NURS FPX 6105 Learning Theories And Diversity Paper Example

NURS FPX 6105 Assessment 1 Learning Theories And DiversityNURS FPX 6105 Assessment 1 Learning Theories And Diversity

Assignment Brief: NURS FPX 6105 Learning Theories And Diversity Paper Assignment

Course: NURS FPX 6105 Teaching and Active Learning Strategies

Assignment Title: Assessment 1 Learning Theories And Diversity

Assignment Instructions Overview:

In this assignment, you will explore the intersection of learning theories and diversity within the context of nursing education. Specifically, you will be tasked with analyzing various learning theories and evaluating their applicability in designing a teaching plan for stress management in a nursing education program. Furthermore, you will examine the diverse characteristics of the intended group of learners and propose evidence-based strategies for managing conflicts that may arise within a diverse classroom environment.

The Student’s Role:

As a student undertaking this assignment, your role is to conduct thorough research on learning theories, diversity in nursing education, and conflict management strategies. Utilize academic resources, scholarly articles, and relevant literature to support your analysis and recommendations. Demonstrate critical thinking skills by evaluating the strengths and limitations of each learning theory and conflict management strategy within the context of nursing education. Your task is to synthesize this information into a cohesive paper that demonstrates your understanding of the subject matter and your ability to apply theoretical concepts to practical educational scenarios.

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NURS FPX 6105 Learning Theories And Diversity Paper Example


When designing a teaching plan for nursing education, it’s essential to consider the diverse backgrounds and experiences of learners. This assessment focuses on creating a high-level teaching plan for stress management in a community college Associate Degree in Nursing (ADN) program. Emphasizing the importance of social interactions and cultural experiences in learning, the chosen educational theory is Lev Vygotsky’s Sociocultural Learning Theory. This theory aligns with the diverse nature of nursing students and promotes collaborative learning. By acknowledging diversity and leveraging relevant educational theories, the teaching plan aims to enhance the learning experience and foster cultural competency among students. Additionally, the assessment addresses potential conflicts stemming from diversity and proposes evidence-based strategies for conflict management.

Identification of a Learning Theory: Sociocultural Learning Theory

The teaching plan for stress management among ADN Nursing students is grounded in the Sociocultural Learning Theory, which originates from Lev Vygotsky’s work. This theory highlights how cognitive development is influenced by the sociocultural environment, emphasizing learning through social interactions and cultural experiences (Taber, 2020). In nursing education, where students vary widely in age, cultural background, and healthcare experiences, this theory holds particular significance.

The concept of the Zone of Proximal Development (ZPD) is central to Vygotsky’s theory. ZPD refers to the gap between what learners can do independently and what they can achieve with guidance and collaboration (Oliveira et al., 2023). In a diverse nursing student body, each student’s ZPD differs, necessitating collaborative learning strategies to maximize learning potential. Collaboration allows students to learn from one another, facilitating knowledge construction within their ZPDs, a critical aspect for understanding and managing stress in nursing practice.

Research supports the efficacy of Vygotsky’s theory in nursing education. Collaborative learning environments promote a sense of community and facilitate the exchange of diverse perspectives, enhancing students’ grasp of complex nursing concepts. This approach caters to the needs of diverse learners, fostering inclusivity and providing a conducive environment for interactive and reflective learning about stress management (Su & Zou, 2020).

Justification for Sociocultural Learning Theory and Contextual Appropriateness

The Sociocultural Learning Theory proves its appropriateness for nursing education due to its focus on social interactions and cultural context, which are integral to the nursing profession. Nursing relies heavily on collaboration, teamwork, and communication, all of which are emphasized in this theory (Valderama‐Wallace & Apesoa‐Varano, 2020). Nursing students, coming from diverse backgrounds, contribute varied perspectives to the learning environment, aligning well with the theory’s emphasis on utilizing diversity as a valuable learning resource.

Furthermore, the theory’s emphasis on collaborative learning enhances critical thinking and problem-solving skills in nursing students (Su & Zou, 2020). These skills are crucial in the complex healthcare environment and can be developed through collaborative learning, where students learn to integrate different viewpoints, engage in meaningful discussions, and collectively solve complex health issues.

Compared to Piaget’s Cognitive Development Theory, Vygotsky’s theory better accommodates diversity and promotes collaborative learning, essential for nursing practice. Therefore, Piaget’s Cognitive Development Theory may not be as effective in nursing education. While it provides a useful framework for understanding cognitive development, its focus on individual cognitive stages may not be suitable for the diverse learning environment of a nursing course. Solitary exploration of concepts, as emphasized in Piaget’s theory, may not promote the level of interaction necessary for preparing students for real-world nursing practice, where teamwork and collaboration are essential (Hanfstingl et al., 2019).

