NURS FPX 6105 Assessment 2 Management and Motivation

NURS FPX 6105 Assessment 2 Management and Motivation

Management and Motivation

In this assignment, we will discuss how several theories and propositions might be beneficial for a learning space where students gain an understanding of looking after patients suffering from chronic illnesses such as long-term heart disease and kidney failure. In the learning process, management is a key component, especially in nursing, as it is crucial to ensure that everything is administered and done accurately due to the ever-present risk while coping with chronic diseases like diabetes and renal disorder (Battineni et al., 2020). Therefore, teaching management in the classroom could permit a nursing student to embody it and use it while conducting risky healthcare tasks. The objective of motivation is logical. Every opinion we construct is the result of the motivation gained by it. Educators need more motivation and aspiration to achieve proper learning results (Battineni et al., 2020).

Appropriate Learning Environment

The learning environment is a widely known general expression that could mention a process of thinking, a surrounding, a teaching perspective, or even a physical space. In this learning environment, coaching and educational activities are executed. Even though many people perceive the classroom or institutional setting as a classic and ordinary learning environment, there are various frameworks and distinct circumstances in which teaching may help. Due to its top-level efficiency, incorporating modern technology in the classroom is now a critical part of a worthy learning environment (Tinetti et al., 2019).

NURS FPX 6105 Assessment 2 Management and Motivation

Telecommunication is progressing daily, which is another possibility that helps to utilize virtual reality (VR).  It would let nursing students evolve their potential through directions derived from simulations and supply them with training for different tools and equipment. Moreover, availing of simulation-based learning would give students a direct and active experience and leads to boosting their confidence. As it is a conjoint learning process, providing the finest viable learning space would help refine their motivation and management of critical diseases like renal failure and CHD (Battineni et al., 2020).

Alternate Learning Environments

In order to provide a distinct learning environment for nursing pupils attending to patients with chronic diseases, extremely specific arrangements consisting of a specialized framework and skill-development coaching are required. As a result, their interconnection with patients who go through these specific ailments would allow them to study and learn through their analysis and evaluation of the circumstances. In order to generate a positive learning environment where students are intrigued, and study to the best of their potential, teachers and instructors should muddle up various studying strategies to promote motivation and help in management (Tinetti et al., 2019).

Theories of Classroom and Learner Management

Ideas for classroom management can be adjusted to suit a variety of teaching philosophies and interests. Teachers must precisely contemplate how they run their lessons to generate a positive learning atmosphere. Opting for an effective teaching method might help students with psychological issues because every student in a class learns differently. There are many theories for managing learners and classrooms. 

  1. Behaviorist- This approach focuses on rewards and penalties to adjust the student’s unwelcome behavior (Riegel et al., 2020).
  2. Humanist – The humanist approach provides the child’s development and growth, particularly their mental health, a prime concern. The teacher should look into the issue rather than merely rebuking the student for understanding if adverse circumstances influence the child’s behavior (Riegel et al., 2020).
  3. Cognitive – Focuses on the extent of the learner’s knowledge. They advise students to consider their decisions and reasons (Riegel et al., 2020).

Strengths and Weakness of Theories

When discussing these theories, we should also talk about their boon and downside concerning the specific framework of the learning environment for nurses attending to patients with chronic diseases. When discussing the first hypothesis, behaviorists solely focus on the behavior of the pupils, which is a concentration for primary or kindergarten children rather than those who are enrolled in higher education (Facchinetti et al., 2020). It encourages students to do well and take control of their learning processes. Besides, as teenagers are now considered adults who are mostly responsible for their behavior, the Humanist proposal can be applied to them rather than most undergraduate students. The finest of these theories is cognitive, which is also the best for the classroom because it inspires students to use their intuition and reason, which helps them to learn more thoroughly. It is also the best for nurses tending to chronic illnesses because it permits them to make the best calls based on their intellect and understanding (Facchinetti et al., 2020).

Theories of Learner Motivation

Individual autonomy and intentional behaviors rely on motivation, and several highly regarded ideas have been presented to describe why people choose to go after a certain path of action. Consequently, passion is pivotal for academic attainment, and courage and determination are necessary for the classroom and everyday life. A top level of motivation is needed for long-term winning (Tan et al., 2020).

There are many theories on motivation, but the following would be optimal:

  1. McClelland – Need for success, Affiliation, and Power

 According to this theory, affiliation, success, and power motivate people. An individual would more likely be passionate about gaining all of these attributes (Tan et al., 2020).

  1. Goal-Setting Theory

According to this theory, a person can set objectives and goals for themselves, and they want to attain them, which serves as their motivation (Tan et al., 2020).

Strengths and Weakness of Theories

McClelland’s theory is well grounded since it is based on needs rather than desires. Since needs and wants are different in human psychology, needs work as people’s natural motivations and direct them to seek self-satisfaction. The nurses would learn to please themselves when handling chronic ailments (Walker et al., 2019)

NURS FPX 6105 Assessment 2 Management and Motivation

Regarding goal-setting theory, it assists exterior motivation, in which people struggle to meet the goals they have charted for themselves. It can benefit pupil nurses as they can set their aims, like amplifying the health of a patient with diabetes or renal failure (Walker et al., 2019)

The downside of both of these theories is that people can become single-minded, lose track of their own lives as individuals, and fail to acknowledge that there is life after this one (Walker et al., 2019).

