马拉维护理学院护士导师教学策略的运用

原文作者 Noel D. Mbirimtengerenji¹, Oluyinka Adejumo²

单位¹University of Malawi, ²University of Western Cape

摘要：背景: 有许多教学策略适合于教学学习，但并非全部都能产生所期望的结果，护士导师能在教室和临床教学时适当的应用教学策略。因此，在护理教育中,确定护士导师教学策略的运用是非常有害的。方法: 利用定性和定量方法顺序的描述探索性设计，被应用到在马拉维10个护理学院的迭代目标概率萨姆取样（IPPS）中。这篇文章对对129名学生和82名护士导师进行了两次结构化问卷调查，40次深度访谈和10个焦点小组。在李克特量表和克龙巴赫的阿尔法排名5以下的教学策略共有56个变量，没有标准化是0.964，在标准化之后是0.963。结果: 直接教学策略如讲座方法是很常见的，但护士导师更喜欢结合其他交互式指令。有统计关联使用角色扮演和小组讨论方法，护士导师工作经验的增长比率分别为OR le; 1.624; CI(0.576 plusmn; 4.579); p ge; 0.359 and OR le; 1.397; CI(0.882 plusmn; 2.306); p ge; 0.147。在马拉维护理学院的护士导师中，能够胜任的不同教学策略使用能力的导师仍然非常有限，这会降低高校护生的学习质量。结论:结合不同的教学特点制定新的教学策略，可以提高马拉维护理教育的质量。

关键词：教学策略；护理导师经验；学生学习经验

1.引言

护理学是一门双重专业的学科，护士导师和护士学生在教室里最重要的准备病人护理。 护士导师的教学活动为学生提供了将知识转化为现实生活经验的机会。

为证明在护理学的课堂中和临床教育的巨大活动，护士导师必须对教室和临床学习过程有明确、切合实际的期望。这是因为，课堂和临床教学的有效性应该由其产生标准化成果的程度来判断，只有护士导师遵循以学生为中心的教学策略才能实现。

有许多适合教学学习的教学策略，但不是都可以产生预期的结果，护士导师可以同时在教室和临床领域适当的应用。护士教师互动教学策略是马拉维护理学院护士导师实践的常见教学策略。但是，无论这些策略是否得到正确使用，马拉维护理学院尚未对其进行科学分类。然而，贬低护士形象和护理学生的失败仍然在该国新闻媒体的头版。

是否由于教学策略的有限利用而导致学生学习失败的原因尚不清楚，是否是由于护士导师策划不当，组织或实施其课堂和临床内容，而不能使学生能够有效掌握学习过程，也没有在马拉维的文献中记载。有人指出，护士导师的课堂和临床教学规划应从确定安全的护理实践所需的学习成果开始，这些学习成果只有在教学资源足以供导师使用的情况下才能被评为非常好。

教学是一个复杂的过程，旨在促进学习，而教学目标是引导学生自己发现知识，护士导师通过故意的教学活动促使学生发现知识。然而，在马拉维的大多数护理学院，护士导师却非常缺乏这一些活动或行为。

有文献主张，护理学生的表现不佳是由于课程负担过重了，指出重点应该放在护士导师内容的覆盖面，零碎的和人为的学习过程，学科或科目之间的重复，以及具有专制性护理立场的行为客观模型。这导致学生在护士导师的教学和临床领域缺乏保留和整合知识的能力。

护理教育的教学策略是用来教学生护理的手段或途径。护理教学方法的选择取决于教学（内容）和被教导者，预期的能力水平内容可以分为三个知识领域：技能，态度和价值观。教授知识时，为了让学习者积极参与学习知识，导师可以使用很多种方法。当导师教导技能时，需要展示和指出重要的方面，监督学生练习技能，或通过“动手”技能与学生交流。在教导态度时，需要采用有效的教学方法，避免学生焦虑最大化，从而成为考试失败的根源。马拉维护理学院还没有明确的表明这些过程是否正确完成，大多数护士导师不仅要善于资源和技能，而且还要了解当前明确的交互式教学策略。

尽管卡穆祖护理学院正在为在国家护理学院工作的导师进行正规培训，但马拉维许多护士培训机构无法达到世界卫生组织规定的1:15的教师与学生的比例，马拉维护士的比例为1:20至1:50或更高。然而，即使最好的比例也会引起疑虑，因为它们是以员工人数为基础的。实际情况是，护士导师经常上有50到200学生的课，这给导师有效教学或使用一些以学生为中心的教学策略造成负担。很多护士导师仍然感到沮丧，很难长期留在学院。需要确定的是护士导师如何为所有学生使用教学策略。除了难以达到导师与学生的比例之外，所有护理学院的主要制约因素是实现1：5的推荐护士教师/受教育学生的比例。马拉维的大多数培训机构远不及这一比例，从最乐观的估计为1:27到1：215或更高。

马拉维护理教育文献中有证据显示，在何时何地有效地运用教学策略，学生都能积极的学习，将课堂知识转移到临床环境中。这些研究给护理学院扩大他们积极的学习教育专业知识和满足学生的需求的行为提供了很少的激励。有限的证据表明护理教育行政人员提供积极的学习和教学策略所需的额外资源不为护理学生信任，积极的合作学习将导致其临床表现的成功。

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外文文献出处：Noel D. Mbirimtengerenji, Oluyinka Adejumo. “Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges” Scientific Research Publishing, 2015.

