NURS FPX 6105 Assessment 4 Assessment Strategies and Complete Course Plan
Student Name Capella University NURS-FPX 6105 Teaching and Active Learning Strategies Prof. Name Date Overview of the Course This evaluation provides an in-depth analysis of the Diabetes Self-Management Education (DSME) course offered to adult patients at Vila Health Center. The course is designed to enhance patient understanding and practical skills necessary for managing diabetes effectively. A robust assessment strategy is incorporated to monitor the achievement of learning outcomes. The course leverages Social Cognitive Theory (SCT) as its theoretical foundation, emphasizing learning through observation, modeling, and reinforcement. SCT is particularly suitable for adults with chronic conditions, as it encourages patients to integrate practical self-care behaviors into their everyday routines. Nurse educators are pivotal in applying SCT principles, guiding learners toward consistent and sustainable diabetes management practices. The curriculum is designed to accommodate the diverse needs of adult learners. Instructional strategies are tailored to address differences in cultural, educational, and socioeconomic backgrounds. Motivational and management approaches are integrated to ensure engagement and active participation. Cultural competence is embedded throughout the course to promote confidence in adopting self-care behaviors. This approach mitigates barriers to understanding and compliance, supporting long-term health-promoting behavior adoption. Instructional methods rely on evidence-based pedagogical strategies, focusing on interactive, experiential learning rather than traditional lecture methods. The holistic framework encourages both knowledge acquisition and behavioral change, fostering collaboration and peer-to-peer learning. Learners leave the program with the skills, knowledge, and confidence necessary for effective diabetes self-management. Application and Rationale of Social Cognitive Theory Application of Social Cognitive Theory to Optimize Teaching Experience SCT significantly enhances the teaching effectiveness of DSME by promoting experiential learning and social modeling. This theory emphasizes the importance of observation and social influence in learning new behaviors, making it highly relevant for patients needing lifestyle modifications (Govindaraju, 2021). Within DSME, SCT encourages the use of peer-led learning, culturally relevant examples, and behavior modeling. For instance, nurses demonstrate practical skills such as insulin administration, meal preparation, and glucose monitoring. These demonstrations provide learners with actionable examples, enhancing the likelihood of behavior adoption and sustained adherence (Islam et al., 2023). Rationale for Social Cognitive Theory SCT is selected for DSME because of its ability to facilitate behavioral change through observational learning and social reinforcement. Patients observing peers or educators practicing proper diabetes management are more likely to emulate these behaviors (Smith et al., 2020). SCT also supports group-based learning, fostering mutual support, motivation, and self-confidence among learners. Table 1 illustrates the alignment of SCT principles with specific DSME educational strategies and expected outcomes. Table 1. Application of SCT Principles in DSME SCT Principle Educational Component Expected Outcome Observational Learning Demonstration of insulin use Correct medication practices Social Reinforcement Group discussions and feedback sessions Increased motivation and peer support Behavioral Capability Hands-on activities (meal prep, glucose checks) Improved self-care skills Self-efficacy Peer success stories Enhanced confidence in self-management Incorporating real-life scenarios, guided practice, and culturally tailored materials (pamphlets, videos) enhances learner engagement and autonomy (Jahromi et al., 2024; Kaveh et al., 2022). Instructional Methods, Learning Strategies, and Management Thinking, Learning, and Communicating Methods for Specific Learning Situations A DSME program must address the cognitive and cultural diversity of adult learners. SCT-informed strategies facilitate interactive teaching methods, such as demonstrations and group discussions, to increase comprehension and retention (Smith et al., 2020). Instructional resources include multilingual and culturally relevant materials to reduce barriers for learners from diverse backgrounds. Communication strategies are designed to accommodate minority populations, including Native Americans, Hispanic Americans, and African Americans, through bilingual materials, interpreters, and culturally contextual examples (Sari et al., 2022; Davis et al., 2022). Personalized learning approaches consider literacy levels, cognitive abilities, and individual preferences. Visual aids, hands-on exercises, and collaborative interprofessional support enhance knowledge acquisition and skill development (Goodman & Lambert, 2023; Powers et al., 2020; Asmat et al., 2022). Integration of Appropriate Learning Strategies, Techniques, and Outcomes The course employs