Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4042
DC FieldValueLanguage
dc.contributor.advisorRazak, A.-
dc.contributor.advisorNgxongo, T. S. P.-
dc.contributor.authorRamlucken, Sanjay Dawrajen_US
dc.date.accessioned2022-06-03T12:03:26Z-
dc.date.available2022-06-03T12:03:26Z-
dc.date.issued2020-11-30-
dc.identifier.urihttps://hdl.handle.net/10321/4042-
dc.descriptionDissertation submitted in fulfilment of the requirements for the Degree of Masters of Health Sciences: Nursing at the Durban University of Technology, 2020.en_US
dc.description.abstractIntroduction Nursing education in South Africa and internationally has seen dramatic changes over the past century. The continued use of traditional learning approaches, rather than more innovative learner-centred ones, has become problematic, as nurse educators continue to rely on teaching methods that foster rote memorisation of facts rather than the process of critical thinking. Aim The aims of this study are to investigate the factors influencing the implementation of learner-centred approaches in nursing education in KZNCN. Methodology A quantitative descriptive survey research design was used to establish the relationships between variables that impact on learner-centred teaching practices. The sample size was the total population of nurse educators working at the ten campuses within the KwaZulu-Natal College of Nursing (n=220). Data was gathered by means of a self-administered questionnaire which was distributed to the participants by the researcher. Data was analysed descriptively using SPSS version 21 with assistance from a statistician. Various tests were used to analyse the data, such as number, percentage, means, standard deviations, chi square goodness-of-fit test, chi square test of independence, binomial test, t-test and analysis of variance (ANOVA). Results The majority of the respondents were Black 72.8% (n=115), with over three quarters (77.2%, n=122; p<.0005) indicating that they had not had any exposure to learnercentred teaching practices, which directly correlated to a high proportion (n=88%, n=139) not implementing learner-centred teaching practices. The outdated lecture methods of teaching were used by 41.8% (n=66), while innovative teaching strategies, such web- and evidenced-based teaching being rarely used. The respondents cited a Introduction Nursing education in South Africa and internationally has seen dramatic changes over the past century. The continued use of traditional learning approaches, rather than more innovative learner-centred ones, has become problematic, as nurse educators continue to rely on teaching methods that foster rote memorisation of facts rather than the process of critical thinking. Aim The aims of this study are to investigate the factors influencing the implementation of learner-centred approaches in nursing education in KZNCN. Methodology A quantitative descriptive survey research design was used to establish the relationships between variables that impact on learner-centred teaching practices. The sample size was the total population of nurse educators working at the ten campuses within the KwaZulu-Natal College of Nursing (n=220). Data was gathered by means of a self-administered questionnaire which was distributed to the participants by the researcher. Data was analysed descriptively using SPSS version 21 with assistance from a statistician. Various tests were used to analyse the data, such as number, percentage, means, standard deviations, chi square goodness-of-fit test, chi square test of independence, binomial test, t-test and analysis of variance (ANOVA). Results The majority of the respondents were Black 72.8% (n=115), with over three quarters (77.2%, n=122; p<.0005) indicating that they had not had any exposure to learnercentred teaching practices, which directly correlated to a high proportion (n=88%, n=139) not implementing learner-centred teaching practices. The outdated lecture methods of teaching were used by 41.8% (n=66), while innovative teaching strategies, such web- and evidenced-based teaching being rarely used. The respondents cited a lack of teaching and learning resources as the main barrier to implementing learnercentred teaching practices, and a significant agreement that learners were willing to adopt learner-centred instruction (Z= -8.546; P>.0005). Conclusion This study revealed that nurse educators failed to adopt learner-centred methods of teaching and learning due to a lack of resources, such as internet, computers and library facilities, which resulted in in student nurses failing to take the initiative in selfdirected learning.en_US
dc.format.extent139 p.en_US
dc.language.isoenen_US
dc.subjectLearner-centred environmenten_US
dc.subjectTeacher-centred environmenten_US
dc.subjectLearner-centred teachingen_US
dc.subjectNursing educationen_US
dc.subject.lcshNursing--Study and teaching--South Africa--KwaZulu-Natalen_US
dc.subject.lcshStudent-centered learning--South Africa--KwaZulu-Natalen_US
dc.titleFactors influencing the implementation of learner-centred approaches in nursing education in KwaZulu-Natalen_US
dc.typeThesisen_US
dc.description.levelMen_US
dc.identifier.doihttps://doi.org/10.51415/10321/4042-
local.sdgSDG17-
item.grantfulltextopen-
item.cerifentitytypePublications-
item.openairetypeThesis-
item.languageiso639-1en-
item.fulltextWith Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
Appears in Collections:Theses and dissertations (Health Sciences)
Files in This Item:
File Description SizeFormat
Ramlucken_SD_2020.pdfThesis20.09 MBAdobe PDFView/Open
Show simple item record

Page view(s)

168
checked on Dec 22, 2024

Download(s)

127
checked on Dec 22, 2024

Google ScholarTM

Check

Altmetric

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.