Nurse Educators' Lived Experiences of Student-Centered Teaching in Practice Settings: A Proposed Interpretive Phenomenology

2.50
Hdl Handle:
http://hdl.handle.net/10755/338393
Category:
Full-text
Type:
Presentation
Title:
Nurse Educators' Lived Experiences of Student-Centered Teaching in Practice Settings: A Proposed Interpretive Phenomenology
Author(s):
Oyelana, Olabisi
Lead Author STTI Affiliation:
Xi Lambda
Author Details:
Olabisi Oyelana, RN, BN, oyelanao@cc.umanitoba.ca
Abstract:
Session presented on Friday, September 26, 2014: The purpose of this poster presentation is to describe a proposed research study that represents an upcoming Master's thesis. In todays health care system, changes and complexities require nurses to practice with a high degree of accountability and strong problem-solving skills. Increasingly, nurses are required to anticipate and manage complex care of diverse patients; consequently, nurses need to be educated in a manner that meets current practice demands. Clinical nursing education is moving towards a student-centered philosophy that facilitates nursing students confidence, creativity, inquisitiveness, intuition, open mindedness and the capability for gathering and analyzing information. The student-centered philosophy has been widely researched with consistent findings that students are highly satisfied with this approach. However, inconsistent student outcomes of critical thinking and problem-solving have been reported by several researchers who have examined student-centered teaching in classroom settings. Only one study was located that examined nurse educators intent to use student-centered teaching in a clinical setting. This sample of nurse educators experienced mixed reactions to incorporating student-centered teaching in practice settings. The proposed interpretive phenomenology will explore the essence of student-centered teaching from the perspectives of nurse educators who teach undergraduate nursing students in various practice settings. A purposive sampling technique will be utilized. Ten to fifteen nurse educators that utilize student-centered teaching in practice settings will be recruited from several bachelor of nursing programs located in the Province of Manitoba, Canada. Semi-structured audio-recorded interviews will be conducted to explore nurse educators lived experiences of student centered teaching in practice settings. Audio-recorded interviews will be transcribed verbatim. The transcripts will be analyzed using a process described by van Manen. An executive summary of the studys findings will be shared with all participants and participating deans and directors. This study is significant in that findings will generate recommendations to enhance the incorporation of student-centered teaching that can be utilized by educators, educational administrators, and preceptors in practice settings in various health care disciplines.
Keywords:
Pedagogy; Qualitative research; Student-centered teaching
Repository Posting Date:
15-Jan-2015
Date of Publication:
15-Jan-2015
Other Identifiers:
LEAD14PST121
Conference Date:
2014
Conference Name:
Leadership Summit 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Leadership Summit 2014 Theme: Personal. Professional. Global. Held at the Indianapolis Marriott Downtown, Indianapolis.
Note:
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleNurse Educators' Lived Experiences of Student-Centered Teaching in Practice Settings: A Proposed Interpretive Phenomenologyen_US
dc.contributor.authorOyelana, Olabisien
dc.contributor.departmentXi Lambdaen
dc.author.detailsOlabisi Oyelana, RN, BN, oyelanao@cc.umanitoba.caen
dc.identifier.urihttp://hdl.handle.net/10755/338393-
dc.description.abstractSession presented on Friday, September 26, 2014: The purpose of this poster presentation is to describe a proposed research study that represents an upcoming Master's thesis. In todays health care system, changes and complexities require nurses to practice with a high degree of accountability and strong problem-solving skills. Increasingly, nurses are required to anticipate and manage complex care of diverse patients; consequently, nurses need to be educated in a manner that meets current practice demands. Clinical nursing education is moving towards a student-centered philosophy that facilitates nursing students confidence, creativity, inquisitiveness, intuition, open mindedness and the capability for gathering and analyzing information. The student-centered philosophy has been widely researched with consistent findings that students are highly satisfied with this approach. However, inconsistent student outcomes of critical thinking and problem-solving have been reported by several researchers who have examined student-centered teaching in classroom settings. Only one study was located that examined nurse educators intent to use student-centered teaching in a clinical setting. This sample of nurse educators experienced mixed reactions to incorporating student-centered teaching in practice settings. The proposed interpretive phenomenology will explore the essence of student-centered teaching from the perspectives of nurse educators who teach undergraduate nursing students in various practice settings. A purposive sampling technique will be utilized. Ten to fifteen nurse educators that utilize student-centered teaching in practice settings will be recruited from several bachelor of nursing programs located in the Province of Manitoba, Canada. Semi-structured audio-recorded interviews will be conducted to explore nurse educators lived experiences of student centered teaching in practice settings. Audio-recorded interviews will be transcribed verbatim. The transcripts will be analyzed using a process described by van Manen. An executive summary of the studys findings will be shared with all participants and participating deans and directors. This study is significant in that findings will generate recommendations to enhance the incorporation of student-centered teaching that can be utilized by educators, educational administrators, and preceptors in practice settings in various health care disciplines.en
dc.subjectPedagogyen
dc.subjectQualitative researchen
dc.subjectStudent-centered teachingen
dc.date.available2015-01-15T13:36:49Z-
dc.date.issued2015-01-15-
dc.date.accessioned2015-01-15T13:36:49Z-
dc.conference.date2014en
dc.conference.nameLeadership Summit 2014en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationIndianapolis, Indiana, USAen
dc.descriptionLeadership Summit 2014 Theme: Personal. Professional. Global. Held at the Indianapolis Marriott Downtown, Indianapolis.en
dc.description.noteItems submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.-
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