Knowledge, attitudes and practices regarding social media as a teaching strategy at a public nursing college in Limpopo province
- Authors: Halala, Pfukani Symantha
- Date: 2023-12
- Subjects: Nurse educators , Teaching strategy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62849 , vital:73057
- Description: The emergence of social media (SM) in the academic arena has demonstrated the potential for innovation in teaching and learning. Moreover, its appeal is enhanced by its accessibility and affordability. Consequently, the use of SM has increased globally and has influenced interaction and socialisation amongst educators and learners. In addition, SM has affected learning and how educators teach and collaborate with learners when constructing knowledge in higher education settings. However, despite its advantages, nurse educators' use of SM is less than optimal in teaching. Therefore, the study aimed to explore nurse educators' knowledge, attitudes and practices regarding the use of SM as a teaching strategy at a public nursing college in the province of Limpopo, South Africa. The research design employed for this study was quantitative, explorative, descriptive and contextual, and Roger’s diffusion of innovation theory underpinned the study. Stratified, proportionate sampling was used to select the nurse educators who were respondents to the study’s survey via a questionnaire as the data collection instrument. An educator as a specialist in the use of SM, a statistician and the study supervisors reviewed the questionnaire. A pilot study was conducted to check the validity and reliability of the data collection instrument. Data gathered through the survey was statistically analysed to produce descriptive statistics. The researcher adhered to the ethical principles of respect, beneficence, and justice. The research results indicated that the nurse educators in the study were knowledgeable about SM platforms. Moreover, although they had a positive attitude towards incorporating SM as a teaching strategy. Therefore, based on the research results, recommendations were to facilitate the use of SM as a teaching strategy. , Thesis (Ma) -- Faculty of Health Science, 2023
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- Date Issued: 2023-12
- Authors: Halala, Pfukani Symantha
- Date: 2023-12
- Subjects: Nurse educators , Teaching strategy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/62849 , vital:73057
- Description: The emergence of social media (SM) in the academic arena has demonstrated the potential for innovation in teaching and learning. Moreover, its appeal is enhanced by its accessibility and affordability. Consequently, the use of SM has increased globally and has influenced interaction and socialisation amongst educators and learners. In addition, SM has affected learning and how educators teach and collaborate with learners when constructing knowledge in higher education settings. However, despite its advantages, nurse educators' use of SM is less than optimal in teaching. Therefore, the study aimed to explore nurse educators' knowledge, attitudes and practices regarding the use of SM as a teaching strategy at a public nursing college in the province of Limpopo, South Africa. The research design employed for this study was quantitative, explorative, descriptive and contextual, and Roger’s diffusion of innovation theory underpinned the study. Stratified, proportionate sampling was used to select the nurse educators who were respondents to the study’s survey via a questionnaire as the data collection instrument. An educator as a specialist in the use of SM, a statistician and the study supervisors reviewed the questionnaire. A pilot study was conducted to check the validity and reliability of the data collection instrument. Data gathered through the survey was statistically analysed to produce descriptive statistics. The researcher adhered to the ethical principles of respect, beneficence, and justice. The research results indicated that the nurse educators in the study were knowledgeable about SM platforms. Moreover, although they had a positive attitude towards incorporating SM as a teaching strategy. Therefore, based on the research results, recommendations were to facilitate the use of SM as a teaching strategy. , Thesis (Ma) -- Faculty of Health Science, 2023
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- Date Issued: 2023-12
A best practice guideline for evidence based teaching strategies for nurse educators
- Authors: Breytenbach, Cecile
- Date: 2015
- Subjects: Nursing -- Study and teaching -- Great Britain , Nurse educators , Evidence-based nursing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4831 , vital:20699