Applicability of Theories

The ideas discussed above can be implemented in educating nursing practice as these propositions assist nursing students in maintaining motivation and recollecting the basic principles leading their careers. These beliefs aid them and maintain their motivation and resolution to learn and implement these teachings into the application. In addition, by putting into practice these theories of classroom management, the incorporation of management in students can be ensured (Davidson & Szanton, 2020). Every nurse must be motivated and able to lead their respective teams efficiently, but those health workers who have been tasked to handle patients with chronic illnesses are particularly required these skills. Due to the immensely important nature of these therapies maintaining motivation to amplify patients’ health and dealing with their therapy are major tasks (Davidson & Szanton, 2020).

Areas of Uncertainty

Despite considering everything, some unsuspected variables, such as the absence of enough means, insufficient study, knowledge, or required framework, could negatively affect the desired learning environment. Regardless of the substantial studies and research on renal failure, CHD, diabetes, and many other chronic diseases, research can never be predictable (Davidson & Szanton, 2020).

Evidence-Based Strategies for Management

To understand the idea of classroom and learner management, I conducted extensive research and read different research articles. I also reviewed how various theories could affect the learning environment. I also reviewed how implemented management in the learning process help to make sure about the nurse’s skills to manage patients with chronic diseases. Previous studies have shown that every learner is different (Li et al., 2019). According to the research, every student has a different level of understanding, and they cannot understand the same methods. Furthermore, the bank time strategy aids in various classroom management techniques that may increase the learning process. The cognitive theory is useful in nursing learning management since it helps to stimulate cognition and reasoning (Li et al., 2019).

Other Perspective

There are also other viewpoints where students use the traditional method of learning techniques. The traditional method of learning techniques entails reading books and typically follows an established routine with exams, assignments, and tests (Li et al., 2019). Some students who prefer reading to hands-on experimentation may include ideas regarding management in these traditional learning situations (Li et al., 2019).

Evidence-Based Best Practices to Enhance Motivation

We all know that a student’s passion for learning helps them go forward, which is also true in nursing education. I went over and analyzed a variety of motivational ideas that could help to increase students’ determination and motivation to learn. According to earlier research, people’s motivation drives them to fulfil their goals. Similar ideas that examine what can motivate people to include the goal-setting theory and the McClelland theory (Facchinetti et al., 2020).

NURS FPX 6105 Assessment 2 Management and Motivation

There are a variety of measures that can help enhance the motivation of nursing students who will be treating chronic diseases, such as:

  1. To strengthen resolve, define the key principles, the mission, and the vision.
  2. Giving them challenging tasks and creating obstacles for them to use their mind. This will help them to feel challenged and motivated (Facchinetti et al., 2020).
  3. A healthy competitive environment encourages and helps people achieve their goals.
  4. By interacting with role models, children develop a desire to emulate them.
  5. Practical understanding may also be a powerful motivator for learning and success (Facchinetti et al., 2020).

Other Perspective

Some instructors might not find these motivation-boosting techniques attractive. They might prefer to stick with the conventional educational setting. They think GPA and good grades motivate nursing students to learn effective and new ways to treat patients suffering from serious medical conditions like chronic heart disease (Facchinetti et al., 2020).


Management and motivation are important perspectives for learning new strategies. By analyzing different theories, we could improve the concept of management and motivation in students to learn to the best of their abilities. Nurses also need a specific learning environment that helps them to deal with chronically ill patients. I went over and analyzed a variety of motivational ideas that could help to increase students’ determination and motivation to learn.


‌ Battineni, G., Sagaro, G. G., Chinatalapudi, N., & Amenta, F. (2020). Applications of machine learning predictive models in chronic disease diagnosis. Journal of Personalized Medicine10(2), 21. 

‌ Davidson, P. M., & Szanton, S. L. (2020). Nursing homes and COVID‐19: We can and should do better. Journal of Clinical Nursing29(15-16), 2758–2759. 

Facchinetti, G., D’Angelo, D., Piredda, M., Petitti, T., Matarese, M., Oliveti, A., & De Marinis, M. G. (2020). Continuity of care interventions for preventing hospital readmission of older people with chronic diseases: A meta-analysis. International Journal of Nursing Studies101, 103396. 

‌ Li, H., Ge, S., Greene, B., & Dunbar-Jacob, J. (2019). Depression in the context of chronic diseases in the United States and China. International Journal of Nursing Sciences6(1), 117–122. 

‌ Riegel, B., Westland, H., Iovino, P., Barelds, I., Bruins Slot, J., Stawnychy, M. A., Osokpo, O., Tarbi, E., Trappenburg, J. C. A., Vellone, E., Strömberg, A., & Jaarsma, T. (2020). Characteristics of self-care interventions for patients with a chronic condition: A scoping review. International Journal of Nursing Studies, 103713. 

‌ Tan, R., Yu, T., Luo, K., Teng, F., Liu, Y., Luo, J., & Hu, D. (2020). Experiences of clinical first‐line nurses treating patients with COVID‐19: A qualitative study. Journal of Nursing Management. 

‌ Tinetti, M. E., Naik, A. D., Dindo, L., Costello, D. M., Esterson, J., Geda, M., Rosen, J., Hernandez-Bigos, K., Smith, C. D., Ouellet, G. M., Kang, G., Lee, Y., & Blaum, C. (2019). Association of patient priorities–aligned decision-making with patient outcomes and ambulatory health care burden among older adults with multiple chronic conditions. JAMA Internal Medicine179(12), 1688. 

‌ Walker, R. C., Tong, A., Howard, K., & Palmer, S. C. (2019). Patient expectations and experiences of remote monitoring for chronic diseases: Systematic review and thematic synthesis of qualitative studies. International Journal of Medical Informatics124, 78–85.

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