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 medication adherence. It also offers guidelines about modifying eating habits and lifestyle to assist patients in managing their diabetes. However, conflicting findings show inefficacy due to availability problems and technological constraints impede its proper usage (Haleem et al., 2021). 

Evidence-Based Practices to Enhance Learner Motivation

Specialized strategies must be used to encourage various groups with cultural, ethnic, and socioeconomic level discrepancies. For diabetes education sessions with varied backgrounds, it is vital to incorporate culturally competent and individualized communication tools that empower patients in decision-making and valuing their needs (Alkhaibari et al., 2023). However, contradicting studies indicate that the demand for extra resources reduces efficacy. Furthermore, McDaniel et al. (2021), claimed that adopting a motivational interviewing approach can boost innate motivation and empower patients to adopt healthy behaviors.

Nurse educators can exhibit good practices to assist observational learning and urge patients to maintain healthy behaviors (Wong & Monaghan, 2020). Lastly, adopting goal-setting and self-control approaches can increase patients’ motivation. Hughes et al. (2020), found that goal-setting therapies promote motivation and achievement across varied patient populations. However, conflicting evidence suggests that the effectiveness of specific motivational tactics can differ according to individual characteristics and circumstances (Abo et al., 2020).

Conclusion

In conclusion, the learning environment for adult diabetic patients is blended learning. Furthermore, incorporating theories into self-management education is crucial to improving learning. Proven strategies are critical for ensuring that diabetes self-management education effectively improves patients’ motivation.

References

Abo, A., Enge, S., Rose, J., Kunte, H., & Fleischhauer, M. (2020). Individual differences in impulsivity and need for cognition as potential risk or resilience factors of diabetes self-management and glycemic control. PloS One, 15(1), e0227995. https://doi.org/10.1371/journal.pone.0227995

Alkhaibari, R. A., Smith-Merry, J., Forsyth, R., & Raymundo, G. M. (2023). Patient-centered care in the Middle East and North African region: A systematic literature review. BioMed Central Health Services Research, 23(1), 135. https://doi.org/10.1186/s12913-023-09132-0‌

Cengiz, D., & Korkmaz, F. (2023). Effectiveness of a nurse‐led personalized patient engagement program to promote type 2 diabetes self‐management: A randomized controlled trial. Nursing & Health Sciences, 25(4), 571-584. https://doi.org/10.1111/nhs.13048

NURS FPX 6105 Assessment 2 Management and Motivation

Chen, W. C., Lin, C. C., Kuo, C. C., Wu, C. C., Liu, T. J., & Chen, M. T. (2021). A theory-based self-management training program for older adult peer leaders with diabetes: A feasibility assessment. Journal of Multidisciplinary Healthcare, 33-44. https://doi.org/10.2147//JMDH.S286186

Erbil, D. G. (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in Psychology, 11, 539791. https://doi.org/10.3389/fpsyg.2020.01157

Haleem, A., Javaid, M., Singh, R. P., & Suman, R. (2021). Telemedicine for healthcare: Capabilities, features, barriers, and applications. Sensors International, 2, 100117. https://doi.org/10.1016/j.sintl.2021.100117

Hughes, S., Lewis, S., Willis, K., Rogers, A., Wyke, S., & Smith, L. (2020). Goal setting in group programmes for long-term condition self-management support: Experiences of patients and healthcare professionals. Psychology & Health, 35(1), 70-86. https://doi.org/10.1080/08870446.2019.1623891

Lewis, N., & Bryan, V. (2021). Andragogy and teaching techniques to enhance adult learners’ experience. Journal of Nursing Education and Practice, 11(11), 31-40. https://doi.org/10.5430/jnep.v11n11p31

McDaniel, C. C., Kavookjian, J., & Whitley, H. P. (2021). Telehealth delivery of motivational interviewing for diabetes management: A systematic review of randomized controlled trials. Patient Education and Counseling, 105(4). https://doi.org/10.1016/j.pec.2021.07.036

NURS FPX 6105 Assessment 2 Management and Motivation

Sarfo, J. O., Obeng, P., Kyereh, H. K., Ansah, E. W., & Attafuah, P. Y. A. (2023). Self-determination theory and quality of life of adults with diabetes: A scoping review. Journal of Diabetes Research, 2023. https://doi.org/10.1155/2023/5341656

Segarra, J., Freire Argudo, U., Delgado López, D., & Ortiz Mejía, S. (2023). Impact of an educational intervention for healthy eating in older adults: A quasi-experimental study. International Journal of Environmental Research and Public Health, 20(19), 6820. https://doi.org/10.3390/ijerph20196820

Sharma, V., Feldman, M., & Sharma, R. (2024). Telehealth technologies in diabetes self-management and education. Journal of Diabetes Science and Technology, 18(1), 148–158. https://doi.org/10.1177/19322968221093078

Smith, Y., Garcia-Torres, R., Coughlin, S. S., Ling, J., Marin, T., Su, S., & Young, L. (2020). Effectiveness of social cognitive theory–based interventions for glycemic control in adults with type 2 diabetes mellitus: Protocol for a systematic review and meta-analysis. Journal of Medical Internet Research Protocols, 9(9), e17148. https://doi.org/10.2196/17148

Teo, V., Weinman, J., & Yap, K. Z. (2024). Systematic review examining the behavior change techniques in medication adherence intervention studies among people with type 2 diabetes. Annals of Behavioral Medicine, 58(4), 229–241. https://doi.org/10.1093/abm/kaae001

Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2020). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33(1). https://doi.org/10.1007/s10648-020-09542-0

Wong, C., & Monaghan, M. (2020). Behavior change techniques for diabetes technologies. In Diabetes Digital Health, 65-75. https://doi.org/10.1016/B978-0-12-817485-2.00005-5