Challenges of Student and Nurse Tutor interactions in Malawi Nursing Colleges

Abstract

INTRODUCTION: nurse tutors must encourage teaching and learning discovery through deliberate interactive teaching actions. However, Some outcome actions or interactive behavior of the nurse tutor are much to be desired in most nursing colleges in Malawi. METHODOLOGY: 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 students and 82 nurse tutors in two structured questionnaires, 40 in-depth interviews and 10 focus groups. There were over 30 variables for the challenges of student nurse tutor interactions under five ranked Likert scale. The Cronbach`s Alpha was found to be 0.909 without standardisation and it was 0.862 after standardisation. RESULTS: nurse tutor challenges of teaching interaction in Malawi colleges of nursing are stressfully existing.Rudeness and aggression among nurse tutors is becoming so common due the pressure of work despite the nurse tutor experience. It has been found that nurse tutors are not reflective in teaching process in Malawi nursing colleges (OR≤0.941;CI(0.454±1.952);p≥0.870). Moreover, nurse tutors are not compassionate to students’ welfare in Malawi nursing colleges (OR≤0.916;CI(0.357±2.345);p≥0.854 ). CONCLUSION:Different challenges of teaching interaction among nurse tutors and students impinge effective teaching and learning process. There is need to design teaching strategies that foster increased interaction among nurse tutors and students in Malawi nursing colleges to promote quality nursing.