NURS FPX 6105 Assessment 1 Learning Theories and Diversity

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Learning Theories and Diversity

Diversity and various learning theories yield innovative and refined teaching and learning methods. Nurses play a central and salient role in the healthcare domain. As the healthcare workforce mostly comprises nursing professionals and relies upon their expertise, providing them with higher and valid coaching and education is crucial (Jans et al., 2023). Nursing educators must be informed and educated about current interventions and the learning theories that best support teaching these changes when new research asks for changes in caregiving techniques (Jans et al., 2023).

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Constructivism Learning Theory for Educating Nurses about CDM

In order to educate nurses about the Chronic Disease Management (CDM) course, constructive learning theory will be implemented in planning. Dealing with patients having chronic ailments such as diabetes, hypertension, cardiac problems, renal failure, etc., is a very demanding and precise job that needs a top level of professional expertise. Nurses who are responsible for taking care of these patients need to have the applicable skill set and relevant training. Constructivism learning theory works finest as a nurse educator for the students enrolled in various nursing courses (Shorey & Ng, 2021). As this theory is based on the learner’s needs, the material taught helps gain desired results efficiently. When teaching nursing courses, it is made sure that the educators responsible for these nursing students consider the complexity of chronic diseases, patient needs, patient-centered care, quality improvement, etc. (Shorey & Ng, 2021).

Constructivism is a learning theory that emphasizes self-learning while using instruction and guidelines from a teacher and experience. Learners develop their prior learning when acquiring new information. Theoretical knowledge will help nursing students build new knowledge through guidance and practical experiences. The following guidelines are part of the constructivism learning theory (Almomani et al., 2023).

  • According to the fundamental tenet, new knowledge is derived from initial information. 
  • According to the second point, people study in order to be able to continue their learning process. It implies that everything we learn prepares us to learn new things based on our earlier knowledge which can be useful in the future (Almomani et al., 2023).
  • Learning is a process that requires active participation, not being spoon-fed information. Participation in extracurricular activities such as debates and informative trips is necessary for students to learn in their way. Practical experience and active participation help students to retain the knowledge they receive at its best (Almomani et al., 2023).

Justification of Applying Constructivism Learning Theory for Educating Nurses

Nurses are evolved learners armed with theoretical and practical knowledge. Even without much assistance from teachers, they are capable of learning new information on their own. Constructivism learning theory is suitable for this type of learning because it helps teachers and nurses convey knowledge. Some adult nurses are determined in their denial to learn new things merely passively, as they believe themselves to be educated enough (Männistö et al., 2019). Such nurses can benefit from this theory’s application because constructivist schools emphasize self-learning, group projects, and exchanging personal knowledge. As new learning is based on the learner’s past information, constructivist education brings forth prior knowledge. This way, nurses’ existing knowledge is reviewed and modified considering new data (Männistö et al., 2019).

Alternate Learning Theories

Behaviorism and cognitivism are two more fruitful learning theories besides constructivism. 

  • According to behaviorism, learning happens due to a relationship with the environment. Students receive a spoon-fed, yielding education. The teaching of adult learners cannot be accomplished using this theory, as the idea of this theory requires very little involvement from the students (Männistö et al., 2019).
  • Cognitivism states that the human brain operates like a computer. Constructivism and this philosophy share some similarities, but this ideology’s debate component is absent. While treating chronic ailments, discussing the shortcomings and ideas with other healthcare specialists is important. As the discussion factor needs to be included, teaching chronic disease management using this idea is less constructive (Park & Park, 2021).

Diversity of an Intended Group of Learners

As chronic diseases fall under various classifications, the nursing group learning about CDM will most likely be diversified. Additionally, this group will have a wide range of ages, cultures, backgrounds, experiences, etc. Nursing staff might range in age from 22 to 55. Thus, the amount of time they spend in clinical settings will vary accordingly (Park & Park, 2021). They come from various backgrounds because chronic diseases can be categorized as cardiac arrest, diabetes, renal failure, hypertension, and other conditions (Park & Park, 2021).

