Strategies to Improve Nurse Educator-Student Nurse Neophyte Interaction in the Classroom Setting

2.50
Hdl Handle:
http://hdl.handle.net/10755/316816
Category:
Abstract
Type:
Presentation
Title:
Strategies to Improve Nurse Educator-Student Nurse Neophyte Interaction in the Classroom Setting
Author(s):
Khoza, Lunic Base
Lead Author STTI Affiliation:
Non-member
Author Details:
Lunic Base Khoza, RN; BA;MACur; PhD, email: bkhoza@univen.ac.za
Abstract:

Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014

The transition from secondary school to nursing school, college or university can be dramatic experience for student-nurse neophytes. Literature supports the premise that student nurses experience the most difficult adaptation problems during their first year of study, and require much support from teachers in the classroom setting. The first initial encounter in nursing education that occurs during nurse-educator – student-nurse interaction in the classroom setting has a long and lasting impact on the student’s life. This classroom interaction should be positive enough to enable nurse-educators to impart knowledge and skills to students and for students to achieve the learning outcomes.

The purpose of the study was to describe strategies that contribute to nurse–educator - student-nurse neophyte interaction in the classroom setting. This study was designed as a qualitative descriptive research project. The population used consisted of student-nurses and nurse-educators at the University of Venda. A representative sample of 25 student-nurse neophytes was randomly selected and interviewed using focus group interviews. Three nurse-educators responsible for teaching these students were purposively selected and interviewed using in-depth interviews.

 Transcriptions were made in the form of written notes from the audiotape. Data were coded and categorised to assist in the recognition of collected data.

The findings of the study revealed that nurse-educator - student-nurse neophyte interaction in the classroom results from good ethical and emotional behaviour displayed by both nurse-educators and students during interaction. The study further identified examples of inappropriate behaviour that affect interaction negatively and results in students failing and dropping out from their studies. The views of participants and the literature consulted assisted the researcher to outline strategies that can improve interaction in the classroom setting with regard to environment, attitude, behaviour and also teaching strategies.

Keywords:
classroom teaching; teaching strategies; educator-student interaction
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleStrategies to Improve Nurse Educator-Student Nurse Neophyte Interaction in the Classroom Settingen_GB
dc.contributor.authorKhoza, Lunic Baseen_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsLunic Base Khoza, RN; BA;MACur; PhD, email: bkhoza@univen.ac.zaen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316816-
dc.description.abstract<p>Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014</p>The transition from secondary school to nursing school, college or university can be dramatic experience for student-nurse neophytes. Literature supports the premise that student nurses experience the most difficult adaptation problems during their first year of study, and require much support from teachers in the classroom setting. The first initial encounter in nursing education that occurs during nurse-educator – student-nurse interaction in the classroom setting has a long and lasting impact on the student’s life. This classroom interaction should be positive enough to enable nurse-educators to impart knowledge and skills to students and for students to achieve the learning outcomes. <p>The purpose of the study was to describe strategies that contribute to nurse–educator - student-nurse neophyte interaction in the classroom setting. This study was designed as a qualitative descriptive research project. The population used consisted of student-nurses and nurse-educators at the University of Venda. A representative sample of 25 student-nurse neophytes was randomly selected and interviewed using focus group interviews. Three nurse-educators responsible for teaching these students were purposively selected and interviewed using in-depth interviews. <p> Transcriptions were made in the form of written notes from the audiotape. Data were coded and categorised to assist in the recognition of collected data. <p>The findings of the study revealed that nurse-educator - student-nurse neophyte interaction in the classroom results from good ethical and emotional behaviour displayed by both nurse-educators and students during interaction. The study further identified examples of inappropriate behaviour that affect interaction negatively and results in students failing and dropping out from their studies. The views of participants and the literature consulted assisted the researcher to outline strategies that can improve interaction in the classroom setting with regard to environment, attitude, behaviour and also teaching strategies.en_GB
dc.subjectclassroom teachingen_GB
dc.subjectteaching strategiesen_GB
dc.subjecteducator-student interactionen_GB
dc.date.available2014-05-13T16:43:08Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:43:08Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
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