NURS6105 asks MSN students to examine how educational theory and teaching strategies support learning.
According to Capella's catalog, the settings include the classroom, online, the laboratory and clinical environments, and the content covers domains of learning, learning styles, student engagement and classroom management.
Students often find it challenging because they must move from knowing nursing content to designing how others learn it. Explaining a concept well is not the same as choosing a strategy that fits an objective, a learner group and a setting.
Course at a Glance
| Item | Details |
|---|---|
| University | Capella University |
| Course code | NURS6105 |
| Credits | 4 |
| Level | Master's (MSN students only) |
| Prerequisite | For RN-to-MSN pathway students: NHS5004, NURS5003, NURS5005, NURS5007 |
| Focus | Educational theory and teaching strategies |
What NURS6105 Covers
| Topic | What it means |
|---|---|
| Educational theory | Ideas about how people learn, used to justify choices |
| Teaching strategies | Methods used in class, online, lab and clinical settings |
| Domains of learning | Different kinds of learning outcomes, such as knowledge, skills and attitudes |
| Learning styles | Learner preferences, examined critically |
| Student engagement | Keeping learners active and involved |
| Classroom management | Creating a productive learning environment |
Matching Strategy to Objective
The core skill is alignment: choose a strategy because it helps learners reach a specific objective.
Invented illustration: Objective: students will correctly perform a hand-hygiene procedure. This is a skill, so a demonstration followed by supervised practice and feedback fits better than a lecture. Objective: students will recognize ethical tensions in discharge planning. A case discussion with structured questions fits better than a demonstration.
When you justify a strategy, name the theory, the learning domain and the setting. That gives your reader three reasons instead of one.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Teaching strategy analysis | Using theory to justify methods | Match each method to an objective and cite sources |
| Learning plan or session design | Practical application | State objectives, activities, timing and how you will check learning |
| Engagement strategies review | Understanding of motivation | Give concrete techniques for different settings |
| Discussion posts | Applying ideas | Use an example and engage with peers' choices |
What Active Learning Looks Like in Different Settings
The catalog names the classroom, online, laboratory and clinical settings. The same strategy rarely works unchanged in all four, so a strong answer adapts it.
| Setting | Possible active strategies | Watch for |
|---|---|---|
| Classroom | Think-pair-share, case discussion, short polls | Time use and quieter learners |
| Online | Structured discussion, collaborative tasks, short quizzes | Access and isolation |
| Laboratory | Demonstration, deliberate practice, feedback | Equipment and group size |
| Clinical | Guided questioning, debriefing, reflection | Patient safety and workload |
Invented illustration: In a clinical debrief, an educator might ask "What did you notice, what did you do, and what would you change?" The questions invite learners to explain their reasoning, which is more active than the educator simply giving feedback.
When you write about engagement and classroom management, link each technique to a purpose such as keeping attention, encouraging participation or setting expectations.
Where Students Get Stuck
- Treating learning styles as settled fact. The catalog says students investigate the concepts, so evaluate them critically.
- Listing activities without objectives. Start with what learners should be able to do.
- Ignoring the setting. Online, lab and clinical teaching need different approaches.
- Thin evidence. Cite educational and nursing education literature.
A Second Worked Example: Aligning a Session Plan
A session plan is stronger when each activity points back to an objective. A simple table keeps you honest.
| Objective | Activity | How you check learning |
|---|---|---|
| Explain the steps of a procedure | Short demonstration, then learners explain it to a partner | Listen for missing steps and correct |
| Apply a concept to a case | Small-group case discussion | Collect one written answer per group |
| Reflect on practice | Brief written reflection | Read a sample and give feedback |
The table is a model for structure, not required content. Substitute your own topic and learners.
Before You Submit
- Does each strategy link to a theory or a source?
- Have you considered the setting, such as online or clinical?
- Is engagement addressed with specific techniques?
- Are the objectives written with action verbs?
Study Tips for NURS6105
- Write objectives with action verbs before choosing strategies.
- Keep a quick table of strategies by setting.
- Think about how you would check whether learning happened.
- Use your own experience teaching patients or colleagues for examples.
Where NURS6105 Fits
NURS6105 shares the same listed prerequisites as the other RN-to-MSN pathway courses, NHS5004, NURS5003, NURS5005 and NURS5007. It works well alongside the assessment and curriculum courses, because teaching strategy, assessment and curriculum design all rest on clear learning objectives.
If you are taking several education courses, reuse your best objectives across assignments so you can see how a single idea moves from design to teaching to assessment. Keep a short log of what you learned from instructor feedback, and apply it to the next paper.
How We Help with NURS6105
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Frequently Asked Questions
Educational theory and teaching strategies that support learning in classroom, online, lab and clinical settings.
Domains of learning, learning styles, student engagement and classroom management.
4 in the 2025-2026 catalog.
MSN students only.
The catalog entry lists none.
Capella also lists NURS-FPX6105; this page covers the NURS6105 listing.