- Description: Evidence based practice (EBP) is a worldwide phenomena defined as the “conscientious explicit and judicious use of current best evidence in making decisions about the patient’s care”. The evidence based practice concept’s aim is to effectively guide health care professionals to build knowledge that will be supported by evidence. Evidence based practice must be supported by evidence based teaching. Nurse educators must be up to date with evidence based teaching as well as the latest evidence based teaching strategies, in order to teach the new millennial nursing students and for the new qualifications structure. Teaching the concept of evidence based practice by implementing evidence based teaching to nursing students will enable them to transform the future of healthcare by delivering high quality care practice. A paucity of evidence is available on evidence based teaching and teaching strategies in the South African context. Therefore the researcher used a systematic review methodology to explore and describe the best available evidence based teaching strategies and to develop a guideline on evidence based teaching strategies for nurse educators. The data bases searched included: MEDLINE, CINAHL, PubMed and Google Scholar. Manual searches were done and completed with the assistance of librarians. A total number of n=50 studies were identified as potentially relevant to the study. The number or articles included for critical appraisal were 20. On completion of the critical appraisal n=17 articles were identified for the review. The included studies for the review were n=7 Level 1, systematic reviews and n=10 Level 2, quasi-experimental studies. Three studies were excluded after critical appraisal from two reviewers, appraisal was done independently, and consensuses were reached between the two reviewers. The Joanna Briggs Institutes critical appraisal and data extraction instruments were used for the study. The descriptive data synthesis was done of the included studies as well as a comparison of teaching strategies to determine which one to better than the other one. Although n = 4 of the teaching strategies (concept mapping, internet-based learning, evidence based interactive strategy and cultural competence) significantly increased knowledge, the overall results found that a variety of teaching strategies to be implemented to increase the knowledge outcomes of the nursing students. The different teaching strategies found were: e-learning, concept mapping, internet-based learning, web-based learning, gaming, problem-based learning, and case studies, evidence based learning and cultural competence. However, more research is needed to investigate the best use of the different teaching strategies and compare the impact of a variety of teaching strategies on increasing knowledge of the nursing student.
- Full Text:
- Date Issued: 2015
- Authors: Breytenbach, Cecile
- Date: 2015
- Subjects: Nursing -- Study and teaching -- Great Britain , Nurse educators , Evidence-based nursing
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/4831 , vital:20699
- Description: Evidence based practice (EBP) is a worldwide phenomena defined as the “conscientious explicit and judicious use of current best evidence in making decisions about the patient’s care”. The evidence based practice concept’s aim is to effectively guide health care professionals to build knowledge that will be supported by evidence. Evidence based practice must be supported by evidence based teaching. Nurse educators must be up to date with evidence based teaching as well as the latest evidence based teaching strategies, in order to teach the new millennial nursing students and for the new qualifications structure. Teaching the concept of evidence based practice by implementing evidence based teaching to nursing students will enable them to transform the future of healthcare by delivering high quality care practice. A paucity of evidence is available on evidence based teaching and teaching strategies in the South African context. Therefore the researcher used a systematic review methodology to explore and describe the best available evidence based teaching strategies and to develop a guideline on evidence based teaching strategies for nurse educators. The data bases searched included: MEDLINE, CINAHL, PubMed and Google Scholar. Manual searches were done and completed with the assistance of librarians. A total number of n=50 studies were identified as potentially relevant to the study. The number or articles included for critical appraisal were 20. On completion of the critical appraisal n=17 articles were identified for the review. The included studies for the review were n=7 Level 1, systematic reviews and n=10 Level 2, quasi-experimental studies. Three studies were excluded after critical appraisal from two reviewers, appraisal was done independently, and consensuses were reached between the two reviewers. The Joanna Briggs Institutes critical appraisal and data extraction instruments were used for the study. The descriptive data synthesis was done of the included studies as well as a comparison of teaching strategies to determine which one to better than the other one. Although n = 4 of the teaching strategies (concept mapping, internet-based learning, evidence based interactive strategy and cultural competence) significantly increased knowledge, the overall results found that a variety of teaching strategies to be implemented to increase the knowledge outcomes of the nursing students. The different teaching strategies found were: e-learning, concept mapping, internet-based learning, web-based learning, gaming, problem-based learning, and case studies, evidence based learning and cultural competence. However, more research is needed to investigate the best use of the different teaching strategies and compare the impact of a variety of teaching strategies on increasing knowledge of the nursing student.
- Full Text:
- Date Issued: 2015
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