An assessment of teaching strategies used by lecturers at a nursing college in Mpumalanga

Abstract

The need for the utilization of various teaching strategies by lecturers when facilitating learning cannot be overemphasized. The aim of this study was to establish if lecturers at a Nursing College in Mpumalanga were using teaching strategies that could facilitate the personal development of nursing learners. A quantitative approach was followed for this study. The participants of the study were all lecturers at a Nursing College in Mpumalanga. Data was gathered by means of a questionnaire. Descriptive statistics were used to describe and summarize data regarding the type of teaching strategies used and the recommendations that could enhance the utilization of various teaching strategies. The data revealed that the teaching strategies mostly utilized required active participation of the learners namely: formal/informal writing of assignments; learner-led class presentation; group sessions; clinical case studies; role-playing and clinical rounds. Inclusion of certain strategies such as problem-based learning, structured accompaniment and computer literacy for learners could enhance the personal development of nursing learners. Although lecturers did use some of the teaching strategies that could enhance the personal development of nursing learners, staff development regarding the utilization of various teaching strategies was highlighted as an important factor to be considered. Other findings revealed that lack of resources have a negative influence on the utilization of various teaching strategies.

Evidence of validity for a Health Teaching Skills Scale

“…The factorial solution of the scale corroborated in part with the other instruments identified in the literature, especially that of Kotzabassaki et al (1997), Lee and Williams (2002), and that of Maunye et al (2009). The respective instruments mentioned dimensions of content composed of items with specific teaching skills in the health area, as well as didactics, interpersonal relationships, and active learning methodologies, such as role-playing.…”

“…The second factor ensured skills applicable to the health context, thus converging with those found in the instrument presented by Maunye et al (2009), which mentions sessions to discuss clinical cases and the use of active teaching methodologies, such as role-playing, as skills necessary for the teaching-learning process. Also, students best assimilate skills related to practical settings when they are accompanied by training, practice, and feedback (Burgess & McGregor, 2018;Causby et al, 2018).…”

Challenges of Nurse Tutor Utilization of the Teaching Aids

“…While we do appreciate that Malawi nursing colleges have not more than 3 -5 LCD machine against 15 -20 nurse tutors to use in a class where not less than 150 students are learning, it becomes an administrative problem on not owing more of these teaching aids. This is because if they are many, more nurse tutors, can utilise and become acquainted to the operational system [11]. The primary roles that nurse tutors have is to perform as a teacher in class and at the clinical area.…”

Problembaseret lœring — sygepleje-studerende og underviseres erfaringer metaforisk prœsenteret og analyseret ud fra Paul Ricoeurs fortolkningsteori

“…Positive effekter af PBL beskrives i litteraturen i forhold til kritisk taenkning, problemløsning, aktivitet, selvledelse, indfrielse af laeringsbehov, teamwork, kreative diskussioner samt viden og laering af jaevnaldrende (6) og personlig udvikling (7). I naevnte studier beskrives effekt af PBL ved afgraensede undervisningsforløb, men ikke om kompetencer og erfaringer kan overføres til et laengere uddannelsesforløb.…”