NURS-FPX6105, Teaching and Active Learning Strategies, is an MSN FlexPath course at Capella University. The catalog says students examine how educational theory and teaching strategies facilitate learning in the classroom, online, in the laboratory and in clinical settings.
They also investigate domains of learning, learning styles, student engagement and classroom management. The challenge is moving from naming theories to designing a session in which students do something active.
Course at a Glance
| Item | Details |
|---|---|
| University | Capella University |
| Code and title | NURS-FPX6105, Teaching and Active Learning Strategies |
| Program points | 2 |
| Who can take it | MSN students in the FlexPath option |
| Prerequisite | Certain specialization students must have completed NHS-FPX5004, NURS-FPX5003, 5005 and 5007 |
| Typical work | Written assessments on teaching theory, strategies and session design |
What NURS-FPX6105 Covers
| Theme | In plain language |
|---|---|
| Educational theory | Explanations of how people learn |
| Teaching strategies | Methods that help learners reach outcomes |
| Settings | Classroom, online, laboratory and clinical |
| Domains of learning | Cognitive, affective and psychomotor |
| Learning styles | Preferences, which you should discuss critically |
| Engagement and classroom management | Keeping learners involved and sessions orderly |
Key Concepts Explained
Domains of Learning
Match activities to the domain: knowledge (cognitive), attitudes (affective) and skills (psychomotor). A session on pressure injury prevention might include a quiz, a discussion of empathy and a hands-on repositioning practice.
Invented illustration: Objective: students will correctly position a patient to offload pressure. Activity: demonstration, then paired practice with a checklist, then feedback. This fits the psychomotor domain and gives learners active practice.
Active Learning
Examples include case discussions, think-pair-share, simulation, flipped classrooms and problem-based learning. Explain why each suits the objective.
Learning Styles with Care
Preference models are popular, but evidence for matching teaching to a style is mixed. Say that, and show that you vary methods for all learners.
Typical Work and How to Approach It
Confirm exact assessments in your courseroom. Typical forms follow.
| Task type | What it tests | How to approach it |
|---|---|---|
| Teaching plan | Design | Set objectives, activities, timing and assessment |
| Strategy comparison | Critical analysis | Compare strengths, limits and fit |
| Engagement plan | Practical thinking | Describe how you would involve quiet or struggling learners |
Aligning Objectives, Activities and Assessment
A reliable session plan keeps the three aligned.
| Objective | Activity | How you will know |
|---|---|---|
| Explain the stages of a process | Short lecture and concept map | Learners complete a map |
| Apply a skill | Simulation with checklist | Observed performance |
| Discuss values | Case discussion | Reflection responses |
Structuring a Teaching Session Plan
A well-formed plan makes your reasoning visible to the marker. Include the following.
- Audience and setting: who are the learners and where does the session take place?
- Objectives written with measurable verbs.
- Theory that informs your choices, such as adult learning principles.
- Activities in order, with approximate timing.
- Engagement and classroom management strategies.
- Assessment and feedback.
Sample Timing Table
| Minutes | Activity | Purpose |
|---|---|---|
| 0 to 10 | Short case and question | Activate prior knowledge |
| 10 to 25 | Brief explanation | Introduce key content |
| 25 to 45 | Small-group problem solving | Apply the content actively |
| 45 to 55 | Group sharing and feedback | Check understanding |
| 55 to 60 | Exit question | Assess learning |
The timing is an invented illustration of how a one-hour session could be structured.
Terms to Know Before You Write
| Term | Meaning |
|---|---|
| Active learning | Instruction that requires learners to do and think about what they do |
| Cognitive, affective, psychomotor | The knowledge, attitude and skill domains of learning |
| Formative assessment | Checks during learning that guide next steps |
| Classroom management | Creating an orderly, respectful learning environment |
Before You Submit
- Objectives use measurable verbs.
- Activities, objectives and assessment are aligned.
- You considered online and in-person delivery.
Working Sessions That Keep You Moving
| Session | Task | Output |
|---|---|---|
| 1 | Define audience, setting and objectives | Objectives list |
| 2 | Choose theory and find supporting studies | Evidence list |
| 3 | Design activities and timing | Session table |
| 4 | Add engagement, classroom management and assessment | Complete plan |
If the assessment asks for several settings, such as online and clinical, adapt one core plan rather than designing each from scratch.
Questions to Ask Your Instructor
- Should the plan be for classroom, online, laboratory or clinical teaching?
- Do you expect a particular learning theory to be used?
- How detailed should the timing and activities be?
- Is a sample assessment tool needed?
- Which citation style and minimum sources apply?
A plan for one setting, done well, is usually better than a thin plan for all four.
Where Students Get Stuck
- Theory without design. Show how theory shapes activities.
- Passive plans. Include learner activity.
- Mismatched assessment. Align it with the objective.
- Uncritical learning styles. Acknowledge the evidence debate.
Study Tips for NURS-FPX6105
- Write objectives with measurable verbs.
- Try each activity on a friend before describing it.
- Plan for online and in-person versions.
- Keep a bank of examples across the three domains.
How We Help with NURS-FPX6105
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Frequently Asked Questions
Educational theory, teaching strategies for classroom, online, lab and clinical settings, domains of learning, learning styles, engagement and classroom management.
2.
MSN students in the FlexPath option.
Track-based: certain specialization students must have completed NHS-FPX5004, NURS-FPX5003, 5005 and 5007.
Discuss them critically, since evidence for matching instruction to style is mixed.
No. We offer study help, model work and feedback only.