To ensure every learner is embraced, there is a need to factor conflict With resolution strategies that are in line with the Sociocultural Learning Theory. Among such measures, the most efficient one is to inspire the students to voice their opinions within the classroom (Liu et al., 2023). From the research carried out, the teachers should ensure freedom of expression and avoid inter-learner hostility due to a lack of tolerance for diversity in cultural and/or ideological practices. Cognitive role-play and role-play with scripts within group works are effective in promoting sympathy and interpersonal skills for students and the classroom environment.

Restorative Justice Approaches

Another proven method is the utilization of conflict resolution techniques based on the restorative justice perspective. This approach brings in be ability to reconcile, compensate, and rebuild a fellowship of trust (Liu et al., 2023). Culture- or race-based lesson plan: Teachers can model or conduct restorative circles or mediations, with students, in instances of student-to-student conflict. The engagement method fosters cooperation and respect that is suitable with the sociocultural learning theory that floats on cooperation and socially accepted interferences.

Cultural Competence Training and Diversity Seminars

The required student diversity seminars and culture competence training sessions are also important to promote culturally sensitive classrooms. With these interventions, a student can appreciate the opinions of others and therefore, limit biases and disagreements among students (Ryan et al., 2022). When the students are trained on how to master multiculturalism, the educators can help foster great teamwork, understanding, and mutual respect among students which is in line with the sociocultural learning theories.

Conclusion

Overall, the Sociocultural Learning Theory can be considered the most suitable framework for teaching stress reduction to ADN nursing students. This theory provides an action plan for designing an environment for learning in which students excel in structuring their information acquisition from reacting positively to social interactivity, cultural diversity, and collaboration (Duque et al., 2021). College students studying for ADN may experience stress arising from academic demands as well as clinical practice obligations and personal problems that can be counteracted by populating existing coping mechanisms and improving the students’ well-being through sociocultural assets such as group support, culturally sensitive curriculum, and mindfulness.

References

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