NURS-FPX6105 Assessment 3 Teaching Strategies

ByDaniel Rossi Updated on

NURS-FPX6105 Assessment 3 Teaching Strategies – Step-by-Step Guide

The first step before starting to write the NURS-FPX6105 Assessment 3 Teaching Strategies, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6105 Assessment 3 Teaching Strategies

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6105 Assessment 3 Teaching Strategies

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6105 Assessment 3 Teaching Strategies

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6105 Assessment 3 Teaching Strategies

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6105 Assessment 3 Teaching Strategies

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6105 Assessment 3 Teaching Strategies

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6105 Assessment 3 Teaching Strategies Instructions

  • Create a 5-7 page report on teaching strategies that will support teaching and learning in the course you began designing in Assessments 1 and 2.

Introduction

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
  • Explain how selected strategies will help to maintain diverse learners’ motivation.
  • Explain how selected strategies will help overcome learning barriers in the anticipated audience.
  • Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
  • Evaluate appropriate teaching strategies for an educational topic and audience.
  • Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
  • Describe learning outcomes for a course.
  • Competency 4: Integrate best practices for classroom management
  • Describe evidence-based strategies for managing potential barriers to learning in a classroom.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
  • Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.

Note: Assessments in this course build on each other and must be completed in sequential order.

Create a 5–7 page report on teaching strategies you can apply in the course you are designing. Have a look at NURS-FPX6105 Assessment 4: Assessment Strategies and Complete Course Plan.

Optional Preparation

Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

  • How will you, as an instructor, determine what content should be included in a course and what should be left out?
  • Which teaching strategies best fit your own philosophy of teaching within the confines of the environment you are most likely going to be teaching in?
  • What are some of the current best instructional practices in both a traditional environment and an online environment? Which best practices apply to both environments? Which practices are unique to their specific area?

Instructions

  • Create three learning outcomes for your course. Conduct research on your course topic as necessary to create these outcomes. Summarize general course content and how these outcomes will relate to overall course content and how they align with learner expectations.
  • Identify and evaluate at least three teaching strategies that could be used in your course and that are a good fit for your learner population, course topic, outcomes, and content. Explain which are the most appropriate teaching strategies for your course and audience, and why they are the most appropriate. Be sure to describe the advantages of using the selected strategies. Support your assertions with research from the field.
  • Explain some of the possible barriers to learning might you encounter in your course. Identify the strategies you could use to overcome those barriers and to keep learners motivated.
Additional Requirements
  • Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
  • Length: 5–7 pages, plus a title page and a references page.
  • Use correct APA format, including running head, page numbers, and a title page.
  • Use and cite at least two scholarly articles in your plan.
  • Writing should be free of grammar and spelling errors that distract from content.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.
  • Explain how selected strategies will help to maintain diverse learners’ motivation.
  • Explain how selected strategies will help overcome learning barriers in the anticipated audience.
  • Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
  • Evaluate appropriate teaching strategies for an educational topic and audience.
  • Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
  • Describe learning outcomes for a course.
  • Competency 4: Integrate best practices for classroom management
  • Describe evidence-based strategies for managing potential barriers to learning in a classroom.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
  • Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.

NURS-FPX6105 Assessment 3 Teaching Strategies Example

Teaching Strategies

Identifying learning objectives and adopting appropriate teaching methodologies that match learners’ needs and preferences are essential components of effective teaching. This is especially critical when teaching palliative care, a specialized discipline that requires a thorough understanding of patients’ physical, emotional, and spiritual needs at the end of life. Educators must carefully examine their audience and select suitable teaching methodologies to ensure learners acquire the information and skills necessary to provide effective palliative care. This essay will identify and analyze teaching methodologies suited for a palliative care course, review the assumptions underlying these strategies, and evaluate which strategies are most appropriate for the learners. By employing these strategies, educators can foster an inclusive and effective learning environment that encourages student engagement, growth, and success.

Learning Outcomes for Palliative Care Course

Palliative care is a professional healthcare course that focuses on relieving pain and suffering in individuals with a terminal disease or condition. Palliative care courses are designed to help healthcare professionals and caregivers develop the knowledge, skills, and attitudes necessary to deliver high-quality palliative care to patients and their families. Improved communication skills, enhanced symptom management abilities, and a deeper understanding of the holistic approach to treatment are common learning outcomes of palliative care courses.

