to provide diabetes patients with free or cost-effective access to information. Second, cognitive barriers, such as variations in information interpretation, observational abilities, and personal characteristics, influence the learning process. It also affects the adoption of healthy behavior. Implementing interactive learning practices, such as hands-on activities and discussions, can help learners understand better and overcome cognitive problems. Adult diabetics can efficiently comprehend instructional content and achieve learning outcomes, including self-care practices and behavioral modification (Jewell et al., 2023). Health literacy, linguistic, and cultural disparities among adult diabetic patients can all impede learning and engagement. During the learning sessions, they struggle to understand advanced and medical clinical terms and guidelines. Moreover, due to low literacy, they struggle to accept and use digital tools for self-management. To overcome these barriers, effective communication

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 It is critical to establish a learning environment that supports efficient management and motivation of diabetic patients to achieve successful diabetes care knowledge to improve patients’ outcomes (Chen et al., 2021). This assessment investigates the critical impact of management and motivating approaches for developing an effective learning environment to educate patients in diabetes self-management. It focuses on learner motivation and management theories and assesses their effectiveness in improving the engagement of diabetes patients.  Appropriate Learning Environment  The suitable learning setting for adults with diabetes to enhance self-care education is a collaborative and interactive blended classroom setting. This environment offers problem-solving skills to diabetic patients through in-person education and virtual learning settings so they can manage their condition effectively. Interactive learning offers resources and tools to diabetic patients to improve their comprehension and knowledge of self-care guidelines. Nurse educators can educate patients about monitoring health indicators like blood glucose through presentations and infographics (Chen et al., 2021). Patients learn about self-management practices, like lifestyle changes, through online learning via telehealth. Nurses provide tutorials and education about monitoring apps and self-care guidelines using interactive web-based platforms. Through collaborative group discussions, patients can address their concerns and boost their comprehension. They can also share their progress, which medical staff can record remotely. It aids in improving diabetic patients’ health condition (Sharma et al., 2024). The rationale for selecting this environment is that it incorporates Social Cognitive Theory (SCT) ideas. It encourages involvement and modeling new behaviors, increasing patient self-care (Smith et al., 2020). Alternate learning settings like conventional lecture-based learning are inappropriate as traditional lecture styles can hinder active involvement and interactive learning opportunities, vital for successful observational learning, an element of SCT. Moreover, it does not allow flexibility in attending sessions as blended learning offers. Theories of Classroom and Learner Management The Theory of Behaviorism focuses on observable activities and attitudes. It emphasizes the importance of both rewards and penalties in influencing behavior. One advantage of the theory of behaviorism in classroom management is its easy and organized approach to behavior adjustment. Nurse educators can effectively control diabetic patients’ behavior and foster an effective learning environment by consistently rewarding desired actions and discouraging unwanted behavior. However, it has a limitation that it only acknowledges internal cognitive functions. It ignores the significance of individual characteristics and motivations in learning, resulting in such a learning approach that fails to deal with the various needs of learners (Wolff et al., 2020). Another theory, Vygotsky’s social development theory for classroom management, emphasizes the value of interpersonal relationships and teamwork in learning (Erbil, 2020). It also highlights the importance of cultural inclusion in transforming cognitive behaviors. However, the limitation is that it proposed the concept representing the disparity between a patient’s innate capacity to acquire and the necessity of peer support to boost the educational process. It makes effective learning difficult for learners with diverse needs (Segarra et al., 2023). Classroom and learner management theories significantly impact the educational environment and the effectiveness of learning processes of self-management among diabetes patients. Employing these theories allows nurse educators to establish favorable learning settings that encourage patient involvement and motivation. Efficient teaching and learner management approaches can help to develop solid relationships and address the varied learning requirements of learners like adult diabetic patients (Lewis & Bryan, 2021). Theories of Learner Motivation Recognizing theories of motivation for learners is vital for creating an interactive and productive educational setting. The Self-Determination Theory highlights the importance of an individual’s ability, independence, and connection in developing intrinsic motivating ability. It empowers people’s healthy behaviors and allows them to control their diabetes. The flaws of