a blended learning model, combining in-person sessions with virtual components. This approach provides flexibility for learners with logistical constraints. Online modules feature interactive tools, video demonstrations, and telehealth check-ins, while face-to-face sessions emphasize practical exercises and peer interaction (Bullock et al., 2023; Sharma et al., 2024). Table 2. Learning Techniques and Outcomes Learning Technique Description Outcome Blended Learning Telehealth and in-person sessions Increased access and engagement Interactive Exercises Hands-on practice and group discussions Enhanced skills and understanding Simulation Activities Meal planning and glucose monitoring Reinforced self-management behaviors Infographics Visual representation of complex topics Improved knowledge retention Assessment metrics include pre- and post-session evaluations, individualized care plans, and activity logs to measure progress in self-care competencies (Powers et al., 2020; Kreider, 2023). Situations, Populations, and Classroom Management Adult diabetic learners benefit from flexible, interactive education. Peer sharing, asynchronous learning modules, and blended approaches accommodate diverse schedules and lifestyles (Bullock et al., 2023). Classroom management integrates behaviorist principles, using incentives and structured reinforcement to maintain engagement (Law et al., 2022). Vygotsky’s Social Development Theory informs collaborative strategies, encouraging social learning and retention through peer interaction (Erbil, 2020). Positive reinforcement, such as verbal acknowledgment and certificates, further motivates learners (Khajuria & Sarwar, 2022). Evaluating Evidence Recent studies underscore the importance of cultural competence in DSME. Sari et al. (2022) and Singh et al. (2023) highlight how patient-centered approaches respecting cultural traditions improve engagement and outcomes. These studies use empirical methodologies and are published in reputable journals, ensuring credibility and relevance. Practical applications from these studies guide educators in creating culturally aligned instructional strategies. Teaching Plan The DSME teaching plan is designed to foster knowledge, skills, and behavioral change among adult diabetic patients. Social Cognitive Theory underpins instructional strategies, emphasizing observational learning, self-efficacy, and modeling (Smith et al., 2020). Teaching methods include blended learning, virtual simulations, group activities, and telehealth support. The plan integrates culturally competent practices to ensure inclusivity and relevance. The ultimate goal is to equip patients with the ability to manage diabetes independently and confidently. Table 3. DSME Teaching Plan Overview Section Content Description Course Diabetes Self-Management Education Introduction Overview of DSME goals, emphasizing improved patient self-care and understanding (Bullock et al., 2023) Learning Outcomes Knowledge, behavioral changes, skills, and attitudes expected post-course (Powers et
NURS FPX 6105 Assessment 3 Teaching Strategies
Student Name Capella University NURS-FPX 6105 Teaching and Active Learning Strategies Prof. Name Date Teaching Strategies Teaching strategies are crucial in a healthcare communication skills course for nurses. These strategies ensure that nurses acquire the essential skills required to interact effectively with diverse patient populations. Effective teaching in this area supports patient-centered care, facilitates interdisciplinary collaboration, and equips nurses to manage complex communication challenges in clinical settings. Learning Outcomes for a Course Research indicates that a carefully designed curriculum can enhance nurses’ communication skills. For instance, a study conducted in Poland emphasizes the growing significance of communication in healthcare and the necessity of adapting communication courses to cultural and contextual factors (Borowczyk et al., 2023). Similarly, Moudatsou et al. (2020) highlight that empathy is a cornerstone of effective healthcare communication. Despite its importance, many healthcare professionals struggle to consistently apply empathetic communication due to high patient loads, time constraints, and inadequate training. Structured educational programs, including hands-on activities and supervision, can help develop empathy, social skills, and professional communication competence. The core learning outcomes for a healthcare communication skills course are: Learning Outcome Description Cultural competence and adaptability Nurses develop skills to respect cultural diversity and adapt communication strategies to patient needs. Empathetic communication proficiency Nurses enhance their ability to convey understanding, compassion, and emotional support in clinical interactions. Comprehensive communication skills Nurses gain mastery over patient interactions, interdisciplinary teamwork, and conflict resolution strategies. By achieving these outcomes, nurses can manage challenges such as heavy patient loads while ensuring effective, empathetic, and culturally sensitive communication. General