| Course | NUR 671 Teaching in Nursing and Health-Related Settings |
|---|---|
| Module | Module 2 |
| Paper type | Discussion board post and reply |
| Length | About 398 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 671 Module 2
Teaching/Learning Theories Discussion: Three Theories, One Skill and Eight New Mother-Baby Nurses
Three Theories at One Bedside: Planning Hand Expression Teaching for New Mother-Baby Nurses
Initial Post
My portfolio unit will teach newly hired mother-baby nurses to coach mothers in hand expression of colostrum during the first day after birth. The cohort usually mixes new graduates with experienced nurses transferring from medical-surgical units. Three theories from this module shape my plan, and each one changes something specific.
Andragogy. Knowles et al. (2015) describe adult learners as bringing experience, wanting to know why something matters and learning best when content solves a problem they face. My transferring nurses have taught patients for years but not this skill; my new graduates have little teaching experience at all. So I will open with a problem rather than anatomy: a mother whose baby is sleepy at the breast at 18 hours and who is worried she has no milk. I will also explain why the skill matters, including a randomized trial in which mothers of term newborns who were feeding poorly were more likely to still be breastfeeding at two months when assigned to hand expression rather than pumping (Flaherman et al., 2012).
Self-efficacy. Bandura (1977) argued that whether someone tries a behavior depends heavily on how capable they expect to be, and that mastery experience is its strongest source. Many nurses are uncomfortable teaching an intimate skill. Watching me demonstrate will help, but practicing on a breast model and then coaching a peer in role-play will build the mastery experience that makes them willing to offer the teaching to a real mother.
Experiential learning. Kolb (2015) describes learning as a cycle of concrete experience, reflection, abstract conceptualization and active experimentation. My plan follows that cycle: a role-play (experience), a short debrief on what felt awkward (reflection), a brief explanation of technique and timing (concept), then a second role-play with a harder case (experimentation).
What changes. Without these theories I would have taught a lecture with a video. With them, the session starts with a problem, puts practice before the summary and repeats the cycle so confidence builds on success.
Reply to a Classmate (On Cognitive Load)
Sam, you asked whether three role-plays in one session would overload new graduates. That is a fair worry. I could give the new graduates a printed script for the first round and remove it for the second, which keeps the practice but lowers the demand at first.
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
Flaherman, V. J., Gay, B., Scott, C., Avins, A., Lee, K. A., & Newman, T. B. (2012). Randomised trial comparing hand expression with breast pumping for mothers of term newborns feeding poorly. Archives of Disease in Childhood: Fetal and Neonatal Edition, 97(1), F18-F23. https://doi.org/10.1136/adc.2010.209213
Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
NUR 671 Module 2 instructions, in plain terms
The posted syllabus places this board in Module 1 alongside readings on understanding the learner and on teaching and learning theories, and one of the module's outcomes is to apply common teaching and learning theories in planning for specific learners and situations. That outcome is the prompt's center: name the learners and the situation, then show how each theory you choose shapes the plan. Two or three theories handled in depth will serve better than a survey of many. The general board expectations apply, including relevant research or theory, professional language, privacy and APA 7, and the post can connect to the topic you are developing for the instructional unit portfolio.
How the NUR 671 Module 2 example is put together
The opening names the skill, the learners and their mix of experience, which sets up every later choice. Three paragraphs follow, one per theory, each with the same movement: a one-sentence account of the theory with its citation, what it means for these learners and the concrete change it makes in the session. Andragogy produces a problem-first opening and a reason for the skill backed by a randomized trial. Self-efficacy produces model practice and peer coaching before real mothers. Kolb's cycle produces a role-play, debrief, concept and second role-play sequence. A short closing paragraph contrasts the plan with and without the theories. The reply to a classmate proposes a scaffold for new graduates.
NUR 671 Module 2 rubric: what earns full marks
The syllabus divides this board's 5 points equally between the opening post and the replies. The post earns most when theories are applied to the stated learners and situation, which is the module outcome, rather than summarized from the textbook. Accurate representation of each theory, with citations, matters, as does a clear link between theory and plan. Choosing theories that fit the learners, for example adult learning for experienced nurses or self-efficacy for an uncomfortable skill, shows judgment. Evidence that explains why the content matters adds strength. Responses should extend the discussion with examples, theory or clarification, and when someone questions your post, reply to them.
NUR 671 Module 2 help: mistakes that cost marks
Too many drafts summarize three theories and add one sentence of application at the end. Lead with your learners and make each theory change something. Another is choosing theories that do not fit, such as a child development theory for adult nurses. Keep descriptions of theories accurate and cited. If you share the topic and learners for your portfolio unit, the desk can help plan a post that applies theories to them. Avoid overstating research; describe what a study found and for whom. Use replies to add a practical adjustment or a question, since that is where the second half of the points comes from, and keep each reply to a few sentences.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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NUR 671 Module 2 questions, answered
Where can I find a free NUR 671 Module 2 sample paper?
The NUR 671 Teaching/Learning Theories Discussion sample on this page applies three theories to planning hand expression teaching for new nurses.
Which theories work for teaching nurses?
Andragogy, social cognitive theory and self-efficacy, experiential learning and cognitive load theory are commonly applied in staff and student education.
What is Kolb's experiential learning cycle?
Kolb pictured learning as a loop in which a learner does something, thinks back over it, draws a general idea out of it and then tries that idea somewhere new.
What builds self-efficacy in learners?
Bandura identified mastery experiences as the strongest source, followed by watching others succeed, persuasion and managing physical and emotional states.
Why teach hand expression after birth?
In one randomized trial, mothers of term newborns feeding poorly were more likely to be breastfeeding at two months with hand expression than with pumping.