Student-centered teaching in a non-student-centered world: clinical nurse educators’ lived experience
| dc.contributor.author | Oyelana, Olabisi | |
| dc.contributor.examiningcommittee | Temple, Bev (College of Nursing) Falkenberg, Thomas (Faculty of Education) | en_US |
| dc.contributor.supervisor | Martin, Donna (College of Nursing) Scanlan, Judith (College of Nursing) | en_US |
| dc.date.accessioned | 2016-09-19T19:30:56Z | |
| dc.date.available | 2016-09-19T19:30:56Z | |
| dc.date.issued | 2016 | |
| dc.degree.discipline | Nursing | en_US |
| dc.degree.level | Master of Nursing (M.N.) | en_US |
| dc.description.abstract | The growing complexities and dramatic changes in the contemporary health care system require nurses to practice successfully with essential professional knowledge and skills required for safe and competent practice. The implication is that nurse educators are confronted with the challenge to redefine effective teaching strategies appropriate to prepare nurses for the complexities of the current practice demands. To this end, student-centered teaching (SCT) has emerged in many undergraduate nursing curricula as a tool to develop essential practice skills in nursing students. A lack of understanding of how nurse educators experience SCT may hinder its success and sustainability. This qualitative study explored the lived experience of clinical nurse educators (CNEs) using SCT in the practice settings. Ten CNEs who self-identified as using SCT volunteered to participate. Data were collected using a semi-structured interview guide and audio recorder. Additional data source included a demographic survey and a reflective journal. Analysis of the CNEs’ perspectives revealed an overarching theme entitled “SCT in a non-student-centered world” with a variety of meanings of SCT from a humanistic point of view. Participants identified individual, staff, and contextual factors including policy issues that hinder successful implementation of SCT in the practice settings. The study also unveiled that a successful paradigm shift to SCT may not be the sole responsibility of the CNEs but a joint endeavor by all stake-holders within the health care delivery system. Findings of this study may be used by nursing and health sciences faculty and administrators to guide policy and program planning that incorporates student-centered clinical education. | en_US |
| dc.description.note | October 2016 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/31819 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Student-centered teaching | en_US |
| dc.subject | Clinical education | en_US |
| dc.subject | Clinical nurse educator | en_US |
| dc.subject | Phenomenology | en_US |
| dc.subject | Practice setting | en_US |
| dc.subject | Lived experience | en_US |
| dc.title | Student-centered teaching in a non-student-centered world: clinical nurse educators’ lived experience | en_US |
| dc.type | master thesis | en_US |