附外文文献原文

Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges

Noel D. Mbirimtengerenji¹, Oluyinka Adejumo²

1University of Malawi, Kamuzu College of Nursing, Lilongwe, Malawi

2University 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 Cronbachrsquo;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 le; 1.624; CI(0.576 plusmn; 4.579); p ge; 0.359 and OR le; 1.397; CI(0.882 plusmn; 2.306); p ge; 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.

Keywords

Teaching Strategy, Nurse Tutor Experience, Student Study Experience

Introduction

Nursing is a strong dual professional discipline, what nurse tutors and nursing students do in the classroom area is important in readiness for patient care. Teaching activities for nurse tutors provide real life experiences and opportunities for transfer of knowledge to practical situations to students.

To justify the enormous activities on classroom and clinical education in nursing, nurse tutors, must have clear, realistic expectations of the desired outcome of both classroom and clinical learning process. This is because, the effectiveness of classroom and clinical teaching should be judged by the extent to which it produces the standardized outcomes. This is only done if nurse tutors follow teaching strategies that are student centered with all the teaching needs available.

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. Nurse tutors interacted teaching strategies are the common teachin

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Open Journal of Nursing, 2015, 5, 276-294

Published Online March 2015 in SciRes. http://www.scirp.org/journal/ojn http://dx.doi.org/10.4236/ojn.2015.53031

Utilization of the Teaching Strategies among Nurse Tutors in Malawi Nursing Colleges

Noel D. Mbirimtengerenji¹, Oluyinka Adejumo²

1

University of Malawi, Kamuzu College of Nursing, Lilongwe, Malawi

2

University of Western Cape, Bellville, South Africa

Email: ndmbiri@kcn.unima.mw, aodejumo@uwc.ac.za

Received 12 March 2015; accepted 26 March 2015; published 30 March 2015

Copyright copy; 2015 by authors and Scientific Research Publishing Inc.

This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/

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 Cronbachrsquo;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 le; 1.624; CI(0.576 plusmn; 4.579); p ge; 0.359 and OR le; 1.397; CI(0.882 plusmn; 2.306); p ge; 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.

Keywords

Teaching Strategy, Nurse Tutor Experience, Student Study Experience

Introduction

Nursing is a strong dual professional discipline, what nurse tutors and nursing students do in the classroom area

How to cite this paper: 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://dx.doi.org/10.4236/ojn.2015.53031

is important in readiness for patient care. Teaching activities for nurse tutors provide real life experiences and opportunities for transfer of knowledge to practical situations to students [1].

To justify the enormous activities on classroom and clinical education in nursing, nurse tutors, must have clear, realistic expectations of the desired outcome of both classroom and clinical learning process. This is because, the effectiveness of classroom and clinical teaching should be judged by the extent to which it produces the standardized outcomes. This is only done if nurse tutors follow teaching strategies that are student centered with all the teaching needs available.

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. Nurse tutors interacted teaching strategies are the common teaching strategies that are practiced by nurse tutors in Malawi nursing colleges. But whether these strategies are used properly or not, they have not yet been scientifically classified at length in Malawi nursing colleges. However, the demeaning nursing image and nursing student failure still remain at the news-media front page in the country.

Whether, the low nursing status and student failure is due to limited or poor utilization of the teaching strategies was not yet known. Nurse tutor poor planning, organizing or implementation of their classroom and clinical content so that the students can effectively master the learning process was also not yet document in Malawi literature. It has been pointed out that planning for classroom and clinical teaching by nurse tutors should begin with identifying learning outcomes that are necessary for safe competent nursing practice [2]. Yes, these learning outcomes can be rated very high only if the resources for teaching are adequate for tutors to use.

Teaching is the complex process intended to facilitate learning, while the goal of teaching is to lead students in discovering knowledge for themselves, it is the nurse tutors who encourage this discovery through deliberate teaching actions. However, some actions or behavior of the nurse tutor were much to be desired in most nursing colleges in Malawi.

Literature maintains that poor performance of nursing students is due to an overloaded curriculum [3], however, emphasis being placed on nurse tutor coverage of the content, fragmented and

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