Challenges of Nurse Tutors’ Classroom and Clinical Performance When Teaching
Affiliation(s)
1 Kamuzu College of Nursing, University of Malawi, Lilongwe, Malawi. 2 University of Western Cape, Bellville, South Africa.
1 Kamuzu College of Nursing, University of Malawi, Lilongwe, Malawi. 2 University of Western Cape, Bellville, South Africa.
ABSTRACT
Introduction: Nursing is a dual profession that involves teaching both in class and at the clinical area. Nurse tutors meet a lot of challenges in their profession through their cognitive, affective and psychomotor nursing performance. The aim of this paper is to determine the challenges of nurse tutor clinical affective, cognitive and psychomotor performance in Malawi. Methods: Mixed methods design was employed. Quantitatively, 129 students and 82 nurse tutors randomly selected were involved for the five ranked Likert Scale questionnaire, and 42 nurse tutors were involved in in-depth. While 8 focus group discussions were conducted in 8 nursing colleges. Descriptive and inferential statistics were used quantitatively for predictive variable of nurse tutor work experience and student study experience to compare with the dependent variables from the 39 cognitive, affective and psychomotor attributes. Results: Both nurse tutors and students are not impressed with nurse tutors cognitive, affective and psychomotor performance during teaching. There is inadequate clinical orientation to students [OR ≤ 0.302; 95%CI (0.096 ± 2.955); p ≥ 0.042] and inadequate funding from college administration [OR ≤ 1.013; 95%CI (0.271 ± 3.793); p ≥ 0.985] as a result it creates much pressure on teaching. Conclusion: There is a need to develop an effective teaching strategy that would be conducive and easy to use for the limited resource environments in Malawi.
Introduction: Nursing is a dual profession that involves teaching both in class and at the clinical area. Nurse tutors meet a lot of challenges in their profession through their cognitive, affective and psychomotor nursing performance. The aim of this paper is to determine the challenges of nurse tutor clinical affective, cognitive and psychomotor performance in Malawi. Methods: Mixed methods design was employed. Quantitatively, 129 students and 82 nurse tutors randomly selected were involved for the five ranked Likert Scale questionnaire, and 42 nurse tutors were involved in in-depth. While 8 focus group discussions were conducted in 8 nursing colleges. Descriptive and inferential statistics were used quantitatively for predictive variable of nurse tutor work experience and student study experience to compare with the dependent variables from the 39 cognitive, affective and psychomotor attributes. Results: Both nurse tutors and students are not impressed with nurse tutors cognitive, affective and psychomotor performance during teaching. There is inadequate clinical orientation to students [OR ≤ 0.302; 95%CI (0.096 ± 2.955); p ≥ 0.042] and inadequate funding from college administration [OR ≤ 1.013; 95%CI (0.271 ± 3.793); p ≥ 0.985] as a result it creates much pressure on teaching. Conclusion: There is a need to develop an effective teaching strategy that would be conducive and easy to use for the limited resource environments in Malawi.
KEYWORDS
Nurse Tutor Challenges, Nurse Tutor Performance, Nurse Tutor Work Experience, Student Study Experience
Nurse Tutor Challenges, Nurse Tutor Performance, Nurse Tutor Work Experience, Student Study Experience
Cite this paper
Mbirimtengerenji, N. , Daniels, F. and Martin, P. (2015) Challenges of Nurse Tutors’ Classroom and Clinical Performance When Teaching. Open Journal of Nursing, 5, 707-724. doi: 10.4236/ojn.2015.58074.
Mbirimtengerenji, N. , Daniels, F. and Martin, P. (2015) Challenges of Nurse Tutors’ Classroom and Clinical Performance When Teaching. Open Journal of Nursing, 5, 707-724. doi: 10.4236/ojn.2015.58074.
References
[1] WHO (2010) Statistical Year Book. Sub-Saharan Region, New York.
www.who.int [2] Carlisle, C., Calman, L. and Ibbotson, T. (2009) Practice-Based Learning: The Role of Practice Education Facilitators in Supporting Mentors. Nurse Education Today, 29, 715-721.
http://www.sciencedirect.com/science/article/pii [3] Waterson, E., Harms, E., Qupe, L., Maritz, J. and Makobe, K. (2006) Strategies to Improve the Performance of Learners in a Nursing College; Part I: Issues Pertaining to Nursing Education. Curationis, 29, 56-65.
www.ncbi.nlm.nih.gov/pubmed/16910135 [4] Msiska, G., Smith, P., Fawcett, T. and Munkhondya, T.M. (2015) Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students. Open Journal of Nursing, 5, 470-481. [5] Mbirimtengerenji, N.D. and Adejumo, O. (2015) Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges. Open Journal of Nursing, 5, 276-294.
