Create a 3–4-page report on the optimal learning environment for the course you began developing in Assessment 1.

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

Often instructors do not get to choose the environment in which they will teach, but in this assessment you have the opportunity to do just that. Here you will select an environment that is the best fit for your content and learner population, and also consider how to maintain learner motivation in the environment you choose.

For more contextual information on active learning strategies, read the Assessment 2 Context document.

Assessment Instructions

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

Create a 3–4-page report on the optimal learning environment for the course you began developing in Assessment 1. You should select a learning environment that will foster motivation in your learner population, support your efforts at classroom motivation, and best serve the goals of the course.

Optional Preparation

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

Instructions

Create a report that does the following:

• Describes the learning environment most appropriate for the educational topic and intended audience that you identified.
• Briefly describes and evaluates theories of classroom management, learner management, and learner motivation that are relevant to your course and intended audience.
• Describes evidence-based strategies for classroom and learner management and evidence-based best practices to enhance learner motivation and how you would employ these in your learning environment and with a diverse group of learners.
• Supports your choices with scholarly resources.

Additional Requirements

• Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
• Length: 3–4 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 three scholarly articles in your plan.
• Writing should be free of grammar and spelling errors that distract from content.

Suggested Resources

The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Motivation

• Vila Health: Management and Motivation | Transcript.
• Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed). San Francisco, CA: Jossey-Bass.
  • Chapter 1: Understanding Motivation for Adult Learners.

SHOW LESS

Simulations

• Burbach, B., Barnason, S., & Thompson, S. A. (2015). Using “Think Aloud” to capture clinical reasoning during patient simulation. International Journal of Nursing Education Scholarship, 12(1), 1–7.
• Reese, C. E., & Jeffries, P. R. (2010). Learning together: Using simulations to develop nursing and medical student collaboration. Nursing Education Perspectives, 31(1), 33–37.

Additional Resources for Further Exploration

• Dunlap, R. (2013). Nursing theory and the clinical gaze: Discovery in teaching theory across a cultural divide. Nursing Science Quarterly, 26(2), 176–180.
• Merriam, S. B., & Bierema, L. L. (2014). “Chapter 2: Traditional Learning Theories” in Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.

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