Course Content The course covers essential topics including boundary setting, non-verbal communication, effective feedback, empathy in written communication, and strategies for handling complex scenarios. Practical exercises, such as demonstrations with standardized patients, allow nurses to practice these skills in realistic clinical situations (Mayo Clinic, 2024). These learning activities are directly linked to course objectives, enhancing cultural competence and the ability to navigate diverse patient interactions effectively. Appropriate Teaching Strategies Several studies recommend innovative approaches for teaching healthcare communication skills: These methods align with course objectives, ensuring nurses gain comprehensive skills for empathetic, adaptable, and culturally competent patient care. Evidence-Based Strategies for Managing Potential Barriers to Learning in a Classroom Strategy Description Supporting Research Integrating technology-based teaching Virtual simulations enhance experiential learning, motivation, and engagement. Gaur et al., 2020 Effective clinical teaching Structured teaching, direct observation, and feedback improve skill acquisition and professional development. Burgess et al., 2020 Utilizing experiential methods Role-playing and Gagne’s instructional events provide practical skill reinforcement and increase empathy. Hsieh & Lo, 2020 Potential Barriers to Learning in a Classroom Barriers in health sciences education include low learner motivation, unrealistic expectations, limited resources, and challenges with online learning platforms. Addressing technological competence, resource availability, and learner motivation is critical to optimizing educational outcomes in healthcare communication courses (Regmi & Jones, 2020). Strategies for Overcoming Learning Barriers Integrating technology and experiential teaching enhances learner engagement. Virtual simulations create dynamic, interactive learning environments, increasing motivation and practical skill development (Regmi & Jones, 2020). Clear expectations and structured clinical teaching, including direct observation and feedback, ensure alignment between learner perceptions and patient-centered care demands (Burgess et al., 2020). Additionally, structured use of technology addresses IT skill gaps among nurses, making online learning environments more accessible and effective (Gaur et al., 2020; Hsieh & Lo, 2020). Efficient allocation of resources through virtual simulations and well-planned teaching activities ensures high-quality education despite logistical constraints. Maintaining Diverse Learners’ Motivation To sustain motivation in a healthcare communication course, combining technology-based learning with experiential activities is effective. Interactive simulations and structured clinical exercises create an engaging and practical learning environment (Regmi & Jones, 2020). Continuous feedback and clear expectations promote a sense of achievement and reinforce professional skill development (Burgess et al., 2020). By supporting IT skill enhancement and providing diverse learning modalities, nurses remain motivated to actively participate and develop communication proficiency (Gaur et al., 2020; Hsieh & Lo, 2020). Conclusion Incorporating strategies such as virtual simulations, structured clinical teaching, and Gagne’s model enhances engagement, provides personalized feedback, and simulates realistic scenarios. Clear expectations, interactive experiences, and technology integration create a supportive and motivating learning environment. These strategies enable nurses to develop cultural competence, empathetic communication, and comprehensive patient-centered skills, ultimately improving the quality of care provided. References Borowczyk, M., Stalmach–Przygoda, A., Doroszewska, A., Libura, M., Chojnacka-Kuraś, M., Małecki, Ł., Kowalski, Z. W., & Jankowska, K. (2023). Developing an effective and comprehensive communication curriculum for undergraduate medical education in Poland – the review and recommendations. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04533-5 Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Key tips for teaching in the clinical setting. BMC Medical Education, 20(S2). https://doi.org/10.1186/s12909-020-02283-2 NURS FPX 6105 Assessment 3 Teaching Strategies Gaur, U., Majumder, M. A. A., Sa, B., Sarkar, S., Williams, A., & Singh, K. (2020). Challenges and opportunities of preclinical medical education: COVID-19 crisis and beyond. SN Comprehensive Clinical Medicine, 2(11), 1992–1997. https://doi.org/10.1007/s42399-020-00528-1 Hsieh, M.-C., & Lo, W.-L. (2020). Teaching communication skills: Using Gagne’s model as an illustration. Tzu Chi Medical Journal, 32(1), 19. https://doi.org/10.4103/tcmj.tcmj_59_19 Mayo Clinic. (2024). Effective communication in healthcare online CNE course. Mayo Clinic School of Continuous Professional Development. https://ce.mayo.edu/nursing/content/effective-communication-healthcare-online-cne-course#:~:text=Topics%20include%20boundary%20setting%2C%20non NURS FPX 6105 Assessment 3 Teaching Strategies Moudatsou, M., Stavropoulou, A., Philalithis, A., & Koukouli, S. (2020). The role of empathy in health and social care professionals. Healthcare, 8(1), 1–9. https://doi.org/10.3390/healthcare8010026 Regmi, K., & Jones, L. (2020). A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Medical Education, 20(1), 1–18. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02007-6