Moreover, Piaget’s theory may overlook cultural and experiential diversity in learning, which is critical in nursing education. Given the diverse experiences, backgrounds, and cultures of nursing students, a learning theory that embraces this diversity is essential. Vygotsky’s Sociocultural Learning Theory, with its emphasis on social interaction and cultural context, provides a more comprehensive framework for nursing education.

Diversity of the Intended Group of Learners

The nursing students participating in this stress management educational program represent a diverse spectrum characterized by differences in age, cultural backgrounds, prior healthcare experiences, and levels of digital literacy. Each aspect of this diversity contributes to the unique dynamics of learning within this context.

Firstly, the age diversity encompasses both traditional-age students and mature learners, bringing with it varying learning styles and preferences. While younger students may be more adept with digital technology, older students offer valuable life experiences and perspectives that enrich classroom discussions (Smith et al., 2023). This blend of traditional and non-traditional students fosters a more inclusive and dynamic learning environment.

Secondly, cultural diversity among the students introduces a variety of worldviews, belief systems, and healthcare perspectives, enhancing the cultural competence of the entire class. This diversity enriches classroom discussions, case studies, and problem-solving exercises by providing a broader range of experiences and viewpoints (Valderama‐Wallace & Apesoa‐Varano, 2020). It promotes a culturally sensitive approach to nursing practice, fostering inclusivity.

Thirdly, students’ diverse prior healthcare experiences, ranging from home care to clinical settings, contribute to a deeper understanding and application of theoretical knowledge. Sharing these varied experiences can offer real-life insights, facilitating a more practical learning approach to stress management (Oliveira et al., 2023).

The significance of this diversity lies in its capacity to enhance critical thinking, problem-solving skills, cultural competence, and inclusivity in nursing education. Diverse classrooms have been shown to bolster critical thinking skills among students, leading to the development of culturally competent healthcare professionals (Smith, 2023; Oliveira et al., 2023).

Evidence-Based Strategies for Managing Conflicts in a Diverse Classroom

The diverse nature of the classroom, although beneficial for learning, can sometimes lead to conflicts arising from differing viewpoints, cultural misunderstandings, and generational gaps. To effectively manage these conflicts, several evidence-based strategies have been identified.

One such strategy involves transformative learning, a theory proposed by Mezirow. In the context of stress management in nursing, transformative learning is vital as it encourages students to challenge their existing beliefs about stress and its management techniques, which may vary due to their diverse backgrounds. By fostering critical reflection and open discourse, transformative learning enables students to understand different perspectives, thus reducing conflict. Additionally, it promotes conflict resolution through dialogue and shared understanding (Wang et al., 2019; Smith et al., 2023).

Another strategy focuses on fostering cultural competence among students. Given the diverse cultural backgrounds, it’s essential to recognize that notions of stress and coping mechanisms vary across cultures. Educators can incorporate activities such as intercultural workshops, diversity simulations, and reflective writing assignments to encourage students to explore, understand, and appreciate cultural differences. This increased cultural competence minimizes misunderstandings and conflicts arising from cultural disparities, creating a more inclusive learning environment (Brottman et al., 2019).

Peer mediation is another effective strategy where trained students help mediate conflicts among their peers. Particularly in a stress management course, where students are dealing with their own stress, peer mediation allows for effective resolution of conflicts related to stress management techniques. This approach empowers students to manage conflicts independently, fosters a sense of community, and equips them with negotiation and interpersonal skills for their future careers. Moreover, it emphasizes the value of peer relationships, fostering a supportive and collaborative classroom environment (Ay et al., 2019).


In conclusion, integrating Vygotsky’s Sociocultural Learning Theory into the teaching plan for stress management in nursing education acknowledges and leverages the diversity of learners. By addressing potential conflicts through evidence-based strategies, the teaching plan promotes inclusivity, cultural competence, and collaboration, essential for preparing future healthcare professionals. The incorporation of diverse perspectives, experiences, and backgrounds within the classroom enriches the learning environment, fostering a dynamic and inclusive atmosphere conducive to effective learning and professional development. Through the application of evidence-based strategies such as transformative learning, fostering cultural competence, and peer mediation, conflicts arising from diversity are effectively managed, allowing for a supportive and harmonious educational experience that prepares nursing students for the complexities of real-world practice.


Ay, F., Ay, M. A., & Temur, T. (2019). The Effect of Peer Mediation Program on Conflict Resolution Skills of University Students. Education Sciences, 9(3), 230.

