NURS FPX 6105 Assessment 3 Teaching Strategies

NURS FPX 6105 Assessment 3 Teaching Strategies

Teaching Strategies

Nursing is a practical job. In order to improve patient outcomes in healthcare organizations, nurses require different training and strategies. Nurse educators must also enhance their teaching methods to help students develop different learning abilities. Teachers pass their knowledge to students about what they have taught (Wang et al., 2020). This assessment will discuss the most effective teaching methods for training nurses in Chronic Disease Management. I will also discuss the potential learning obstacles and solutions and how these methods can keep varied learners motivated to learn new things.

Learning Outcomes for Chronic Disease Management

This course helps nurses understand chronic disease management. Some examples of chronic diseases include heart problems, hypertension, diabetes, and renal failure (Wang et al., 2020). The main objectives of this course are listed below, including:

Teaching Strategies for Educating Nurses about Chronic Disease Management

  • To ensure the quality of care, nurses must understand the signs and treatments of chronic disease (Wang et al., 2020).
  • Those patients who suffer from chronic conditions also face various challenges, such as family issues, the severity of their illnesses, and financial difficulties. Nurses must learn to deal with these patients ethically (Wang et al., 2020).
  • This training will enable nurses to develop patient-centred care plans that are designed for those patients who are suffering from chronic illnesses. These outcomes are based on the following presumptions (Farley, 2019).
  • The majority of hospital patients suffer from chronic diseases. To handle these patients, nurses must learn how to treat these patients.
  • Nurses should be aware of the psychological problems and medical errors that can occur with these patients to reduce healthcare issues in healthcare organizations (Riegel et al., 2019).

NURS FPX 6105 Assessment 3 Teaching Strategies

Nursing care must include the management of chronic diseases. Teachers must adapt new teaching methods to fulfil the requirements of adult learners like nurses. With these techniques’ help, nurses will have the knowledge, abilities, and attitudes required to treat chronic illnesses (Bell et al., 2022).

The following teaching techniques will help to train nurses in managing chronic diseases.

Case Studies: Case studies can give nurses a relatable and practical way to learn about managing chronic diseases. Real-world situations can help highlight the significance of the knowledge and skills being taught while enabling nurses to use newly acquired understanding in their daily practices (Farley, 2019).

Multimedia Resources: Nurses may find it more interesting to learn via multimedia tools, including movies, charts, graphical representation, and engaging online courses. Using multimedia materials helps nurses better understand the subject by allowing them to see complicated ideas in action.

Hands-on Learning Opportunities: Activities like simulations and playing roles in real situations can help nurses put their newly acquired skills into realistic and useful practice. Additionally, it can contribute to increased competence and self-assurance in managing chronic diseases (Farley, 2019).

Self-Reflection and Discussion: It allows nurses to consider their perspectives on treating chronic illnesses. Exchanging ideas among nurses and encouraging conversation will help create a collaborative and supportive learning environment in healthcare organizations to treat chronically ill patients (Huang et al., 2020).

Knowledge Gaps

There is no area of uncertainty in these given strategies. However, there are some knowledge gaps about these proposed strategies, even though these strategies also provide a realistic environment to teach clinical management, which helps to deal with chronically ill patients in healthcare organizations. These strategies may assist nursing students in learning about real-life situations, but they are not actual scenarios. Based on these scenarios, nurses will most likely be unable to perform in real situations. Medical errors will be reduced when teaching nursing students in a real-world setting (Huang et al., 2020).

Evidence-Based Strategies for Managing Potential Barriers to Learning

In nursing education, there are different types of learning barriers. These could include students’ concerning behavior, lack of motivation, communication problems between students and teachers, and definite management problems. These barriers also include unproductive teaching methods and technical restrictions and limitations. The quality of education for nursing students can be enhanced if these barriers are eliminated adequately. The nursing students would be able to have counseling sessions once every two weeks. The students will be instructed to appear in these sessions (Kerr et al., 2020). They will attend a training session on classroom behavior and other subject matters to limit the barriers. Moreover, the trainers will also be able to gain access to training sessions where they will get instruction in various teaching techniques. In order to enhance communication between students and instructors, the classroom should be friendly (Kerr et al., 2020).


