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Learners' Motivation When Teaching Basic Cardiac Life SupportResearch Paper

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Motivating Learners in a Basic Cardiac Life Support Class

One of the most important measures towards the accomplishment of learning outcomes is motivating learners. The motivational strategies utilized by educators play a crucial role in the achievement of learning outcomes since they help determine the successes or failures of the learning experience. Motivation is basically divided into two major categories i.e. intrinsic and extrinsic motivation. Intrinsic and extrinsic motivation can promote active learning and develop professional expertise in learners. Nonetheless, the achievement of these various aspects related to motivation of learners requires striking a balance between intrinsic and extrinsic motivation. For this Basic Cardiac Life Support class, dealing with motivational issues in order to motivate learners is crucial towards the achievement of learning outcomes.

Dealing with Motivational Issues in BCLS Class

Motivation is basically described as the natural human ability to channel energy towards the achievement of a specific objective or goal based on the assumption that people are purposeful (Ginsberg & Wlodkowski, 2009). Through motivation, individuals direct their energy by concentrating, being attentive, and imagining in order to make sense of the world. In contrast, learning is an active and voluntary process through which meaning is derived from experience and text. Given the nature of these processes, it is increasingly evident that motivation plays a crucial role and function in learning. Actually, there is considerable evidence that motivation is positively and constantly linked to the educational or academic environment.

This basic cardiac life support class comprises a group of 30 learners of varying ages and diverse backgrounds. The ability to achieve the learning outcomes in this class is partly attributed to ensuring learners are motivated and have better experiences in the learning processes and programs. The major way of ensuring this diverse group of learners is motivated is through dealing with motivational issues in an effective and efficient manner. There are various ways of dealing with motivational issues in this diverse group including respecting diversity, creating a safe, respectful, and inclusive environment, promoting equitable learning, and deriving teaching practices from different cultures. These various means are essential components for motivational framework for culturally responsive teaching practices. Through incorporating these practices in learning processes, the educators will systematically embrace four motivational situations i.e. attitude, inclusion, meaning, and competence.

The four motivational conditions in turn act as the basis for enhancing intrinsic and extrinsic motivation while addressing motivational issues in this diverse group. These motivational conditions address motivational issues through dealing with the various aspects associated with motivation of learners. Inclusion helps in handling motivational issues through generating respect and connectedness while attitude enhances motivation through creating an environment for personal relevance and choice. On the other hand, meaning produces motivation and enhances learners' engagement in learning by providing challenge and engagement whereas competence generates authenticity and effectiveness.

Discovering Intrinsic Motivating Factors

In addition to dealing with motivational issues through various ways, the other important aspect of promoting motivation of learners towards the achievement of specific learning objectives and outcomes is discovering intrinsic motivating factors. According to the findings of a study, intrinsic motivation is one of the most important factors in nursing education (Nilsson & Stomberg, 2008). Therefore, nurse educators constantly face the need to identify or discover intrinsic motivating factors in order to help towards the achievement of learning objectives and outcomes.

As a nurse educator for a BCLS class with the responsibility of preparing a clinically-proficient and culturally-competent nursing workforce, discovering intrinsic motivating factors in this diverse group is vital towards promoting their engagement in the learning process. Actually, the discovery of these factors helps in enhancing the involvement and participation of the various members of the audience in learning the prepared material or course content. The process of discovering intrinsic motivating factors for these learners will entail creating a safe, inclusive, and respectful learning environment. This will be accompanied by enhancing educator's involvement in the learning process, organizing the teaching program, and creating friendships during learning. These elements will help in discovering the learners' attitude towards the study or program, course material, and study results, which in turn play an important role in identifying intrinsic motivating factors.

Possible Issues Related to Resistant Learners

The achievement of the most optimal level of learners' motivation and learning objectives could be hindered by the emergence of resistant learners who may interfere or disrupt the learning process. Similar to other learning environments, one of the major hindrances to the realization of learning objectives and outcomes for this BCLS class is the likelihood of emergence of resistant learners. Resistant learners can be described as learners or students who actively oppose or fight against the learning process and may hinder the ability of the entire class or group to achieve the established learning objectives and outcomes (Mbuva, 2007). The likelihood of resistant learners to hinder the ability of achievement of learning objectives is attributed to their role in undermining the morale of the whole class, effect on the educators' motivation, and contribution to student discouragement and failure.

When teaching this basic cardiac life support class, some of the probable issues relating to resistant learners that the educator may experience include undermining the morale of the entire class, probable student dissatisfaction and failure, and educator discouragement. These are possible issues that may occur in this learning environment since they are by-products of resistance to learning. While resistant learners may attribute their actions to various personal and external factors, they generate significant issues to educators and lessen the efficiency and effectiveness of learning programs and processes.

Managing the Resistant Learner

In light of the probable effects of resistant learners on the overall effectiveness of the learning process and realization of established goals, it is increasingly important for the nurse educator to devise effective strategies for managing the resistant learner. The development of these strategies and measures help in lessening the effect of the resistance on the entire group and improve the effectiveness of the learning process. One of the probable ways to manage the resistant learner is through utilizing the resistance to learning as an opportunity to enhance the learning process. Resistance to learning by such students may be attributed to the emergence of a hostile cultural environment in this diverse group. Therefore, the students' resistance may be a reflection of a series of different issues in the socio-cultural environment. In this case, the nurse educator needs to embrace the resistance to teaching messages and methods. Through this method, the educator effectively utilizes the resistance to demonstrate course content and promote insight (Zuniga & Mildred, 2005).

The second measure of managing the resistant learner is through cultivating intrinsic motivation, which is an important measure because the resistance could be attributed to lack of intrinsic motivation. This process would entail competency motivation, promoting autonomy, and fostering curiosity that provokes the student to enhance his/her engagement in the learning process. These various processes basically involve enabling learners to develop a feeling of efficacy and success, develop a natural need to feel self-determining, and enable them to act from their own willpower. Third, the resistant learner will be managed by incorporating instructional behaviors that motivate him/her, structuring the course material to motivate him/her, and giving feedback. Structuring the course involves developing exciting content for all learners while incorporating motivational instructional behaviors entails using good teaching to create conducive learning environment.

Possible Programs on BCLS Support

The lack of adequate resources at the facility has contributed to the purchase of a simulator with several restrictions. Actually, the simulator purchased by the facility cannot be utilized to its full potential because of the lack of important modules such as EKG and AED modules. While the ideal thing would be to purchase these modules, the lack of enough monetary resources implies that the simulation mannequin has to be utilized in its present state to teach the diverse group of 30 learners of different ages and diverse backgrounds. In essence, the nurse educator has to design possible programs on BCLS support using the simulation mannequin, particularly based on its limitations.

Despite the absence of EKG and AED modules as well as limitations brought by lack of adequate financial resources, possible programs on BCLS support that can be designed using this simulation mannequin are procedural simulators or task trainers. These include CPR programs for airway training like intubation and emergency airway as well as airway management trainers for head and airway ("Allan Waters Family Simulation Centre," n.d.). The airway management trainers are utilized for teaching airway management and intubation methods in the debriefing room or skills lab.

Advantages of Using this Simulation Package to Teach BCLS

Even though the simulation mannequin is characterized by some major limitations, it still has some advantages with regards to its use in teaching basic cardiac life support. One of the advantages of its using to teach BCLS is that it plays a crucial role in preparing learners to develop appropriate measures to handle emergency situations related to cardiac arrests. This is a significant advantage because on the… [END OF PREVIEW]

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