http://www.scirp.org/journal/ojnhttp://dx.doi.org/10.4236/ojn.2015.53031 [6] Nurses Council of Malawi (2009) Annual Report on Nursing Education. Lilongwe. [7] DeLucia, P.R., Ott, T.E. and Palmieri, P.A. (2009) Performance in Nursing. Reviews of Human Factors and Ergonomics, 5, 1-40.
http://rev.sagepub.com/content/5/1/1.short [8] Chilemba, E.B. and Bruce, J.C. (2014) Teaching Styles Used in Malawian BSN Programmes: A Survey of Nurse Educator Preferences. Nurse Education Today, 35, e55-e60.
www.elsevier.com/nedt
http://dx.doi.org/10.1016/j.nedt.2014.12.015 [9] Grigulis, A.L. (2010) Lives of Malawian Nurses: Stories behind the Statistics. PhD Thesis, Centre for international Health and Development, University College London, London. [10] Msiska, G., Munkhondya, T.M. and Chilemba, E. (2014) Undergraduate Students’ Perceptions of the Role of the Nurse Educator during Clinical Placements in Malawian. Open Journal of Nursing, 4, 836-847.
http://dx.doi.org/10.4236/ojn.2014.412089 [11] Richman, S.B. (2010) A Process Model of the Link between Parenting Practices and Academic Behavior. Poster Presented at the Fifth Annual Institute of Education Sciences Research Conference, Washington DC.
www.sesp.northwestern.edu/docs/cv/4790916114fa17c0b3b01a.pdf [12] Mbirimtengerenji, N.D. and Adejumo, O. (2015) Challenges of Nurse Tutor Utilization of the Teaching Aids. Open Journal of Nursing, 5, 516-527.
http://dx.doi.org/10.4236/ojn.2015.55055 [13] Caffrey, M. and Graeme F. (2006) Health Workforce “Innovative Approachesand 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.
www.intrahealth.org/ [14] Mbirimtengerenji, N.D. and Adejumo, O. (2015) Challenges of Student and Nurse Tutor Interactions in Malawi Nursing Colleges. IJSR-International Journal of Scientific Research, 4, 2277-8179.
http://theglobaljournals.com/ijsr/articles.php?val=NTEwOQ==&b1=137&k=35#sthash.DPp234In.pdf [15] Polit, D. and Beck, C.T. (2003) Nursing Research: Principals and Methods. Williams Book Company, New York.
https://books.google.co.za/books?isbn=0781746256 [16] Tomietto, M., Saiani, L., Palese A., Cunico, L., Cicolini, G., Watson, P. and Saarikoski, M. (2012) Clinical Learning Environment and Supervision plus Nurse Teacher (CLES+T) Scale: Testing the Psychometric Characteristics of the Italian Version. Giornale Italiano di Medicina del Lavoro ed Ergonomia, 34, B27-B80.
www.ncbi.nlm.nih.gov/pubmed/23326942 [17] Ministry of Health-MoH (2012) Annual Report on Nurse’S Performance. Capitol Hill, Lilongwe. [18] Roberto Rivera (2011) Research Ethics Training Curriculum. 2nd Edition, Family Health International, North Carolina.
www.fhi360.org [19] Lamba, S., Rawat, A., Jacob, J., Arya, M., Rawat, J., Chauhan, V. and Panchal, S. (2014) Impact of Teaching Time on Attention and Concentration. IOSR Journal of Nursing and Health Science, 3, 1-4.
www.iosrjournals.org [20] Ministry of Health-MoH (2010) Biannual Conference, Karikuti Hotel, Lilongwe, Malawi Nurses Council of Malawi (NCM). 2007 Annual Report; Progress of Nurses in Development, Lilongwe. [21] Bjørk, I.T. and Kirkevold, M. (2000) From Simplicity to Complexity: Developing a Model of Practical Skill Performance. Journal of Clinical Nursing, 9, 620-631.
http://dx.doi.org/10.1046/j.1365-2702.2000.00328.x [22] Jones, J.A. (2005) A study of Nurse Tutors’ Conceptualization of Their Ward Teaching Role. Journal of Advanced Nursing, 10, 349-360. [23] Barua, A. (2013) Methods for Decision-Making in Survey Questionnaires Based on Likert Scale. Journal of Asian Scientific Research, 3, 35-38.
http://www.aessweb.com/pdf-files/35-38.pdf
[1] WHO (2010) Statistical Year Book. Sub-Saharan Region, New York.
www.who.int [2] Carlisle, C., Calman, L. and Ibbotson, T. (2009) Practice-Based Learning: The Role of Practice Education Facilitators in Supporting Mentors. Nurse Education Today, 29, 715-721.
http://www.sciencedirect.com/science/article/pii [3] Waterson, E., Harms, E., Qupe, L., Maritz, J. and Makobe, K. (2006) Strategies to Improve the Performance of Learners in a Nursing College; Part I: Issues Pertaining to Nursing Education. Curationis, 29, 56-65.