this theory include failure to capture the complexity of motivation driven by numerous external and internal variables. It also ignores social interaction (Sarfo et al., 2023). Another theory, the SCT, emphasizes the importance of perceptual learning and modeling driving behavior and motivation. It applies interpersonal aspects, encouraging successful diabetes management practices; patients can apply these principles to manage their diabetes. The limitation of SCT is related to cultural factors, as it is vital to deal with cultural variations that determine the way individuals imitate the behaviors of others. It relies on environmental influences to modify behavior (Smith et al., 2020). These theories offer insights into the variables, motivating individuals for instructional activities. Applicability of Classroom Management and Learner Motivation Theories The mentioned theories can be successfully applied in diabetic self-management education. For example, when nurse educators plan and craft educational content systematically, behaviorism theory can make learning sessions more dynamic. It assists nurse educators in predicting patients’ concerns, allowing them to judge patients’ growth and modify instructions material accordingly. It can offer valuable results in executing self-care behaviors (Teo et al., 2024). Vygotsky’s social determination theory can motivate adults to engage socially during learning sessions to remain motivated by taking inspiration from others in self-care practices like lifestyle changes (Segarra et al., 2023). The Self-Determination Theory enables diabetic patients to set aims together and encourages them to make educated choices about their care and behavior. Furthermore, providing educational sessions on glycemic tracking and self-care by adopting healthy behaviors boosts patients’ confidence and knowledge. It also acknowledges the need for supporting relationships, like engaging with peers for motivation and guidance (Sarfo et al., 2023). SCT promotes collaboration, fostering a supportive, interactive educational setting (Smith et al., 2020). Uncertainty exists regarding using theories to educate diabetic patients from varied cultures. There is uncertainty about navigating interprofessional groups for patient education. Further research offers insight into the value of these theories in handling such issues. Evidence-Based Strategies for Classroom and Learner Management Research-based solutions can assist in effectively educating patients about diabetes self-management. For example, positive behavior reinforcement encourages patients to reveal desired behaviors, such as altering eating habits. Teo et al. (2024), stated that this method could increase learners’ involvement and drive toward positive outcomes. Furthermore, Cengiz and Korkmaz (2023), showed that tailoring educational resources and programs to patients’ health desires and requirements promotes better compliance with self-management practices. However, conflicting findings revealed that comprehensive educational sessions are more cost-efficient and feasible to effectively manage resources and patient outcomes. Lastly, Sharma et al. (2024), asserted that integrating diabetes-monitoring apps, including glucose monitoring and medication alerts, encourages self-care by improving

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 Nurse educators can improve patient experiences and conduct culturally appropriate programs by recognizing diversity in learning contexts (Červený et al., 2022). Learning theories are essential for nurse instructors when teaching patients strategies to address their medical issues in the hospital setting. Learning theories offer an outline and standards for designing, implementing, and evaluating patient education programs. Knowing the broad principles of these theories enables nurse educators to apply their knowledge more successfully in diverse educational events (Hardie et al., 2022). As a patient educator at Vila Health Center, I selected Social Cognitive theory (SCT) to educate diabetic patients as an audience about diabetes management. The diabetic teaching plan will be prepared utilizing SCT theories of learning and recognizing patient variation. Furthermore, it is crucial to address the various concerns of patients and encourage comprehensive diabetes management education. Social Cognitive Theory for Educating Patients about Diabetes Management SCT is chosen as the most effective learning theory for diabetes management education in the hospital setting. SCT will assist nurse educators in developing an individualized self-care educational program for diabetes patients. Smith et al. (2020), demonstrated that SCT prioritizes observational learning, replication, and modeling in developing behaviors. SCT is necessary in health promotion because it addresses cognition and emotions, environmental influences, and components of behavior. Islam et al. (2023), further revealed that SCT is based on the idea that people learn by seeing others and mimicking their behaviors and lifestyles. Additionally, it emphasizes the importance of cognitive methods like interest and motivation in learning.  