NURS FPX 6105 Assessment 2 Management and Motivation
Student Name Capella University NURS-FPX 6105 Teaching and Active Learning Strategies Prof. Name Date Management and Motivation This assignment examines the critical role of management and motivation in enhancing nurses’ acquisition of healthcare communication skills. Understanding how to maintain motivation and provide effective management is essential for improving nurses’ professional performance and patient care outcomes. Appropriate Learning Environment For nurses aged 25 to 55, creating an optimal learning environment requires incorporating strategies from successful clinical settings, such as those observed in Chinese hospitals. Key components include: By actively promoting communication competencies and linking them to improved patient outcomes, nurses are more likely to engage meaningfully in their training (Zhang et al., 2022). Alternate Learning Environments Alternative approaches to healthcare communication skills training can further enhance learning outcomes. Studies suggest that early and varied exposure to clinical environments positively impacts professional growth. Two promising strategies include: Alternative Approach Description Benefits Simulation-based training Uses realistic scenarios to practice healthcare communication Provides hands-on experience, safe learning environment, enhances critical thinking Mentorship programs Pairing experienced nurses with learners for guided practice Strengthens professional identity, fosters empathy, enhances self-awareness Implementing rotations across multiple healthcare settings can broaden experience and develop a stronger sense of professional identity. Research should explore these approaches in diverse institutions and cultural contexts to evaluate their effectiveness in improving communication skills for nurses aged 25–55 (Wang et al., 2022). Theories of Classroom and Learner Management Research in nursing and midwifery education emphasizes the value of multiple learning theories, particularly in technology-enhanced environments. Predominant frameworks include: Kolb’s Experiential Learning Theory and Driscoll’s Constructivist Learning Theory are particularly relevant to technology-enhanced learning in nursing, supporting hands-on practice and reflective learning (O’Connor et al., 2022). Strengths and Weaknesses of Theories Theory Strengths Weaknesses Kolb’s Experiential Learning Theory Encourages active engagement and practical application May overlook collaborative dynamics crucial in healthcare communication Driscoll’s Constructivist Learning Theory Integrates new knowledge with prior understanding, fosters meaningful learning Limited focus on behavioral aspects such as empathy, non-verbal cues Behaviorist & Social Cognitive Theories Emphasize observable behaviors and social interactions May underemphasize reflective and experiential learning A balanced approach that integrates constructivist, behaviorist, and social cognitive principles can enhance nurses’ communication skill acquisition and practical application. Theories of Learner Motivation Several motivational theories are relevant to nursing education, including: These frameworks provide insight into how motivation affects learning engagement, satisfaction, and patient care outcomes (Paula et al., 2021). Strengths and Weaknesses of Motivational Theories Theory Strengths Weaknesses Maslow’s Hierarchy of Needs Helps identify learners’ personal and professional needs Oversimplifies complex socio-emotional factors Herzberg’s Motivation-Hygiene Addresses recognition and satisfaction Limited in addressing nuanced interpersonal communication skills McClelland’s Achievement Motivation Encourages goal-oriented behavior May not fully account for teamwork and collaborative learning Incorporating contemporary motivational perspectives and elements of social cognitive theory can enhance the applicability of these theories in nursing education. Applicability of Theories When applied to healthcare communication courses, a combination of experiential, constructivist, and social cognitive approaches can provide an engaging and effective learning environment. Instructors can: This integrated approach ensures nurses develop both the technical and interpersonal communication skills necessary for high-quality patient care. Areas of Uncertainty Despite established theoretical frameworks, gaps remain in implementing these strategies effectively. Key uncertainties include: Collecting feedback from nurses participating in theory-based training is crucial to refine educational strategies and enhance practical effectiveness. Evidence-Based Strategies for Management Effective classroom and learner management strategies include: These approaches highlight the essential role of educators