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Management and Motivation

Management and Motivation

Nurses should utilize critical thinking skills to make decisions concerning patient care. They should apply theoretical frameworks in real-life clinical situations. The hospital environment is hectic. Nurses should thus have the skills and experiences to handle daily problems. Consequently, hospital readmissions affect the quality of life of patients. Due to this fact, patients should learn the best strategies to prevent hospital readmissions. Nurse educators should ensure that the classroom environment and the learners’ motivation are increased to achieve the set objectives (Ghasemi et al., 2020). The nurse educator’s competence determines the success of the learner. Therefore, the nurse educator should use theoretical frameworks, alter teaching strategies, and motivate the learners to achieve the learning objectives.

Learning Environment

The learning environment is an essential element that can improve the learning process. The nurse educator should create a conducive environment that allows for effective education while promoting the active participation of the learners in the learning process (Pivač et al., 2021). The nurse educator should enhance the teacher-learner relationship by bridging the gap between the educator and the learners. As a result, this will make the learners more secure to participate in the learning process. Similarly, a positive educator-learner relationship will improve the learners’ understanding and apply the lessons learned in real life (Smith & Crowe, 2017). They should use theoretical frameworks and incorporate practical skills to improve the learning environment. Accordingly, the learning environment should consider technological advancements and ensure the audience has informatics literacy to understand technical competencies.

Learner Motivation

Motivation is essential since it improves and mediates learning. When learners are motivated during education, there is a flow of communication and a decrease in anxiety, resulting in more creativity (Wlodkowski & Ginsberg, 2017). Significantly, the United States Population is diverse. This diversity is also reflected in the classroom. A nurse educator should motivate learners and overcome any challenges during learning. Motivation is essential in education, and learners should be inspired to ensure effective learning (Wlodkowski & Ginsberg, 2017). One critical theory used in learner motivation is experiential learning theory. This theory promotes a learner-educator relationship, prompt feedback, and a conducive learning environment, increasing learning motivation. This theory supports learners’ motivation for learning. It focuses on skills and material relevant to the learners, positively impacting their learning motivation (Kong, 2021). Also, the self-determination theory encourages the learners to take the initiative in discussions and assignments. This theory motivates learners by fulfilling their autonomy, connection, and competence (Migliorini et al., 2019). It encourages learners to achieve the set objectives and grow into implementing strategies provided by the educator.

Classroom Management

Classroom management impacts the learning process. Nurse educators should ensure proper lesson management and create a conducive learning environment that considers the diversity of learners. Nurse educators should have the skills and current knowledge to encourage effective learner participation in the learning process. Effective classroom management involves learners and educators. Learner and educator collaboration is essential since it allows them to understand what is required of them, the objective of learning, and strategies to meet these objectives (Smith & Crowe, 2017). The andragogy theory can improve classroom management. In the andragogy theory, learners take a central role in learning. Therefore, it promotes learner-centered active participation (Mukhalalati & Taylor, 2019).

Further, flipped classrooms can promote evidence-based education. A flipped classroom is a blended education that ensures learners complete their readings at the wards and work on problem-solving during class (Mukhalalati & Taylor, 2019). Diversity should also be considered during learning; hence, the educator should implement culturally competent education.

Learner Management

Learners are essential in the learning process. Most of the discussion should focus on how the learning audience can be empowered to achieve the objectives set for them in the learning process and ensure they reduce their hospital readmission rates. The educator should use critical thinking skills to positively influence the learners and help them implement strategies that reduce readmission rates. The nurse educator should also manage the learners as they manage themselves concerning time and successful teaching to achieve this. They should ensure they build a good relationship with the learner (Smith & Crowe, 2017). Also, the learners should be actively encouraged to participate in the learning process. They should take the initiative in managing the learning resources provided to them by the nurse educator. Effectively, safe management is essential since it will allow learners to grow personally. The nurse educator can promote learner management by encouraging them to keep diaries and daily targets critical for improving outcomes of the learning process.


In conclusion, management and motivation are crucial elements in the learning process. Educating patients on strategies to prevent hospital readmission requires active participation from learners and nurse educators to understand its application in real-life clinical settings better. The educator should ensure that learners are motivated during the learning process. Consequently, this will improve class engagement and understanding of concepts taught to them. The educator should also provide a learning environment that is conducive to learning. Finally, the educator should effectively manage the classroom and promote effective feedback and active learner participation.


Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education32(2), 103-117.

Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology12

Migliorini, L., Cardinali, P., & Rania, N. (2019). How could self-determination theory be useful for facing health innovation challenges? Frontiers in Psychology10

Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: A quick guide for healthcare professional educators. Journal of Medical Education and Curricular Development6, 238212051984033.

Pivač, S., Skela-Savič, B., Jović, D., Avdić, M., & Kalender-Smajlović, S. (2021). Implementation of active learning methods by nurse educators in undergraduate nursing students’ programs – a group interview. BMC Nursing20(1).

Smith, Y. M., & Crowe, A. R. (2017). Nurse educator perceptions of the importance of relationships in online teaching and learning. Journal of Professional Nursing33(1), 11-19.

Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.


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

Management and Motivation

Management and Motivation

Often, instructors do not get to choose the environment in which they will teach, but you can do just that in this assessment. Here, you will select a setting that best fits your content and learner population and consider how to maintain learner motivation in your chosen background.

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

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.

As you complete this assessment, you may want to consider 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 professional community member.

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

Which evidence-based research supports or refutes the use of traditional teaching methods? Which traditional teaching methods support critical thinking?
What innovative pedagogical teaching strategies are present in your teaching philosophy? What evidence-based research supports or refutes the use of activity-based teaching methods?
What do you believe is the role of the educator when using simulations in a learning environment?
Create a report that does the following:

Describe the learning environment most appropriate for the educational topic and your intended audience.
Briefly describe and evaluate theories of classroom management, learner management, and learner motivation 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 the 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.
Competencies Measured
By 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 the learner’s culture, gender, and experiences on teaching and learning.
Describe the most appropriate learning environment for an intended topic and audience.
Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
Evaluate the applicability of classroom management and learner motivation theories to a specific course.
Competency 3: Apply various teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
Describe theories of learner motivation.
Describe evidence-based best practices to enhance learner motivation in diverse settings.
Competency 4: Integrate best practices for classroom management.
Describe theories of classroom and learner management.
Describe evidence-based strategies for classroom and learner management.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.

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