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

Abstract

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.