Improved communication skills are a key learning outcome of palliative care training. Communication is essential in palliative care because it encompasses delicate themes such as end-of-life decisions, advance care planning, and the patient’s emotional and spiritual needs. According to Thrane (2020), palliative care training programs are designed to equip healthcare professionals and caregivers with the communication skills necessary to conduct productive and compassionate interactions with patients and their families. This involves learning to listen actively, provide emotional support, and address patients’ and their loved ones’ concerns and fears.

Another vital learning outcome of the palliative care program is the improvement of symptom management skills. Patients in palliative care frequently endure a variety of physical and psychological symptoms, such as pain, nausea, anxiety, and sadness. Palliative care courses help healthcare professionals and caregivers develop the knowledge and skills necessary to manage these symptoms effectively. This may include learning about various drugs and therapies that can be used to relieve pain and other symptoms, as well as establishing methods for managing complex problems that require a multidisciplinary approach.

Palliative care courses aim to promote a comprehensive approach to treatment, encompassing communication and symptom control (Thrane, 2020). This entails acknowledging that palliative care entails addressing not only a patient’s physical symptoms of sickness but also their emotional, social, and spiritual needs. Palliative care training programs should contain lessons on grief support, end-of-life rituals, and cultural concerns in treatment. Palliative care courses enable healthcare professionals and caregivers to deliver compassionate, patient-centered care tailored to the individual needs of each patient and family by fostering a holistic approach to care.

Consequently, a palliative care course should aim to address and enhance ethical and legal issues in patient care as an outcome. This might involve learning about medical ethical concepts like respect for patient autonomy and beneficence, as well as legal problems linked to end-of-life care, like advance directives and euthanasia (Gellis et al., 2019). Healthcare workers and caregivers can ensure that they deliver care that is both ethical and lawful by gaining a thorough understanding of these concerns.

Grief assistance is also a learning outcome. Learners should be able to discuss the grieving and bereavement process and give support to patients and families during this challenging period. Learners should understand the importance of multidisciplinary care in palliative care and be able to collaborate effectively as part of a team that includes doctors, nurses, social workers, and other healthcare professionals.

The Assumptions upon Which the Creation of the Palliative Care Objectives and Learning Outcomes are Based

The development of palliative care objectives and learning outcomes is based on the belief that healthcare professionals have a responsibility to offer compassionate, patient-centered care to those suffering from terminal diseases, as stated by Kyamulabi et al. (2021). This assumption is based on the ethical concept of beneficence, which compels healthcare practitioners to behave in their patients’ best interests and enhance their well-being.

Furthermore, the learning objectives are based on the concept that standard medical approaches to end-of-life care may not always meet the complex needs of patients and families facing critical illnesses. Palliative care is a multidisciplinary approach that considers not only medical symptoms but also psychological, social, and spiritual needs. Palliative care can improve the quality of life for patients and families by addressing these needs and guiding them through the painful process of dying.

Additionally, specialized training is necessary for healthcare workers to deliver high-quality palliative care. Palliative care requires distinct abilities and knowledge, including symptom management, effective communication, ethical considerations, and multidisciplinary collaboration. By assigning specific learning objectives and outcomes, palliative care education can ensure that healthcare workers possess the necessary skills and knowledge to deliver competent and compassionate care to patients and their families (Nilsson et al., 2022).

Overall, the development of palliative care objectives and learning outcomes assumes that the needs of patients and their families suffering from life-limiting diseases should be prioritized. Palliative care education emphasizes the significance of patient-centered treatment, which entails listening to and respecting patients’ and families’ wishes and beliefs. By emphasizing the needs of patients and families, palliative care education can assist healthcare personnel in providing care that is consistent with the aspirations and values of the individuals they serve.

