Factors Influencing Teaching and Learning in College of Nursing and Midwifery Sciences Sokoto

Abstract

Nursing education, including the individual nurse educator, has a responsibility to society and to students for providing quality education, for maintaining the highest academic standards, for the proficient use of teaching strategies and for ensuring adequate support to learners.
This study aimed at investigating factors influencing teaching and learning at College of nursing and midwifery sciences, sokoto.
The objectives included the following possible factors that may have contributed towards the academic performances of students:

• Approaches to teaching and learning;
• Motivation and learning;
• Language barrier to learning;

A non-experimental, descriptive research design was applied with a quantitative approach. The target population (N = 356) consisted of nursing students following the course leading to registration as a professional nurse.
Stratified sampling was used to select the sample of participants (n = 70). A structured questionnaire, consisting of predominantly closed questions, was used for the collection of data.
The outcomes from this study showed that academic support classes, when offered, were always attended by (n = 42/60%) and most times by (n = 24/34.2%).

PROCEED NOW TO DOWNLOAD PAGE

Table Of Contents

Title page………….. i
Certification page……………… ii
Dedication page………………….. iii
Acknowledgment page………. iv
Table of contents…………. v-xi
List of tables/figures………….. ix-xi
Abstract…… xii-xiii
Chapter one:    INTRODUCTION

• Background of the study………. 1-2
• Statement of problems……… 2-3
• Objectives of the study………… 3
• Research question……………..3
• Significance of the study……… 4
• Scope of the study…………….. 4-5
• Definition of terms…………..5-7

Chapter two: LITERATURE REVIEW

• Introduction………… 8
• The Nursing profession……………… 8-9
• Teaching and learning of Nursing Education…….10
  • The curriculum…………………..10-11
  • Resources……………………….11
  • Methodology……………………… 12-16
  • Evaluation……………………….16-20
• Challenges in the teaching and learning of nursing education…… 20
  • Students approach to learning…………………………………20-23
  • Factors affecting approaches to learning……………… 23-25
  • Teachers approach to teaching…………………………..25-29
  • Motivation and learning…………………………………29-32
  • Language Barrier……………………………………….. 32-34

2.4.6       The learning environment…………………………….34-38

• The nature of curriculum………………………………..39
• Attrition…………………………………………………. 40

• Way forward…………………………………………40-41
• Empirical Studies………………………………..42
• Conclusion…………………………………….42-43

CHAPTER THREE: RESEARCH METHODOLOGY

• Introduction………… 44
• Research Setting………….44
• Research design……………. 44-45
• Population……………………..45
• Sampling and sampling technique……. 46
• Instrumentation…………………….. 46-47
• Validity of instrument……………47
• Pilot study……………………………… 48
• Reliability of instrument………………….48
• Procedure for Data Collection………….. 49
• Procedure for Data Analysis…………….49

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

• Introduction……………50
• Data Analysis……………50-64
• Discussion of Research findings………. 64-74

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

• Summary…………… 75
• Conclusion…………75-76
• Recommendation………..76-83

REFERENCE…… 84-89
APPENDIX A……. 90-92
APPENDIX B……………93-94

PROCEED NOW TO DOWNLOAD PAGE

Introduction

Background Of Study
Teaching and learning is as old as human beings on earth. It is carried out not only by human beings but also by animals to teach their young ones to adjust successfully within their environments (Aggarwal, 2006).
If the teaching and learning is effective, the learner will be able to make the best use of the things around him/her in the world.
In the past few years, Nursing education, as many other fields of study is undergoing fundamental changes in order to meet the needs of rapidly changing society. (Slevin and Lovery, 1991;Quinn, 1995).
These changes entail the adoption of new roles for all those who are actively involved in nursing education: teachers, tutors, practitioners who act as mentors or preceptors for students in clinical practices.
The significance influence on these changes has been the application of different teaching theories in nursing.
In particular, Carl Rogers’ humanistic theory (1969) initiated a new approach to teaching and learning, widely used by many teachers and has been adopted as a philosophy by many academic institutions worldwide.
Roger (1983) believed in the innate potentials for growth and development of each single individual. Bradshaw, (1989) supported the notion that the teachers’ role should be concerned with the facilitation of the learning experience.

PROCEED NOW TO DOWNLOAD PAGE

References

Aggarwal, J.C. (2006) Principle, Methods and Techniques of teaching. 2^nd edition. Vikas Pub.House.
Akorede, V.E.A and Akintunde, S.A (2006) The Art of Teaching (Student- teacher in Nigeria) 1^st Ed. Shillo Computers, Ondo.
Artelt, C. (2005) Cross–cultural approaches to measuring motivation. Educational Assessmen,10(3):231-255.
Baykal, U., Sokmen, S., Korkmaz, S. & Akgun, E.l. (2005) Determining student satisfaction in a nursing college. Nursing Education Today, 25:255-262.
Bond, C.S. (2010) Surfing or still drowning: student professional nurses’ internet skills.Professional nurse Education Today, 30:485-488.
Brown, S.T., Kirkpatrick, M.K., Mangum, D. & Avery, J. (2008) A review of narrative pedagogy strategies to transform traditional nursing education. Journal of Nursing Education, 30(3):153-158.