Why Intended Group is Significant

The targeted group is notable due to its age, culture, and religious background diversity. Gomez believes that diverse groups of caregivers can contribute to providing the top level of care quality to higher care quality. According to a study, ethnic diversity in nursing staff improves patient satisfaction and reliability. It is more fulfilling to interact and communicate with people of your ethnicity than with other ethnicities (Weeks et al., 2019).

NURS FPX 6105 Assessment 1 Learning Theories and Diversity

Evidence-Based Practice for Managing Conflicts

It can be challenging and demanding for nurse educators to properly transfer their ideas and teachings to students from different cultural and racial backgrounds. The educator must consider the age, cultural background, and ethnic beliefs of each cultural group to maintain a sense of equity. Each student’s preferences should be considered (Epp et al., 2021). A teacher will assess students’ learning styles and behaviors with the emotionally intelligent, culturally aware method. The instructor can assess each candidate’s skills and experience by reviewing their previous work and applications. Teachers must ensure that each kid has an impartial learning environment and opportunities to succeed regardless of their cultural and religious views (Epp et al., 2021).

The simulation-based learning techniques used in collaborative learning will enable the students to watch and study every minute detail while decreasing the probability of disagreement. The instructor can use the National Council of State Boards of Nursing (NCSBN-CJM) to cope with any clash in a diverse classroom (O’Connor et al., 2022).

The following strategies are covered by the model mentioned above:

  • Assessment
  • Analysis
  • Planning
  • Implementation
  • Evaluation

The educator will be able to identify possible conflicting situations and take action to minimize their adverse consequences and retain the peaceful environment of the classroom. It will enhance knowledge sharing and offer students an effective learning environment. The students will not have to be upset about discrimination or partiality, allowing them to focus on their practical work (O’Connor et al., 2022).


In order to educate nurses about the Chronic Disease Management CDM course, constructive learning theory will be implemented in planning. Constructivism learning theory works best as a nurse educator for students in various nursing courses. As this theory is based on the learner’s needs, the material taught helps gain desired results efficiently. Nurses are evolved learners armed with theoretical and practical knowledge.

NURS FPX 6105 Assessment 1 Learning Theories and Diversity


‌ Almomani, E., Sullivan, J., Samuel, J., Maabreh, A., Pattison, N., & Alinier, G. (2023). Assessment of clinical reasoning while attending critical care post-simulation reflective learning conversation. Dimensions of Critical Care Nursing42(2), 63–82.

‌ Epp, S., Reekie, M., Denison, J., de Bosch Kemper, N., Willson, M., & Marck, P. (2021). Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum. Journal of Professional Nursing37(5), 804–809.

‌ Männistö, M., Mikkonen, K., Kuivila, H., Virtanen, M., Kyngäs, H., & Kääriäinen, M. (2019). Digital collaborative learning in nursing education: A systematic review. Scandinavian Journal of Caring Sciences34(2), 280–292.

‌ O’Connor, S., Kennedy, S., Wang, Y., Ali, A., Cooke, S., & Booth, R. G. (2022). Theories informing technology enhanced learning in nursing and midwifery education: A systematic review and typological classification. Nurse Education Today118, 105518.

‌ Park, H.-R., & Park, E. (2021). Nursing students’ perception of class immersion facilitators in psychiatric nursing: Team-based and flipped learning. Nurse Education Today98, 104653.

‌ Shorey, S., & Ng, E. D. (2021). The use of virtual reality simulation among nursing students and registered nurses: A systematic review. Nurse Education Today98, 104662.

Jans, C., Bogossian, F., Andersen, P., & Levett-Jones, T. (2023). Examining the impact of virtual reality on clinical decision making – An integrative review. Nurse Education Today125, 105767.

Weeks, K. W., Coben, D., O’Neill, D., Jones, A., Weeks, A., Brown, M., & Pontin, D. (2019). Developing and integrating nursing competence through authentic technology-enhanced clinical simulation education: Pedagogies for reconceptualizing the theory-practice gap. Nurse Education in Practice37, 29–38.

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