in creating structured and supportive educational spaces (Shahin Salarvand et al., 2023). Additional Perspective: Collaborative problem-solving and addressing systemic issues contribute to a positive, respectful, and conducive learning environment. Evidence-Based Best Practices to Enhance Motivation Research demonstrates that self-determined motivation significantly improves learning outcomes, engagement, and overall satisfaction. Recommended strategies include: These strategies enhance nursing education by promoting intrinsic motivation and supporting skill development in communication (Paula et al., 2021). Conclusion This assignment emphasizes the importance of effective management and motivation in nursing education, particularly in healthcare communication skills training. By designing supportive learning environments, applying integrated learning and motivational theories, and leveraging technology and evidence-based practices, educators can enhance nurses’ professional skills and patient care outcomes. References O’Connor, S., Kennedy, S., Wang, Y., Ali, A., Cooke, S., & Booth, R. G. (2022). Theories informing technology enhanced learning in nursing and midwifery education: A systematic review and typological classification. Nurse Education Today, 118, 105518. https://doi.org/10.1016/j.nedt.2022.105518 Paula, R. de A. B. D., Machado, J. L. M., & Machado, V. M. P. (2021). Undergraduate nursing students’ motivation for learning. Creative Education, 12(9), 2180–2195. https://doi.org/10.4236/ce.2021.129167 Shahin Salarvand, R., Niknejad, R., & Gyasi, R. M. (2023). Handling students’ misbehaviors in crowded classrooms: The nursing faculty members’ experiences. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04692-5 NURS FPX 6105 Assessment 2 Management and Motivation Wang, Q., Cao, X., & Du, T. (2022). First-year nursing students’ initial contact with the clinical learning environment: Impacts on their empathy levels and perceptions of professional identity. BMC Nursing, 21(1). https://doi.org/10.1186/s12912-022-01016-8 Zhang, J., Shields, L., Ma, B., Yin, Y., Wang, J., Zhang, R., & Hui, X. (2022). The clinical learning environment, supervision, and future intention to work as a nurse in nursing students: A cross-sectional and descriptive study. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-022-03609-y
NURS FPX 6105 Assessment 1 Learning Theories and Diversity
Student Name Capella University NURS-FPX 6105 Teaching and Active Learning Strategies Prof. Name Date Learning Theories and Diversity The role of resilience in undergraduate nursing students is a critical focus within nursing education. Research emphasizes that nursing students face significant challenges, including high levels of stress, performance pressures, and potential burnout, which can contribute to high attrition rates. Building resilience through educational programs is therefore essential for preparing students to cope with these challenges. Furthermore, understanding and applying educational theories enables nurses to enhance their teaching effectiveness, employ diverse teaching strategies, and foster supportive learning environments. By integrating theoretical knowledge into practice, nursing educators can promote critical thinking, improve comprehension of healthcare concepts, and equip future nurses with the skills to educate and mentor junior colleagues, ultimately improving patient outcomes and strengthening the nursing profession (Walsh et al., 2020). Educational Theory for Educating Nurses Effective communication is a cornerstone of successful healthcare practice. Developing a structured “Healthcare Communication Skills” course can address the needs of a diverse group of learners, including aspiring nurse educators, clinical staff trainers, and patient educators in hospital settings. The course would provide a comprehensive foundation for learners across various professional levels, emphasizing both verbal and non-verbal communication, active listening, empathy, professional writing, and patient interactions (University of St Augustine, 2020; Ng, 2019). Course Objectives and Outcomes Question Answer How does this course benefit learners? The course enables healthcare providers to communicate compassionately and confidently, improving patient care, interdisciplinary collaboration, and workplace satisfaction. What key skills are developed? Active listening, empathetic patient interaction, professional correspondence, and effective teamwork in clinical settings. Which educational theory guides this course? The Social Cognitive Theory, which emphasizes observational learning, self-efficacy, and social reinforcement to facilitate behavioral change. This framework helps learners model effective communication and apply it in real-world scenarios (Manjarres-Posada et al., 2020). Justification of Applying Social Cognitive Theory for Educating Nurses The Social Cognitive Theory (SCT) provides a robust framework for enhancing nurses’ communication skills. By emphasizing observational learning, nurses can model behaviors from skilled communicators, refining their own communication techniques