This serves as an important reason for the assessment of strategies used in the “Stress Management for ADN Nursing Students” course to understand the effectiveness the course on teaching and learning. This course focuses on the understanding of stress perception and how cultural differences as well as learning diversity affect other nursing students (Morse et al., 2020). The main purpose of the assessment plan is to determine students’ performance concerning the learning outcomes of the course. Namely, it assesses their knowledge of stress-reduction strategies and their application as well as the consequences of such ideas in various workplace contexts. The course plan also consists of suggested teaching strategies to improve students learning and provide a favorable climate for future nurses.

Theory to Optimize Teaching Experience and Learning Outcomes

The Cognitive Behavioral Theory (CBT) acts as the core theoretical approach for the course “Stress Management for ADN Nursing Students.” It provides a pragmatic framework for identifying and working through stress-sourced negative cognitive processes because of the focus on the thought-behavior-emotion triangle (Jaarsma et al., 2020). In effect, concepts such as behavioral activation and cognitive restructuring prepare the student with useful methods of handling stress which is crucial when handling patients (Gerchow et al., 2021). CBT implementation in the nursing curriculum enhances students ‘ mental health and enables them to know how to manage workplace stress. The course also uses elements of the Transactional Model of Stress and Coping besides the CBT. This model also describes how stressors effort and coping resources, as well as perceived stress outcomes, relate to each other (Gerchow et al., 2021). This course wants to change the alarmist view students may have regarding stressors and encourage adaptive stressors and resources that include problem-solving and social support. Thus, the present approach adopted in the course lays down the foundation for the nurturing of the holistic health of the nursing students as well as equips them to cope with the complex challenges relating to the health care systems.

Rationale for Theory

The rationale for incorporating Cognitive Behavioral Theory (CBT) and the Transactional model of stress and coping into the structural analysis of the course cbt and the transactional model of stress are and coping falls well in step with the conceptual rationale for the course as it aims to help ADN nursing students deal with stress (King et al., 2021). CBT interventions involve behavioral change and cognitive re-organization which forms good support for Nursing Education since it focuses on the patients, and uses evidence-based interventions (Green, 2021). This makes CBT very appropriate for explaining to students how to cope with stress within clinical practice. Likewise, the Transactional Model gives a sound foundation for the measurement and regulation of stress with a focus on the appraisal of the stressors present and available resources for handling stress (Green, 2021). If these models are incorporated into the course, students enable them to master practical and flexible stress management strategies that may improve their learning experience as well as their future jobs. All these theoretical approaches enhance related stress management hence enhancing students’ coping strategies when confronted with tough conditions in health sectors.

Thinking, Learning, and Communicating Methods for Specific Learning Situations

While creating a stress management course for ADN nursing students, it is crucial to analyze the types of learners and subjects they have preferences towards. Of all the models used to classify learning styles, Flemings VARK shows great promise as it categorizes students into visual, auditory, reading writing, or kinesthetic (Tang & Huson, 2019). This enables the instructors to make necessary adjustments to teaching techniques to meet students’ preferences. For instance, visually impaired students may learn well if charts, graphs, or video clips are used as learning tools while the students who can easily follow instructions orally will do well if the teacher uses techniques such as lectures and discussions. Kinesthetic learners learn more when they are actively involved physically through the use of Proctor-Model Strategies such as simulations or practical exercises  (Tang & Huson, 2019). Stress-reducing exercises like, muscle relaxation exercises and role-playing sessions improve their learning process. when it comes to reading/writing style learners the concept of stress management is enhanced by exercising using case studies, journal articles, and reflective writing. A unique emphasis should also be placed on the diversity of the learning styles. For visual learners, competence can be shown through the method of making concept maps or presenting infographics since the information is presented in the form of pictures, charts, or images, while for the auditory learners, one can be tested through oral presentation or group discussions (Antón et al., 2021). Practical assessments could be preoccupation management student demonstrations or patient relations actualizations. Stress as a concept is nonexistent in human experience without having the viewers comprehend the VARK model intended by Fleming, classroom instruction fosters student ability to learn stress management in nursing practice.

Nursing and Healthcare Teaching Strategies, Techniques, and Outcomes