Exploring postgraduate nursing students’ perceptions on adjustment to the use of innovative teaching strategies at a selected higher education institution in KwaZulu-Natal.
| dc.contributor.advisor | Dube, Makhosi. | |
| dc.contributor.author | Ngema, Sipho Bhekumuzi. | |
| dc.date.accessioned | 2018-10-26T09:12:45Z | |
| dc.date.available | 2018-10-26T09:12:45Z | |
| dc.date.created | 2017 | |
| dc.date.issued | 2017 | |
| dc.description | Master of Nursing Education. University of KwaZulu-Natal, Durban 2017. | en_US |
| dc.description.abstract | Prior to the 21st century, the predominant educational approach in nursing was teacher-centred, as evident by the abundant use of traditional teaching methods. Currently, nursing educators are being encouraged to use teaching strategies that enable students to be more responsible for their learning. In recent years much has been reported about innovative teaching strategies, but there has been little synthesis on postgraduate nursing students’ perceptions to the use of innovative teaching strategies. Consequently, the researcher decided to conduct a study on exploring postgraduate nursing students’ perceptions on adjustment to the use of innovative teaching strategies. Purpose: The purpose of this study was to explore and describe postgraduate nursing students’ perceptions on adjustment to the use of innovative teaching strategies at a selected higher education institution in KwaZulu-Natal. Methodology: A positivist paradigm and a quantitative approach were adopted. Exploratory descriptive design was used. Non-probability convenience sampling was adopted to select participants. Data was collected using a structured questionnaire. Data was analysed using SPSS version 23.0. Results: Identified innovative teaching strategies used in higher education institution include Problem-based learning (PBL), the use of technology, Portfolio, case study, simulation and Community-based education. Factors influencing the adjustment were the use of scenarios and problem- based situations, lecturer being effective with lessons and activities, lecturer not being judgemental of one’s life experiences and the students’ being empowered to discover their own potential. The barriers were poor level of orientation and the lack of immediate feedback by educators concerning students’ progress. Recommendations: Nursing education institutions should orientate postgraduate nursing students at the beginning of the course in order to allow them time for adjustment to innovative teaching strategies. | en_US |
| dc.identifier.uri | http://hdl.handle.net/10413/15764 | |
| dc.language.iso | en_ZA | en_US |
| dc.subject.other | Nursing education - KwaZulu-Natal. | en_US |
| dc.subject.other | Nursing students. | en_US |
| dc.subject.other | Nursing - teaching strategies. | en_US |
| dc.title | Exploring postgraduate nursing students’ perceptions on adjustment to the use of innovative teaching strategies at a selected higher education institution in KwaZulu-Natal. | en_US |
| dc.type | Thesis | en_US |