The effect of teaching methods used as experienced and perceived by student nurses at a nursing college in the Western Cape province

[摘要] ENGLISH ABSTRACT: The 21st century teaching environment is unique in its diversity, and challengesacademic staff to create a teaching environment that is conducive to all currentlearners. Various teaching methods are available and affordable, but technologyremains an essential investment for the future of higher education institutions.The goal of the study was to evaluate the perceptions of student nurses regardingthe effectiveness of the teaching methods which they experienced at a nursingcollege in the Western Cape Province.The objectives included an evaluation of the effectiveness of teaching methods asperceived and experienced by students of:- The traditional (green/whiteboard) lecture- Group activity- Self-activity- The use of technology such as PowerPoint presentations and video clips.An explorative descriptive research design was applied with a quantitative approach.The target population (N=1238) consisted of nursing students following theprogramme leading to registration as a professional nurse. Stratified randomsampling was used to select the sample of participants (n=267).Data was collected personally by the researcher with a self-administeredquestionnaire which consisted of predominantly closed questions.Ethics approval to conduct this study was obtained from Stellenbosch Universityincluding permission from all other relevant parties.Reliability and validity of the study were assured through a pilot study, consultationwith experts in nursing, education and statistics. The reliability of the questions weretested using the Cronbach alpha coefficient test which varied between .89 and .94.The data was analysed with the support of a statistician and was expressed asfrequencies in tables and histograms. Descriptive statistics and post-hoc analysesincluding tests for statistical associations were performed.Results include a significant difference in generation X participants and thegreen/whiteboard teaching methods (Spearman p-value = 0.02) and their preference of the traditional lecture as a teaching method (Spearman p-value = <0.01). Theperceived effectiveness of the teaching methods on student performance variedbetween very helpful and not helpful. Only (n = 49/19%) of participants experiencedthe traditional lecture as being very helpful on their general academic performance, incomparison to the effect of group work (n = 69/26%) and self-activity (n = 102/39%).Furthermore, no significant results were obtained between the participants and theperceived effect of the teaching methods.Open-ended questions showed that participants regarded the teaching strategies asboring and ancient and that much of the unhappiness expressed stems from thedifference in the needs of millennials and the lack of change and obstinacy existingamongst academics.Recommendations include an increase in the use of technology, a blended approachto teaching, the re-training of academic staff, measures in counteracting a boringclassroom environment, orientation for neophyte academics and students, workloadperception of students and class size.In conclusion should recommendations be implemented a complete transformation ofthe college under study will result. It may force the education institution to move outof complacency, to a more vigorous and dynamic education environment thatenables them to emerge as an Higher Education Institution (HEI) of good standing.

[发布机构] Stellenbosch University