SCT is vital to promote healthy habits by altering perceptive functions and boosting a patient’s confidence to change their attitude successfully. Furthermore, it demonstrates that individuals are more likely to adopt behaviors exhibited by others, improving patients’ behavior and health outcomes during diabetes management (Smith et al., 2020). Diabetes is a chronic medical illness linked with elevated serum sugar. If not addressed, this can lead to deadly complications, like cardiac illness, nerve disease, kidney disease, retinal damage, and foot difficulties. NURS FPX 6105 Assessment 1 Learning Theories and Diversity Diabetes can be effectively managed by lifestyle modifications, patient awareness, medication, and continuous surveillance (Alam et al., 2021). The SCT is appropriate for teaching patients about managing their diabetes because it gives nurse educators assistance in modeling strategies to illustrate diabetes self-care practices and education to diabetes patients. It also highlights the social and cognitive variables influencing psychological and cognitive change in diabetes therapy. SCT-based therapies enhance self-monitoring of blood glucose, nutritious eating, routine physical activity, managing stress, problem resolution, drug adherence, and goal planning (Smith et al., 2020).  Research conducted by Onyishi et al. (2021), revealed that SCT is crucial to implement in diabetes self-care education programs because it incorporates various aspects in a diversified educational setting, including social interactions. These cognitive and external factors influence learning and patients’ behavior. It acknowledges and includes different cultural standards and principles, assisting nurse educators in making experiential education more effective for patients from various backgrounds. Moreover, SCT addresses various degrees of self-efficacy within a diverse population by identifying individualized support and motivation that aligns with diabetes patients’ abilities and constraints. Nurse educators can employ effective reinforcement strategies for diverse patient populations, acknowledging social, cultural, and personal characteristics (Islam et al., 2023). SCT Justification in Diabetes Management Education The integration of SCT is suitable for conducting education sessions for patients needing self-care awareness to manage blood glucose and other health indicators. Nurse educators provide knowledge to diabetic patients through real-world examples of practical approaches for enhancing experiential learning by implementing practices like tracking glucose levels, insulin and medication administration, and healthy eating habits (Smith et al., 2020). Furthermore, nurse educators are vital in increasing diabetics’ self-efficacy through encouragement and positive feedback. They can encourage patients’ diabetes management achievement, like glucose management and adopting a healthy lifestyle and boost their self-confidence. They can integrate the SCT’s cognitive aspects by educating culturally diverse diabetic patients with inadequate health literacy about self-management guidelines and assisting patients in understanding the impact of their habits on their well-being. They can improve their mental condition and eating habits through cognitive therapy. SCT offers a basic set of psychosocial determinants, including self-confidence, expectation of outcomes, self-control, and social assistance for efficiently comprehending a broad spectrum of health habits, particularly self-care practices (Reisi et al., 2021).  The SCT also emphasizes the significance of social support when managing diabetes. For example, diabetes management guidelines, psychological assistance from social groups, and financial resources for diabetes healthcare and living a healthy life.  It offers peer support to encourage patients to regularly follow self-management guidelines (Alhuseen et al., 2023). The SCT primarily improves diabetic patients’ knowledge of health issues and enables them to control their medical condition (Reisi et al., 2021). Considering the patients’ inadequate medical literacy, SCT is acceptable and pertinent to fulfill the objective of the teaching or educational plan and enable people to manage their condition through educational programs.  Alternate Theories Alternative theories include the theory of planned behavior, which is an intrapersonal approach. It predicts how patients manage their health issues by considering attitudes, observed actions, and norms or customs. A planned behavior theory enhances health education and self-management behaviors among diabetic patients (Zeidi et al., 2020). This theory addresses behavior, whereas SCT includes aspects such as learning through observation social and cognitive learning, all promoting self-management practices. It is less useful in offering comprehensive diabetes self-management education to diabetic patients.  Moreover, self-determination theory centers on patients’ innate drive and satisfaction with fundamental emotional requirements, such as independence, skill, and relevance. The theory comprises three psychological needs for optimal functioning: relatedness, competence, and autonomy. Autonomy refers to diabetic patients’ observations and opinions of authority and self-initiation by their perception of self-worth. Furthermore, competence is related to efficiency in diabetes control strategies and recognizing or acknowledging such perfection. This theory exclusively analyzes motivation, such as medication compliance and self-management approaches, and ignores social and observational impact, which SCT highlights and is more applicable than self-determination theory (Sarfo et al., 2023). Moreover, SCT recognizes varied learning settings by prioritizing observational learning and the interpersonal aspects of education, improving learning by imitating behaviors.  Diversity of Intended Learners  The intended learners are diabetes patients of different ages and