Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges
Affiliation(s)
1 University of Malawi, Kamuzu College of Nursing, Lilongwe, Malawi. 2 University of Western Cape, Bellville, South Africa.
1 University of Malawi, Kamuzu College of Nursing, Lilongwe, Malawi. 2 University of Western Cape, Bellville, South Africa.
ABSTRACT
Background: There are numerous teaching strategies that suit the pedagogical learning, but not all can yield the desired outcome and be properly applied by nurse tutors in both classroom and clinical area. Therefore, identifying the utilization of the teaching strategy for nurse tutors is very detrimental in nursing education. Methods: Descriptive exploratory design which utilized both qualitative and sequential quantitative methods was applied to Iterated Purposive Probability Sampling (IPPS) of 10 nursing colleges in Malawi. This was done to 129 student and 82 nurse tutors in two structured questionnaires, 40 in-depth interviews and 10 focus groups. There were 56 variables for the teaching strategy under five ranked Likert scale and the Cronbach’s Alpha was found to be 0.964 without standardisation and it was 0.963 after standardisation. Results: Direct teaching strategies like the lecture method are very common although nurse tutors prefer to combine with other interactive instructions. There is statistical association of use of role play and group discussion methods and nurse tutor work experience with odds ratios of OR ≤ 1.624; CI(0.576 ± 4.579); p ≥ 0.359 and OR ≤ 1.397; CI(0.882 ± 2.306); p ≥ 0.147 respectively. The ability to use different teaching strategies competently is still very limited among nurse tutors in Malawi nursing colleges. This compromises quality of learning among nursing students in the colleges. Conclusion: Developing a new teaching strategy that could combine the different attributes in the variety of the teaching instructions can promote the quality of nursing education in Malawi.
Background: There are numerous teaching strategies that suit the pedagogical learning, but not all can yield the desired outcome and be properly applied by nurse tutors in both classroom and clinical area. Therefore, identifying the utilization of the teaching strategy for nurse tutors is very detrimental in nursing education. Methods: Descriptive exploratory design which utilized both qualitative and sequential quantitative methods was applied to Iterated Purposive Probability Sampling (IPPS) of 10 nursing colleges in Malawi. This was done to 129 student and 82 nurse tutors in two structured questionnaires, 40 in-depth interviews and 10 focus groups. There were 56 variables for the teaching strategy under five ranked Likert scale and the Cronbach’s Alpha was found to be 0.964 without standardisation and it was 0.963 after standardisation. Results: Direct teaching strategies like the lecture method are very common although nurse tutors prefer to combine with other interactive instructions. There is statistical association of use of role play and group discussion methods and nurse tutor work experience with odds ratios of OR ≤ 1.624; CI(0.576 ± 4.579); p ≥ 0.359 and OR ≤ 1.397; CI(0.882 ± 2.306); p ≥ 0.147 respectively. The ability to use different teaching strategies competently is still very limited among nurse tutors in Malawi nursing colleges. This compromises quality of learning among nursing students in the colleges. Conclusion: Developing a new teaching strategy that could combine the different attributes in the variety of the teaching instructions can promote the quality of nursing education in Malawi.
Cite this paper
Mbirimtengerenji, N. and Adejumo, O. (2015) Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges. Open Journal of Nursing, 5, 276-294. doi: 10.4236/ojn.2015.53031.
Mbirimtengerenji, N. and Adejumo, O. (2015) Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges. Open Journal of Nursing, 5, 276-294. doi: 10.4236/ojn.2015.53031.
References
[1] Perry, B. and Edwards, M. (2005) Exemplary Online Educators: Creating a Community of Inquiry. 4th Edition, Springer Publishing Company, New York. [2] Caffrey, M. and Graeme, F. (2006) Health Workforce “Innovative Approaches and Promising Practices” Study: Attracting and Retaining Nurse Tutors in Malawi; Capacity. Project USAID Global Health/HIV/AIDS and the Africa Bureau Office of Sustainable; Development, Lilongwe. [3] Waterson, E., Harms, E., Qupe, L., Maritz, J., Manning, M., Makobe, K. and Chabeli, M. (2006) A Curriculum Overload; Lack of Theory and Practice. Curationis, 29, 56-65. [4] Posey, L. and Pintz, C. (2006) Online Teaching Strategies to Improve Collaboration among Nursing. Students Nurse Education Today, 26, 680-687.
http://dx.doi.org/10.1016/j.nedt.2006.07.015 [5] WHO, World Health Organization (2007) Indicators of Health in Malawi. Annual Report, Geneva. [6] Nurses Council of Malawi (NCM) (2007) Progress of Nurses in Development. Annual Report, Lilongwe. [7] Hoke, M.M. and Leslie, K.R. (2005) The Impact of Active Learning on Nursing Students’ Clinical Success. Journal of Holistic Nursing, 23, 348-355.
http://dx.doi.org/10.1177/0898010105277648 [8] Chirwa, M. (2007) Performance of Cham Nursing Schools, Lilongwe. [9] Grigulis, A.L. (2010) Lives of Malawian Nurses: Stories behind the Startistics. PhD Thesis, Centre for International Health and Development, University College London, London. [10] Saskatoon Public Schools (2013) French Immersion. Saskatoon Public Schools, Saskatoon. [11] Cox, M., Irby, D.M. and Bowen, J.L. (2011) Educational Strategies to Promote Clinical Diagnostic Reasoning. New England Journal of Medicine, 355, 2217-2225.