Training and counseling Sessions were selected to remove the challenges and hurdles discussed previously. Counseling sessions are considered to have a remarkable influence on the psychology of young students. They will gain advice on how to behave in class and make contact with other students and teachers by arranging these meetings (Sabo & Chin, 2021). The training session for the lecturers was also selected with the presumption that even the finest proficiency in a subject only promises that a person would be a capable instructor if they also own the most fruitful lecture delivery methods. These sessions will ensure instructors learn about these useful teaching methods (Sabo & Chin, 2021).

How these Strategies will Help Overcome Learning Barriers

Counseling sessions will encourage nursing students to take in their learning material more productively. With the help of this course, nursing students will be able to learn about basic classroom ethics and professional behaviors and how to treat patients. It will also help the student to share their ideas with the teacher during counseling sessions. It will also help them to communicate openly. During these training sessions, the nurse educators will cover the tripartite model’s rudiments. The teaching, service, and educational motto are the three pillars of the tripartite framework of education (Bell et al., 2022).

NURS FPX 6105 Assessment 3 Teaching Strategies

The best teaching methods will be provided to educators to command students on course-related assignments. The nursing teachers’ service to their institution will be upgraded through the sessions. They will also learn about the worth of research-based study and the funding aids required to assist it, which will support them in giving their students the finest education possible (Li et al., 2019).

How Selected Strategies will help to Maintain Diverse Learners’ Motivation?

Keeping students motivated is very significant, as the absence of proper motivation lessens the productivity of the students, and at the end of the day, they will not be able to get their desired outcomes. Therefore, it is necessary to generate a powerful and encouraging learning environment in the classroom (Li et al., 2019). Instructors should encourage students equally, without considering their racial or ethnic background. Each participant’s perspective will be welcomed and supported during discussion sessions because this diverse collection of learners will have distinct nursing ideas and skills. Such conversations will support information transfer between educators and students in both directions. Their self-confidence and communication skills will be upgraded (Sabo & Chin, 2021).


In order to improve patient outcomes in healthcare organizations, nurses require different training and strategies. Some efficient teaching techniques include case studies, handout learning, multimedia recourses, Self-reflection, and discussion. Instructors should encourage students equally, without considering their racial or ethnic background. Each participant’s perspective will be welcomed and supported during discussion sessions because this diverse collection of learners will have distinct nursing ideas and skills.


‌ Bell, T., Blazek, J., Elsea, K., & Morris, T. (2022). Increasing exposure to primary care nursing through curriculum revision and an innovative nursing minor. Nurse Educator48(1), 49–53.

‌ Farley, H. (2019). Promoting self‐efficacy in patients with chronic disease beyond traditional education: A literature review. Nursing Open7(1), 30–41.

‌ Huang, L., Lei, W., Xu, F., Liu, H., & Yu, L. (2020). Emotional responses and coping strategies in nurses and nursing students during Covid-19 outbreak: A comparative study. Plos one15(8), 0237303.

‌ Kerr, D., Ostaszkiewicz, J., Dunning, T., & Martin, P. (2020). The effectiveness of training interventions on nurses’ communication skills: A systematic review. Nurse Education Today89, 104405.

‌ 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., Jaarsma, T., Lee, C. S., & Strömberg, A. (2019). Integrating symptoms into the middle-range theory of self-care of chronic illness. Advances in Nursing Science42(3), 206–215.

Sabo, K., & Chin, E. (2021). Self-care needs and practices for the older adult caregiver: An integrative review. Geriatric Nursing42(2), 570–581.

Wang, H., Feng, J., Shao, L., Wei, J., Wang, X., Xu, X., Shao, R., Zhang, M., He, J., Zhao, X., & Liang, T. (2020). Contingency management strategies of the nursing department in the centralized rescue of patients with coronavirus disease 2019. International Journal of Nursing Sciences7(2), 139–142.

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