www.ncbi.nlm.nih.gov/pubmed/16910135 [4] Msiska, G., Smith, P., Fawcett, T. and Munkhondya, T.M. (2015) Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students. Open Journal of Nursing, 5, 470-481. [5] Mbirimtengerenji, N.D. and Adejumo, O. (2015) Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges. Open Journal of Nursing, 5, 276-294.
http://www.scirp.org/journal/ojnhttp://dx.doi.org/10.4236/ojn.2015.53031 [6] Nurses Council of Malawi (2009) Annual Report on Nursing Education. Lilongwe. [7] DeLucia, P.R., Ott, T.E. and Palmieri, P.A. (2009) Performance in Nursing. Reviews of Human Factors and Ergonomics, 5, 1-40.
http://rev.sagepub.com/content/5/1/1.short [8] Chilemba, E.B. and Bruce, J.C. (2014) Teaching Styles Used in Malawian BSN Programmes: A Survey of Nurse Educator Preferences. Nurse Education Today, 35, e55-e60.
www.elsevier.com/nedt
http://dx.doi.org/10.1016/j.nedt.2014.12.015 [9] Grigulis, A.L. (2010) Lives of Malawian Nurses: Stories behind the Statistics. PhD Thesis, Centre for international Health and Development, University College London, London. [10] Msiska, G., Munkhondya, T.M. and Chilemba, E. (2014) Undergraduate Students’ Perceptions of the Role of the Nurse Educator during Clinical Placements in Malawian. Open Journal of Nursing, 4, 836-847.
http://dx.doi.org/10.4236/ojn.2014.412089 [11] Richman, S.B. (2010) A Process Model of the Link between Parenting Practices and Academic Behavior. Poster Presented at the Fifth Annual Institute of Education Sciences Research Conference, Washington DC.
www.sesp.northwestern.edu/docs/cv/4790916114fa17c0b3b01a.pdf [12] Mbirimtengerenji, N.D. and Adejumo, O. (2015) Challenges of Nurse Tutor Utilization of the Teaching Aids. Open Journal of Nursing, 5, 516-527.
http://dx.doi.org/10.4236/ojn.2015.55055 [13] Caffrey, M. and Graeme F. (2006) Health Workforce “Innovative Approachesand 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.
www.intrahealth.org/ [14] Mbirimtengerenji, N.D. and Adejumo, O. (2015) Challenges of Student and Nurse Tutor Interactions in Malawi Nursing Colleges. IJSR-International Journal of Scientific Research, 4, 2277-8179.
http://theglobaljournals.com/ijsr/articles.php?val=NTEwOQ==&b1=137&k=35#sthash.DPp234In.pdf [15] Polit, D. and Beck, C.T. (2003) Nursing Research: Principals and Methods. Williams Book Company, New York.
https://books.google.co.za/books?isbn=0781746256 [16] Tomietto, M., Saiani, L., Palese A., Cunico, L., Cicolini, G., Watson, P. and Saarikoski, M. (2012) Clinical Learning Environment and Supervision plus Nurse Teacher (CLES+T) Scale: Testing the Psychometric Characteristics of the Italian Version. Giornale Italiano di Medicina del Lavoro ed Ergonomia, 34, B27-B80.
www.ncbi.nlm.nih.gov/pubmed/23326942 [17] Ministry of Health-MoH (2012) Annual Report on Nurse’S Performance. Capitol Hill, Lilongwe. [18] Roberto Rivera (2011) Research Ethics Training Curriculum. 2nd Edition, Family Health International, North Carolina.
www.fhi360.org [19] Lamba, S., Rawat, A., Jacob, J., Arya, M., Rawat, J., Chauhan, V. and Panchal, S. (2014) Impact of Teaching Time on Attention and Concentration. IOSR Journal of Nursing and Health Science, 3, 1-4.
www.iosrjournals.org [20] Ministry of Health-MoH (2010) Biannual Conference, Karikuti Hotel, Lilongwe, Malawi Nurses Council of Malawi (NCM). 2007 Annual Report; Progress of Nurses in Development, Lilongwe. [21] Bjørk, I.T. and Kirkevold, M. (2000) From Simplicity to Complexity: Developing a Model of Practical Skill Performance. Journal of Clinical Nursing, 9, 620-631.
http://dx.doi.org/10.1046/j.1365-2702.2000.00328.x [22] Jones, J.A. (2005) A study of Nurse Tutors’ Conceptualization of Their Ward Teaching Role. Journal of Advanced Nursing, 10, 349-360. [23] Barua, A. (2013) Methods for Decision-Making in Survey Questionnaires Based on Likert Scale. Journal of Asian Scientific Research, 3, 35-38.
http://www.aessweb.com/pdf-files/35-38.pdf