http://dx.doi.org/10.1056/NEJMra054782 [12] Maunye, T.J., Meyer, S.M. and van Velden, C.E. (2009) An Assessment of Teaching Strategies Used by Lecturers at a Nursing College in Mpumalanga. Curationis, 32, 30-37. [13] Gaberson, K. and Oermann, M.H. (2009) Clinical Teaching Strategies in Nursing. 4th Edition, Springer Publishing Company, New York. [14] Cashin, W.E. (2010) Student Ratings of Teaching: Recommendations for Use. IDEA Paper No. 22, Center for Faculty Evaluation and Development, Kansas State University, Manhattan. [15] Johnson, M. (2009) Evaluation of Learning Style for First Year Medical Students. International Journal for the Scholarship of Teaching & Learning, 3.
http://www.georgiasouthern.edu/ijsotl [16] Miller, A. (2001) Reaching across the Divide: The Challenges of Using the Internet to Bridge Disparities in Access to Information. First Monday, 6.
http://firstmonday.org/issues/issue6_10/miller/index.html [17] Masoomi, R. (2012) What Is the Best Evidence Medical Education? Research and Development in Medical Education, 1, 3-5. [18] Buckley, S., Coleman, J. and Khan, K. (2010) Best Evidence on the Educational Effects of Undergraduate Portfolios. Blackwell Publishing Ltd., The Clinical Teacher, 7, 187-191. [19] Khandelwal, S., Bernard, A.W., Wald, D.A., Manthey, D.E., Fisher, J., Ankel, F., Williams, S.R., et al. (2012) Developing and Assessing Initiatives Designed to Improve Clinical Teaching Performance. Academic Emergency Medicine, 19, 1350-1353.
www.aemj.org [20] Banning, M. (2005) Approaches to Teaching: Current Opinions and Related Research. Nurse Education Today, 25, 502-508. [21] Ministry of Health-MOH (2012) Annual Report on Nurse’s Performance. Capitol Hill, Lilongwe.
[1] Perry, B. and Edwards, M. (2005) Exemplary Online Educators: Creating a Community of Inquiry. 4th Edition, Springer Publishing Company, New York. [2] Caffrey, M. and Graeme, F. (2006) Health Workforce “Innovative Approaches and Promising Practices” Study: Attracting and Retaining Nurse Tutors in Malawi; Capacity. Project USAID Global Health/HIV/AIDS and the Africa Bureau Office of Sustainable; Development, Lilongwe. [3] Waterson, E., Harms, E., Qupe, L., Maritz, J., Manning, M., Makobe, K. and Chabeli, M. (2006) A Curriculum Overload; Lack of Theory and Practice. Curationis, 29, 56-65. [4] Posey, L. and Pintz, C. (2006) Online Teaching Strategies to Improve Collaboration among Nursing. Students Nurse Education Today, 26, 680-687.
http://dx.doi.org/10.1016/j.nedt.2006.07.015 [5] WHO, World Health Organization (2007) Indicators of Health in Malawi. Annual Report, Geneva. [6] Nurses Council of Malawi (NCM) (2007) Progress of Nurses in Development. Annual Report, Lilongwe. [7] Hoke, M.M. and Leslie, K.R. (2005) The Impact of Active Learning on Nursing Students’ Clinical Success. Journal of Holistic Nursing, 23, 348-355.
http://dx.doi.org/10.1177/0898010105277648 [8] Chirwa, M. (2007) Performance of Cham Nursing Schools, Lilongwe. [9] Grigulis, A.L. (2010) Lives of Malawian Nurses: Stories behind the Startistics. PhD Thesis, Centre for International Health and Development, University College London, London. [10] Saskatoon Public Schools (2013) French Immersion. Saskatoon Public Schools, Saskatoon. [11] Cox, M., Irby, D.M. and Bowen, J.L. (2011) Educational Strategies to Promote Clinical Diagnostic Reasoning. New England Journal of Medicine, 355, 2217-2225.
http://dx.doi.org/10.1056/NEJMra054782 [12] Maunye, T.J., Meyer, S.M. and van Velden, C.E. (2009) An Assessment of Teaching Strategies Used by Lecturers at a Nursing College in Mpumalanga. Curationis, 32, 30-37. [13] Gaberson, K. and Oermann, M.H. (2009) Clinical Teaching Strategies in Nursing. 4th Edition, Springer Publishing Company, New York. [14] Cashin, W.E. (2010) Student Ratings of Teaching: Recommendations for Use. IDEA Paper No. 22, Center for Faculty Evaluation and Development, Kansas State University, Manhattan. [15] Johnson, M. (2009) Evaluation of Learning Style for First Year Medical Students. International Journal for the Scholarship of Teaching & Learning, 3.
http://www.georgiasouthern.edu/ijsotl [16] Miller, A. (2001) Reaching across the Divide: The Challenges of Using the Internet to Bridge Disparities in Access to Information. First Monday, 6.
http://firstmonday.org/issues/issue6_10/miller/index.html [17] Masoomi, R. (2012) What Is the Best Evidence Medical Education? Research and Development in Medical Education, 1, 3-5. [18] Buckley, S., Coleman, J. and Khan, K. (2010) Best Evidence on the Educational Effects of Undergraduate Portfolios. Blackwell Publishing Ltd., The Clinical Teacher, 7, 187-191. [19] Khandelwal, S., Bernard, A.W., Wald, D.A., Manthey, D.E., Fisher, J., Ankel, F., Williams, S.R., et al. (2012) Developing and Assessing Initiatives Designed to Improve Clinical Teaching Performance. Academic Emergency Medicine, 19, 1350-1353.
www.aemj.org [20] Banning, M. (2005) Approaches to Teaching: Current Opinions and Related Research. Nurse Education Today, 25, 502-508. [21] Ministry of Health-MOH (2012) Annual Report on Nurse’s Performance. Capitol Hill, Lilongwe.