Revisiting innovative approaches to teaching and learning in nursing programmes: educators’ experiences with the use of a case-based teaching approach at a nursing school
Linda, Ntombizodwa S.
MetadataShow full item record
Innovative approaches to teaching and learning have been acclaimed by educators in health care related professions as being more suitable to teaching future professionals, and to engendering critical thinking, as well as the competencies that are relevant to the needs of the society. This article focuses on teachers’ concerns about the implementation of the case-based method of teaching at a school of nursing in the Western Cape, South Africa. Teachers involved in this method of teaching for at least two years provided qualitative data through a series of focus group discussions (4 FGDs) organised according to the different year levels of the nursing programme of the School of Nursing, so as to be able to contextualise answers to the study questions. The FGDs were followed by a one-day consensus workshop for all educators involved in case-based teaching for a shared discussion that concentrated on finding solutions for the future. Concerns raised included issues about the facilitation role of the teacher; the role of the student; curriculum alignment; assessment methods; and the role of the environment in case-based teaching and learning settings. Recommended solutions were aligned to the identified concerns.
Showing items related by title, author, creator and subject.
Lecturers’ perceptions: the value of assessment rubrics for informing teaching practice and curriculum review and development Bharuthram, Sharita (Taylor and Francis, 2015)The assessment rubric is increasingly gaining recognition as a valuable tool in teaching and learning in higher education. While many studies have examined the value of rubrics for students, research into the lecturers’ ...
Rowe, Michael (Health and Medical Publishing Group, 2016)BACKGROUND. Clinical educators are being challenged to graduate students who can adapt to complex situations. Evidence suggests that one must go beyond teaching students what to know and what to do, and help them learn ...
McMillan, Wendy (Health and Medical Publishing Group, 2010)This paper is premised on the assumption that education research, in order to be relevant, needs to generate explanations that have educational significance and applicability. It argues that much of the health sciences ...