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Assessment 4: Assessment Strategies and Complete Course Plan

Student Name

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Capella University

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Prof Name
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FEB 26, 2024

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Crafting a Stress Alleviation Program for ADN Nursing Scholars

Introduction m
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This exhaustive evaluation delineates the creation and execution of a stress alleviation
program tailored for Associate Degree in Nursing (ADN) scholars. The program
incorporates empirically grounded strategies from pedagogical theories such as Jacob
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Kounin’s Classroom Management Theory and Barry Zimmerman’s Self-Regulated

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Learning Theory. It amalgamates practices rooted in Self-Determination Theory (SDT),

Growth Mindset Theory, and Culturally Responsive Teaching to amplify learner
motivation. While each theory proffers valuable insights, the program adopts a holistic
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approach to cater to the heterogeneous needs of ADN scholars.

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Addressing Potential Hindrances to Learning

The assessment contemplates barriers such as linguistic and cultural disparities,
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diverse educational histories, technological acumen, and temporal constraints.

Approaches like preliminary diagnostic assessments, polyglot resources,
comprehensive technological orientations, and pliable learning modules are posited to
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assuage these impediments. Continuous curricular revisions and unreserved

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communication aspire to redress areas of ambiguity and lacunae in knowledge

promptly.
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Assessment Stratagem
A multilayered assessment stratagem encompassing formative and summative
evaluations, alongside peer, self, and pragmatic assessments, is propounded.
Formative assessments afford continual feedback, while summative assessments
scrutinize overarching comprehension. Peer and self-assessments foment critical
ratiocination, and pragmatic assessments ascertain scholars can operationalize
theoretical erudition in praxis, nurturing a culture of perennial learning.

Application of Sociocultural Learning Theory

The Sociocultural Learning Theory by Vygotsky is pinpointed as the foundational theory
for the pedagogical blueprint. This theory accentuates the sway of communal
interactions and cultural milieus on cognitive maturation and learning processes,

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aligning felicitously with the communal essence of nursing and the variegated
backgrounds of nursing scholars.

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Incorporation of Learning Modalities and Techniques
The pedagogical blueprint employs sundry modalities, encompassing collaborative

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erudition, critical rumination, and unreserved dialogue, to buttress the diverse erudition
milieu. Strategies like transformative learning, cultural proficiency cultivation, and peer
arbitration are interwoven to ensure inclusivity and tackle potential schisms in the
classroom.
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Integration of Appropriate Learning Strategies and Techniques
Blended learning, peer erudition, and self-directed learning are elected as cardinal
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strategies to accommodate the sui generis exigencies of ADN scholars. Blended

learning amalgamates in-person and online components, while peer erudition fosters
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collaboration, and self-directed learning proffers flexibility. These strategies are chosen
predicated on an apprehension of scholars' heterogeneous levels of antecedent
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knowledge, the exigency for peer succor, and hectic schedules.

Integration of Evidence-Based Best Practices for Classroom and Learner

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Management
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The program blueprint incorporates empirically grounded practices in classroom and

learner management, drawing from Kounin’s Classroom Management Theory and
Zimmerman’s Self-Regulated Learning Theory. While tackling potential conflicts and
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vicissitudes in motivating scholars, the program adopts strategies from

Self-Determination Theory and Culturally Responsive Teaching to foster an engrossing
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and inclusive erudition milieu.

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Incorporation of Evidence-Based Best Practices to Augment Scholar Motivation
Strategies rooted in Self-Determination Theory, Growth Mindset Theory, and Culturally
Responsive Teaching are interwoven to amplify scholar motivation. These strategies
aspire to foster autonomy, competence, relatedness, and a growth mindset among
scholars, while acknowledging the exigency for flexibility and adaptability to meet
individual scholar needs.

Learning Theories and Diversity: Consideration of Hindrances to Learning and

Areas of Ambiguity
Hindrances to learning, such as linguistic and cultural disparities, diverse educational
backgrounds, technological acumen, and temporal constraints, are acknowledged and
addressed through sundry strategies. Similarly, ambiguities and knowledge lacunae are

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managed through continual curricular revisions and unreserved communication with
scholars.

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Assessment Strategies
A comprehensive assessment stratagem encompassing formative and summative

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evaluations, alongside peer, self, and pragmatic assessments, is crafted to evaluate
scholar erudition and development efficaciously. These assessments aspire to foment a
culture of perennial learning and ensure scholars are well-prepared for the complexities
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of the healthcare landscape.
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Summary
The stress alleviation program for ADN nursing scholars aims to empower learners with
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advanced erudition and skills while fostering critical ratiocination and ethical praxis.
Utilizing diverse pedagogical strategies and empirically grounded practices, the program
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blueprint ensures active engagement and addresses the variegated needs of learners,
ultimately preparing them for success in their nursing careers.
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