Student nurse-educators' construction of teacher identity from a self-evaluation perspective: A quantitative case study

Mukumbang, Ferdinand C.; Alindekane, Leka M.

doi:10.1002/nop2.75

Cited by 8 publications

(6 citation statements)

References 19 publications

(30 reference statements)

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“…Most participants indicated that the TP workshop period should be extended to give them enough time to learn teaching skills.The same sentiments were shared by Mukumbang and Alindekane, [7] who stated that there was an unequal link between theory and practice in the preparation of nurse educators. They viewed this as one of the basic problems in SNE preparation.…”

Section: Updating Of Study Guides and Extension Of Workhop Periodmentioning

confidence: 65%

Supportive framework for teaching practice of student nurse educators: An open distance electronic learning (ODEL) context

Masango

2020

AJHPE

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Short Research ReportNurse educators are not born to be teachers, but becoming effective at teaching requires special knowledge and skills. [1] This competency is achieved by student nurse educators (SNEs) undergoing teaching practice (TP) sessions to acquire pedagogical skills and learn how to teach. In South Africa (SA), preparation of nurse educators is done at universities by departments of nursing science. At the institution concerned in the present study, TP is a component of a bachelor's degree programme leading to registration as a nurse educator. The degree is offered online, as the university is an open distance electronic learning institution (ODEL). It is undertaken by students who are at their third-year level of training in a simulated environment for a period of 1 week.Simulation workshops are a common feature of student teacher preparation and are done in other countries to teach SNEs how to teach. In India and Iraq, TP is termed a simulation workshop and forms part of SNE preparation as an educator. [2] The link between theory and practice is often skewed in favour of theory. The one-week exposure of SNEs currently practiced at the institution under study is short, to enable them to rapidly acquire the requisite pedagogical skills. ObjectivesThe aims of the study were to: • explore the experiences of SNEs who attend the TP workshop • gather suggestions from participants on improving TP • develop a supportive framework to guide and enhance TP. MethodsA qualitative, phenomenological research design to gain insight into the depth, richness and complexities inherent in the lived experiences of SNEs who attend TP workshops was adopted. TP workshops at the institution under study are spread over a period of 3 months, from June to September of each year. Data were obtained from two groups: the first group (9 students) attended between 14 and 18 July 2018 and the second group (11 students) between 14 and 18 August 2018.Using non-probability purposive sampling, a total of 20 (out of 35) SNEs participated in the study after signing consent forms. Data were obtained from SNEs using written narratives as proposed by Hopwood and Paulson. [3] Participants were requested to reflect on their experiences and to write them down on the narrative guide that was given to each participant. The guide included two questions: • Share your experiences on TP workshops you have attended.• How can the quality of TP workshops be enhanced for maximum acquisition of pedagogical skills? Give suggestions.Data were analysed using Tesch's (1990) eight steps of the coding process. The researcher read and re-read written narratives, identifying similar ideas and patterns which were coded and grouped together into themes.

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Section: Updating Of Study Guides and Extension Of Workhop Periodmentioning

confidence: 65%

Supportive framework for teaching practice of student nurse educators: An open distance electronic learning (ODEL) context

Masango

2020

AJHPE

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“…16,17 In agreement with this study, a systematic literature review intended to identify the main factors of psychological illnesses among Brazilian professors found that excessive workload, lack of control over one's time, students' behavioral problems, excessive bureaucracy, difficulty implementing new teaching methodologies and difficulty relating with supervisors are among the main sources of stress and distress reported by professors. 18,19 In regard to professors' low qualification or lack of pedagogical training, as well as a lack of incentive to implement new teaching methodologies, a Brazilian study intended to investigate the background of nurses in the teaching field and identify barriers imposed to the practice of college professors reports that most higher education institutions with programs directed to the health field, traditionally hire faculty/staff composed of professionals with a bachelor's degree without any training to teach. Such a practice results in professors feeling insecure and facing difficulties addressing the learning-teaching process.…”

Section: Discussionmentioning

confidence: 99%

Moral distress among nursing professors: The exercise of parrhesia

et al. 2020

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Background: Mismatch between the perception of one’s moral duty and one’s real social contribution may trigger moral distress, especially when no specific resistance strategies are used to counteract morally distressing situations. Considering a philosophical-ethical conception, individuals need to first reflect upon themselves to later turn to the world and confront their current situation in order to change it. Objectives: To understand moral distress experienced by nursing professors teaching in higher education institutions and the use of parrhesia as a coping strategy. Method: This qualitative exploratory-descriptive study addressed 33 nursing professors working in Brazilian federal public universities using an open-ended question form. Data were collected between June and December 2018 and analyzed using discursive textual analysis. Ethical considerations: The Institutional Review Board at the Federal University of Rio Grande approved this study. Findings: Three categories emerged: performance of nursing professors and potentially distressing situations, the experience of moral distress, and parrhesia as a strategy to deal with moral distress. Nursing professors face situations that cause moral distress in the context of higher education, however, those who adopt parrhesia as a coping strategy find it easier to express their beliefs from the perspective of moral duty, even in the face of conflicts. Conclusion: When the nursing professors in this study acknowledge elements in the power structure that hinder their actions, they express parrhesia, as an essential virtue in an attempt to modify unsymmetrical power relations that can trigger moral distress.

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“…Teaching practice involves exercises using different activities and practical training of daily clinical and classroom teaching (Mukumbang & Alindekane, 2017;Nwanekezi et al, 2011).…”

Section: Teaching Methodologies Into Practicementioning

confidence: 99%

“…During teaching practice, educators focus on the delivery of teaching and learning contents and the feedback from the students and supervisors which may contribute to the development of theoretical knowledge and skills in teaching methodologies (Mukumbang & Alindekane, 2017).…”

Section: Teaching Methodologies Into Practicementioning

confidence: 99%

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Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda

Ndayisenga

Evans

Babenko-Mould

et al. 2020

International Journal of Nursing Education Scholarship

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ObjectivesThe aim of this study was to explore how nurse and midwife educators applied the knowledge and skills acquired from attending acontinuous professional development (CPD) workshop on teaching methodologies into their teaching practices in Rwanda.MethodsA qualitative descriptive design was used with a purposive sample of 15 nursing and midwifery faculty members from six private and public post-secondary schools in Rwanda. Participants were involved in semi-structured individual interviews. Inductive content analysis was used for generating themes.ResultsFive themes emerged describing the educators’ teaching experiences: (1) enhanced teaching practices competencies; (2) application of knowledge and skills gained into classroom and clinical teaching; (3) collaboration and teamwork; (4) facilitators and challenges faced to the application of the knowledge and skills into practice; and (5) indirect outcomes to maternal, newborn, and child health care.ConclusionCPD workshops about teaching methodologies for nurse and midwife educators offer a substantive means of improving the quality of nursing and midwifery undergraduate education in Rwanda. There is, however, an ongoing need to address existing barriers to applying knowledge and skills to the practice of teaching.

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Student nurse-educators' construction of teacher identity from a self-evaluation perspective: A quantitative case study

Cited by 8 publications

References 19 publications

Supportive framework for teaching practice of student nurse educators: An open distance electronic learning (ODEL) context

Supportive framework for teaching practice of student nurse educators: An open distance electronic learning (ODEL) context

Moral distress among nursing professors: The exercise of parrhesia

Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda

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