Teaching Strategies to Be Used In Palliative Care Courses Which Are a Good Fit for Learner Population, Course Topic, Outcomes, and Content

As a nurse educator, I must select teaching strategies that are suitable for the learners in a palliative care course. The effective instructional techniques for palliative care that are appropriate for the learners, outcomes, and content are:

In case-based learning, learners are presented with a challenging patient case and asked to apply their knowledge and abilities to construct a treatment plan. This technique is helpful in teaching palliative care because it helps learners to experience the real-world applicability of the topics they are learning (Sistermans, 2020). Case-based learning in palliative care involves presenting learners with a patient scenario that poses complex symptom management challenges, ethical dilemmas, and communication difficulties. Learners might collaborate in small groups to create a care plan, which they can then submit to the broader group for discussion.

Case-based learning is an effective teaching technique for a palliative care course because it helps students understand how the principles they learn are applied in real-world settings. It also enables students to develop critical thinking and decision-making skills in a secure and supportive environment. This teaching technique is particularly effective for students who prefer hands-on learning and benefit from collaborative group work. Case-based learning can also be used to cover various palliative care themes simultaneously, including symptom management, ethical issues, and communication difficulties. This teaching technique can be tailored to meet the needs of diverse learners, including those with varying learning styles and levels of expertise.

Role-playing is a teaching approach in which students assume different roles and practice their communication and decision-making skills. Role-playing is an effective teaching strategy to be utilized in a palliative care course, teaching students how to conduct difficult conversations with patients and their families regarding end-of-life care (Gorski et al., 2022). Learners can practice addressing prognosis, treatment objectives, and advance care planning by acting out the roles of a patient, family member, and healthcare practitioner. Role-playing allows students to practice these skills in a safe and supportive environment, which can help them feel more confident when faced with similar situations in real life.

Role-playing is also a practical teaching approach for palliative care courses, as it enables students to practice communication and decision-making skills in a secure and supportive environment. As stated by Gorski et al. (2022), role-playing helps students to practice skills in a realistic and relevant way, which can help them feel more secure when faced with comparable circumstances in reality. This teaching method is particularly useful for students who are hesitant to engage in difficult conversations or lack confidence in their communication skills. Role-playing can also be utilized to address specific communication issues in palliative care, such as discussing prognosis, care objectives, and advance care planning.

In simulation, students practice skills in a realistic, simulated setting. Simulation may be utilized in a palliative care course to educate students on how to manage complex symptoms, such as pain and dyspnea. In a realistic patient setting, students might practice delivering drugs, modifying doses, and monitoring for adverse effects. According to Wang and Yuan (2022), simulation enables students to practice skills in a secure and controlled setting, making them feel better equipped to address these complex symptoms in the real world.

Teaching methodologies for palliative care offer advantages. These approaches are learner-centered and encourage active engagement, which can improve content learning and retention. They also allow students to practice using their knowledge and abilities in a realistic and relevant setting, which can help them feel better prepared for the challenges of palliative care. Furthermore, both case-based learning and role-playing can be customized to meet the needs of diverse learners, including those with varying learning styles and levels of expertise.

Evidence-Based Strategies for Managing Potential Barriers to Learning in a Classroom

Addressing potential learning obstacles is a crucial component of teaching, as it can hinder learners from fully engaging in the learning process and achieving their goals. Evidence-based solutions for overcoming possible learning obstacles in the classroom include:

  1. Establishing a good and supportive classroom atmosphere in which a positive and supportive classroom environment helps lower anxiety and tension while also providing a safe space for students to express questions and engage in class (Hepburn & Beamish, 2019). This can be achieved by setting clear expectations, using positive reinforcement, and fostering connections with learners.
  2. Differentiating instruction is also a strategy for overcoming potential learning obstacles, and it involves modifying instructional methodologies and resources to meet the diverse needs of learners. This includes experimenting with new teaching approaches, providing additional resources, and offering opportunities for personalized education (Griful-Freixenet et al., 2020).
  3. The formative assessment uses continuous feedback to monitor and change training depending on student needs (Qadir et al., 2020). Quizzes, polls, and other evaluation tools can be used to identify areas where learners require additional help or instruction, thereby aiding in overcoming potential learning obstacles.