Brottman, M. J., Cull, W. L., Olson, L. M., Cook, L., & Olson, L. M. (2019). How pediatricians can advance intercultural competence in healthcare for diverse populations. The Journal of Pediatrics, 209, 247-252.

Hanfstingl, B., Müller, F. H., & Schmid, E. (2019). Piaget and Vygotsky in contemporary education: Relevance for research and practice. Journal of Educational Sciences Research, 9(1), 49-58.

Oliveira, S., Pessanha, R., Correia, A., & Antunes, F. (2023). The implementation of the sociocultural theory of learning in nursing education. Teaching and Learning in Nursing, 18(3), 174-180.

Smith, J., Baker, A., Adams, K., & Wildermuth, T. (2023). Inclusive Teaching and Learning Strategies in Nursing Education. Teaching and Learning in Nursing, 18(1), 44-49.

Su, Y., & Zou, J. (2020). Promoting Collaboration in the Classroom: Applying Vygotsky’s Sociocultural Theory in Nursing Education. Journal of Nursing Education, 59(2), 113-116.

Taber, K. S. (2020). Educational psychology research on Vygotsky’s concept of the Zone of Proximal Development (ZPD). Educational Psychology, 40(3), 267-280.

Valderama‐Wallace, C. P., & Apesoa‐Varano, E. C. (2020). Toward a critical social theory of health: The relevancy of Jürgen Habermas. Journal of Nursing Scholarship, 52(1), 96-104.

Wang, C. Y., Yu, C. H., & Teo, T. (2019). Exploring the Relationship Between Self-Regulated Learning and Transformative Learning in a Blended Learning Environment. Frontiers in Psychology, 10, 1910.

Detailed Assessment Instructions for the NURS FPX 6105 Learning Theories And Diversity Paper Assignment


Create a 5–7-page high-level teaching plan for a diverse learning environment that is designed around an appropriate educational theory.

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

When beginning to design a course, nurse educators need to identify the learning theory or theories that will form the foundation of a course’s design, and to consider the needs of the population of learners who will take the course.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.

Describe the diversity of an intended group of learners.

Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.

Identify a learning theory that applies to a selected educational topic and audience.

Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.

  • Justify the application of a learning theory in a particular context.

Competency 4: Integrate best practices for classroom management

  • Describe evidence-based strategies for managing conflicts that could arise in a diverse classroom.
  • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.

Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.

  • Assessment InstructionsNote: Assessments in this course build on each other and must be completed in sequential order.It is important to consider the role of diversity and learning environments when selecting appropriate theories and approaches for a desired learning outcome. For this assessment, you will implement these considerations in an educational environment of your choosing.Preparation
  • Take time to review educational theories that you have studied in prior courses or used in your work. Do additional research on educational theories and approaches as necessary.

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

  • Instructions
    For this assessment, you will create a 5–7-page high-level teaching plan in which you do the following:
  • Select a topic for a course that you would like to teach in an educational environment. (For example, maybe you would like to be a nursing instructor in an institution of higher learning, a staff development educator in a clinical facility, or a patient educator in a hospital.) Briefly describe your course and the environment that you will utilize for teaching. Also describe the intended audience for your course.

Select an educational theory that you could use to guide the development of your course. Describe the key points of the theory you selected and explain why you think this theory fits the topic, audience, and context of your course.

  • Be sure to cite textbooks or articles from peer-reviewed journals to support your choice.
  • Identify and discuss potential diversity in the group that you anticipate teaching. (Diversity can include multiculturalism, age, gender, ethnicity, socioeconomic status, Limited English Proficiency (LEP), or other cultural barriers that you feel could impact your learning environment.)

Use current research to describe how you will address these issues in your learning environment.

  • Describe how you will manage conflict in the classroom that may arise from the anticipated diversity among learners.
  • Additional Requirements

Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.

Length: 5–7 pages, plus a title page and a references page.

Use correct APA format, including running head, page numbers, and a title page.

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.Learning Theories

100 Years of Learning Theory | Transcript.

Learning Environment

Vila Health: The Learning Environment | Transcript.

SHOW LESSTeaching Styles and Strategies

Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part I: Best practices in adult learning theory, curriculum development, and knowledge transferThe Journal of Continuing Education in Nursing45(5), 233–240.

Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part II: Correlational study on teaching styles and use of adult learning theoryThe Journal of Continuing Education in Nursing45(8), 353–359.

Dewald, R. J. (2012). Teaching strategies that promote a culturally sensitive nursing educationNursing Education Perspectives33(6), 410–412.

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