Abstract
Session presented on Friday, September 26, 2014: The purpose of this poster presentation is to describe a proposed research study that represents an upcoming Master's thesis. In todays health care system, changes and complexities require nurses to practice with a high degree of accountability and strong problem-solving skills. Increasingly, nurses are required to anticipate and manage complex care of diverse patients; consequently, nurses need to be educated in a manner that meets current practice demands. Clinical nursing education is moving towards a student-centered philosophy that facilitates nursing students confidence, creativity, inquisitiveness, intuition, open mindedness and the capability for gathering and analyzing information. The student-centered philosophy has been widely researched with consistent findings that students are highly satisfied with this approach. However, inconsistent student outcomes of critical thinking and problem-solving have been reported by several researchers who have examined student-centered teaching in classroom settings. Only one study was located that examined nurse educators intent to use student-centered teaching in a clinical setting. This sample of nurse educators experienced mixed reactions to incorporating student-centered teaching in practice settings. The proposed interpretive phenomenology will explore the essence of student-centered teaching from the perspectives of nurse educators who teach undergraduate nursing students in various practice settings. A purposive sampling technique will be utilized. Ten to fifteen nurse educators that utilize student-centered teaching in practice settings will be recruited from several bachelor of nursing programs located in the Province of Manitoba, Canada. Semi-structured audio-recorded interviews will be conducted to explore nurse educators lived experiences of student centered teaching in practice settings. Audio-recorded interviews will be transcribed verbatim. The transcripts will be analyzed using a process described by van Manen. An executive summary of the studys findings will be shared with all participants and participating deans and directors. This study is significant in that findings will generate recommendations to enhance the incorporation of student-centered teaching that can be utilized by educators, educational administrators, and preceptors in practice settings in various health care disciplines.
Sigma Membership
Xi Lambda
Lead Author Affiliation
University of Manitoba, Winnipeg, Manitoba, Canada
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Pedagogy, Qualitative Research, Student-Centered Teaching
Recommended Citation
Oyelana, Olabisi, "Nurse educators' lived experiences of student-centered teaching in practice settings: A proposed interpretive phenomenology" (2024). Leadership. 63.
https://www.sigmarepository.org/leadership/2014/posters/63
Conference Name
Leadership Summit 2014
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2014
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Nurse educators' lived experiences of student-centered teaching in practice settings: A proposed interpretive phenomenology
Indianapolis, Indiana, USA
Session presented on Friday, September 26, 2014: The purpose of this poster presentation is to describe a proposed research study that represents an upcoming Master's thesis. In todays health care system, changes and complexities require nurses to practice with a high degree of accountability and strong problem-solving skills. Increasingly, nurses are required to anticipate and manage complex care of diverse patients; consequently, nurses need to be educated in a manner that meets current practice demands. Clinical nursing education is moving towards a student-centered philosophy that facilitates nursing students confidence, creativity, inquisitiveness, intuition, open mindedness and the capability for gathering and analyzing information. The student-centered philosophy has been widely researched with consistent findings that students are highly satisfied with this approach. However, inconsistent student outcomes of critical thinking and problem-solving have been reported by several researchers who have examined student-centered teaching in classroom settings. Only one study was located that examined nurse educators intent to use student-centered teaching in a clinical setting. This sample of nurse educators experienced mixed reactions to incorporating student-centered teaching in practice settings. The proposed interpretive phenomenology will explore the essence of student-centered teaching from the perspectives of nurse educators who teach undergraduate nursing students in various practice settings. A purposive sampling technique will be utilized. Ten to fifteen nurse educators that utilize student-centered teaching in practice settings will be recruited from several bachelor of nursing programs located in the Province of Manitoba, Canada. Semi-structured audio-recorded interviews will be conducted to explore nurse educators lived experiences of student centered teaching in practice settings. Audio-recorded interviews will be transcribed verbatim. The transcripts will be analyzed using a process described by van Manen. An executive summary of the studys findings will be shared with all participants and participating deans and directors. This study is significant in that findings will generate recommendations to enhance the incorporation of student-centered teaching that can be utilized by educators, educational administrators, and preceptors in practice settings in various health care disciplines.