These strategies were chosen with the assumption that individual learners have varied learning requirements and preferences and that a one-size-fits-all approach to teaching is ineffective. Furthermore, internal factors such as fear and lack of confidence, and external factors such as restricted access to resources are impediments to learning, and successful teaching must address both. The assumption behind creating a good and supportive classroom atmosphere is that learners are more likely to participate in learning when they feel secure and supported, as noted by Sointu et al. (2023). These approaches also imply that learners are more willing to take risks and ask questions when they believe their efforts are recognized and appreciated.

Differentiating instruction implies that students have varied learning styles, needs, and preferences, and that successful instruction must account for these variations. This technique also implies that learners are more likely to participate in learning when their needs are addressed and they feel they have control over their learning (Griful-Freixenet et al., 2020). Simultaneously, implementing formative assessment presupposes that learners benefit from continuous feedback and that successful teaching entails monitoring and adjusting training according to learner needs. This technique also implies that learners are more likely to participate in learning when they believe their progress is being recorded and receive focused feedback.

Conclusion

Effective teaching entails identifying learning goals and adopting appropriate teaching approaches that align with learners’ needs and preferences. Case-based learning and role-playing are effective methods for teaching palliative care, as they enable students to apply their knowledge and skills in a realistic and relevant context. Furthermore, addressing potential learning impediments is a crucial element of effective teaching, and evidence-based strategies such as creating a positive and supportive classroom climate, differentiating instruction, and utilizing formative assessment can help overcome these barriers. By following these techniques, educators may build an inclusive and effective learning environment that encourages all learners’ engagement, growth, and success.

References

Gellis, Z. D., Kim, E., Hadley, D., Packel, L., Poon, C., Forciea, M. A., Bradway, C., Streim, J., Seman, J., Hayden, T., & Johnson, J. (2019). Evaluation of interprofessional health care team communication simulation in geriatric palliative care. Gerontology & Geriatrics Education, 40(1), 30–42. https://doi.org/10.1080/02701960.2018.1505617

Gorski, S., Prokop-Dorner, A., Pers, M., Stalmach-Przygoda, A., Malecki, Ł., Cebula, G., & Bombeke, K. (2022). The use of simulated patients is more effective than student role-playing in fostering patient-centred attitudes during communication skills training: A mixed-method study. BioMed Research International, 2022, 1498692. https://doi.org/10.1155/2022/1498692

Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2020). Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review. Educational Research Review, 29(100306), 100306. https://doi.org/10.1016/j.edurev.2019.100306

Hepburn, L., & Beamish, W. (2019). Towards implementation of evidence-based practices for classroom management in Australia : A review of research. Australian Journal of Teacher Education, 44(2), 82–98. https://doi.org/10.3316/aeipt.222839

Kyamulabi, W., Nyairo, M., & Kiama, E. (2021). The role of a nurse in a patient-centered approach in palliative care – A literature review. https://www.theseus.fi/handle/10024/499241

Nilsson, S., Gibson, J., Paterson, C., & Crookes, P. (2022). Evidence-informed generalist palliative care content for undergraduate nursing curriculum: An integrative review. Nurse Education in Practice, 64(103447), 103447. https://doi.org/10.1016/j.nepr.2022.103447

Qadir, J., Taha, A.-E., Yau, K.-L. A., Ponciano, J., Hussain, S., Al-Fuqaha, A., & Imran, M. (2020). Leveraging the force of formative assessment and feedback for effective engineering education. 2020 ASEE Virtual Annual Conference Content Access Proceedings.

Sistermans, I. J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683–696. https://doi.org/10.1007/s12564-020-09658-6

Sointu, E., Hyypiä, M., Lambert, M. C., Hirsto, L., Saarelainen, M., & Valtonen, T. (2023). Preliminary evidence of key factors in successful flipping: Predicting positive student experiences in flipped classrooms. Higher Education, 85(3), 503–520. https://doi.org/10.1007/s10734-022-00848-2

Thrane, S. E. (2020). Online palliative and end-of-life care education for undergraduate nurses. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 36(1), 42–46. https://doi.org/10.1016/j.profnurs.2019.07.002

Wang, Y., & Yuan, H. (2022). Nursing undergraduates’ experiences of a simulation-centred educational program in hospice care in Macao: A qualitative research. International Journal of Nursing Sciences, 9(4), 504–511. https://doi.org/10.1016/j.ijnss.2022.09.005