in practical situations. SCT also highlights reciprocal determinism, acknowledging that communication is shaped by the interaction between individual traits, behavior, and the environment. Through role modeling, feedback, and reinforcement, nurses can strengthen their ability to communicate effectively, actively listen, and respond empathetically to patient needs, which directly improves patient care outcomes (Devi et al., 2022; Gilissen et al., 2020). Question Answer Why is SCT suitable for nursing communication? It allows learning through observation, builds self-efficacy, and incorporates feedback to refine skills. How does SCT improve patient care? Nurses learn effective communication techniques by observing role models and applying these in clinical practice, fostering better patient engagement. What other aspects of SCT are relevant? Social reinforcement and the dynamic interplay between personal traits, behaviors, and environmental factors enhance skill acquisition and confidence. Alternate Learning Theories Other theories such as Interpersonal Theory and Situational Theory can also inform communication training. Theory Focus Limitations Interpersonal Theory Emphasizes trust, empathy, and rapport in one-to-one communication Limited guidance on practical skill development and diverse scenarios (Habib et al., 2020) Situational Theory Adapts communication strategies based on context Lacks detailed instructional strategies for complex healthcare interactions (Im, 2021) Social Cognitive Theory Observational learning, role modeling, and reinforcement Highly applicable for skill development in diverse healthcare settings (Manjarres-Posada et al., 2020) Overall, Social Cognitive Theory aligns more closely with practical communication needs in healthcare, offering structured opportunities for observation, practice, and adaptation across various patient and professional interactions. The Diversity of an Intended Group of Learners The target learners for the healthcare communication course will include a diverse population of nurses, ranging from 25 to 55 years old, with varying levels of clinical experience, cultural backgrounds, and educational histories. This diversity contributes to a dynamic learning environment, where multiple perspectives enhance discussion, collaborative problem-solving, and peer learning. Why is Diversity in the Intended Group Significant? Recognizing and valuing diversity is crucial in nursing education. Students come from varied ethnic, sociocultural, and psychological backgrounds, influencing their communication styles and learning preferences. While some educators may perceive teaching diverse groups as challenging, research highlights long-term benefits: increased empathy, deeper understanding of course material, and preparation for working in a multicultural healthcare environment. Diversity encourages critical thinking, promotes inclusivity, and ensures students feel represented and secure, creating a positive educational climate (Green, 2020; Varthana, 2023). Evidence-Based Practice for Managing Conflicts Conflict resolution is a vital component of nursing education. A study at Alexandria University examined how nursing educators manage student conflicts using the Rahim Organizational Conflict Inventory–II (ROCI–II). Among 435 nursing students across all academic years, the findings indicated that educators predominantly employed an avoiding conflict style, while the integrating style was least used. The study emphasized the need for regular conflict management training for educators to handle student disputes more effectively (Hashish, n.d.). Question Answer Which conflict style is most common among nursing educators? Avoiding style Which conflict style is least utilized? Integrating style What is recommended to improve conflict resolution? Frequent training in conflict management and resolution techniques for educators Conclusion Applying the Social Cognitive Theory in nursing education strengthens communication and active listening skills, which are critical for effective patient interactions. Understanding and valuing learner diversity enhances inclusivity and culturally sensitive care, leading to improved patient outcomes. By embracing evidence-based learning theories and integrating practical teaching strategies, nurses are better equipped to adapt to an evolving healthcare environment, promote collaboration, and advance professional standards. References Devi, B., Pradhan, S., Giri, D., & Baxodirovna, N. L. (2022). Concept of Social cognitive theory and its application in the field of Medical and Nursing education: framework to guide Research. Journal of Positive School Psychology, 6(4), 5161–5168. https://journalppw.com/index.php/jpsp/article/view/4243 Gilissen, J., Pivodic, L., Wendrich-van Dael, A., Cools, W., Vander Stichele, R., Van den Block, L., Deliens, L., & Gastmans, C. (2020). Nurses’ self-efficacy, rather than their knowledge, is associated with their engagement in advance care planning in nursing homes: A survey study. Palliative Medicine, 34(7), 917–924. https://doi.org/10.1177/0269216320916158 Green, C. (2020). Equity and