The creation of a positive learning setting allows students to feel well-cared-for, engaged, and comfortable, which makes them motivated to strive for success (Henderson, Cooke, Creedy, & Walker, 2012). In an environment where ideas and tasks stay constant, and focus is set on the positive attributes of learning, learners are motivated and actively participate in classroom activities. When offered the chance of becoming responsible for their accomplishments, learners have a high possibility of benefiting from the studies, hence the easy development of self-motivation. This is the fundamental objective of every educator as a lack of motivation is usually the cause of failure and disciplinary problems.
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Poor handling of the concerns of students by the faculty could generate a negative learning environment where learners feel nervous and disesteemed by their educators and peers (Henderson et al., 2012). Such a negative learning environment could turn out to be very competitive. In some instances, such a negative learning environment fails to support the approach of learners attempting to use the practices of active learning where shared knowledge and encouragement are essential. In addition, the effects of a negative learning environment may lower the likelihood of learners being intrinsically stimulated.
One strategy that the faculty can employ to support the participation of learners in their learning is the establishment of classroom monitors. In this case, a classroom monitor could be one of the well-performing students or a group of learners. The monitors will have the responsibility of maintaining order in the classroom and sometimes allocating tasks that the students will be required to undertake each day. Such engaging endeavors enable the students to develop positive interrelations with their peers in an attempt to better the learning environment.
Moreover, the application of monitors provides opportunities for students to embark on leadership functions (Papathanasiou et al., 2014). The classroom arrangement and interrelations ought to be made in a manner that enhances the learning of students through group coherence to ease the work of monitors and ensure that all students have equal chances to succeed.
In a work setting, a faculty’s confidence and competence control the learning experience of students through the provision of the moral support necessary for success. A faculty’s confidence and competence are fundamental in the creation of a positive learning environment that inspires the improvement of learners’ performance. The creation of a positive learning environment facilitates the capacity of learners and employees and boosts their success in activities in and out of work (Bisholt, Ohlsson, Engström, Johansson, & Gustafsson, 2014).
A faculty’s confidence and competence influence the learning experience by ensuring that learners feel comfortable, develop good relationships with their educators and colleagues, and believe that they have all it takes to succeed.
Promoting a positive learning experience for learners and nurses is important as it boosts their performance and increases their moral development (Bisholt et al., 2014). Enhancing a positive learning experience for nurses facilitates their preparedness for medical endeavors and encourages learners to be active partakers in the progression. Educators can create a positive learning experience through shunning the interruption of learners before completing the presentation of their concerns, making approving eye contact, employing a corroborative tone, and using a favorable facial appearance in an effort of building a sense of comfort for the students.
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If employed suitably, humor may stimulate attention and, most significantly, promote a safe learning setting through the diffusion of nervousness and tension. It is fundamental to generate a positive learning experience for nurses to better the means of their service provision to patients. Clinical placements and nursing schools ought to collaborate strongly with the aim of exploring and extending models of control suitable for quality care and resolution of concerns that alleviate hindrances in the creation of fascinating and successful learning settings.
Learning through role-modeling methods and techniques promotes and enhances a positive experience for learners and nurses. Some role-modeling methods and techniques encompass observation, reflection, and an intricate combination of conscious and unconscious actions. Role-modeling acts as an effective means in which professionals can pass on knowledge, proficiencies, and ideals of the profession to learners (Bisholt et al., 2014). Active reflection on the progression seeks to change an unconscious sentiment into heedful consideration that may be transformed into values and actions. The urge to improve one’s performance is a vital stride in the facilitation of role-modeling.
In conclusion, the formation of a positive learning setting enables learners to feel well-cared-for, involved, and at ease, which makes them inspired to strive for success. Poor handling of the issues of students by the faculty could create a negative learning setting where learners feel nervous and undervalued by their educators and colleagues. Establishing a positive learning experience for learners and nurses is imperative as it boosts their performance and enhances their moral development. Role-modeling functions as an effective way in which professionals can convey knowledge, proficiencies, and ideals of the career to learners.
Bisholt, B., Ohlsson, U., Engström, A. K., Johansson, A. S., & Gustafsson, M. (2014). Nursing students’ assessment of the learning environment in different clinical settings. Nurse Education in Practice, 14(3), 304-310.
Henderson, A., Cooke, M., Creedy, D. K., & Walker, R. (2012). Nursing students’ perceptions of learning in practice environments: A review. Nurse Education Today, 32(3), 299-302.
Papathanasiou, I. V., Tsaras, K., & Sarafis, P. (2014). Views and perceptions of nursing students on their clinical learning environment: Teaching and learning. Nurse Education Today, 34(1), 57-60.