Objective:This study aims to assess nursing faculty’s perceptions and challenges in teaching Generation Z students,providing insights into the barriers and opportunities in bridging the generational learning gap.Mate...Objective:This study aims to assess nursing faculty’s perceptions and challenges in teaching Generation Z students,providing insights into the barriers and opportunities in bridging the generational learning gap.Material and Methods:A descriptive cross-sectional study was conducted among 335 nursing faculty members in the Delhi NCR region.Participants were recruited using a snowball sampling technique,and data were collected via a self-administered structured questionnaire.The questionnaire measured faculty perceptions and challenges using a Likert scale,with reliability assessed using Cronbach’s alpha.Data were analyzed through Descriptive and inferential statistics.Results:Findings revealed that while faculty recognize the need for technology integration and student-centered learning,they face challenges such as academic integrity concerns,psychological stress,and adapting to Gen Z’s expectations for personalized learning.The correlation between faculty perceptions and challenges was negligible(r=0.020,P=0.717),indicating that faculty perceptions remain stable despite these difficulties.Conclusion:Nursing faculty need to adapt pedagogical approaches to meet the evolving needs of Gen Z students.Bridging the gap between traditional teaching methods and the evolving needs of Generation Z requires faculty training,institutional support,and curriculum innovations.展开更多
Objective:Transformative learning is a learner-centered process of learning.Learners are actively engaged through critical reflection and discourse to question assumptions and expectations.The purpose of this article ...Objective:Transformative learning is a learner-centered process of learning.Learners are actively engaged through critical reflection and discourse to question assumptions and expectations.The purpose of this article is to describe a model to facilitate transformative learning in nursing education.Methods:A qualitative,exploratory,descriptive and contextual design for theory generation was selected in this study to describe a model to facilitate transformative learning in nursing education.Concept analysis of transformative learning was done in the first stage of the main study using Walker and Avant's eight step approach to clarify the conceptual identification and meaning.The results of concept analysis guided data collection in the second stage.Eleven individual agenda semi-structured interviews were conducted with nurse educators to explore and describe their perceptions regarding how transformative learning can be facilitated in nursing education.Matrix building approach was used to analyse the collected data.The third stage constituted the conceptualisation of findings from the second stage using relevant literature within the elements of practice theory.The fourth stage focused on the description and evaluation of a model to facilitate transformative learning in nursing education.Findings:Four themes and nine sub-themes emerged and were conceptualised within the six elements of practice theory namely the context,agent,recipient,dynamic,process and procedure and outcome.Conclusion:The relation statements provided the basis for model description.Reliable method was used to describe and evaluate the model.The refinement of the model by experts in model development andqualitative research was made.展开更多
Objectives:Clinical education and experience in the clinical environment play an important role in shaping the clinical experience.Effective clinical teaching improves the clinical practice of the nursing trainees whi...Objectives:Clinical education and experience in the clinical environment play an important role in shaping the clinical experience.Effective clinical teaching improves the clinical practice of the nursing trainees which in turn improves the quality of patient care.It mandates for the clinical instructor with desired qualities,to have a positive influence in clinical education.This study examined nurse trainees'perceptions of clinical instructor characteristics.Methods:The current study was conducted in a multi-cultural tertiary setting using a cross-sectional descriptive design.Using convenience sampling,302 trainees were chosen as participants for the study,and there were 296 respondents.The data were collected from the participants using the Nursing Clinical Teacher Effectiveness Inventory(NCTEI)tool.Results:The findings of the study revealed that the clinical instructors have scored high in personality(scoring percentage=84.0%)and relatively low in teaching ability(scoring percentage=81.3%).Also,the overall perception was almost the same among all the trainees though there was a slight variation in their rating of each dimension.Conclusions:Nursing trainees indicated the instructors as having good personality and relatively low teaching ability.This mandates the clinical instructors in the clinical environment to empower themselves in this area of improvement.This helps the teaching institutions to consider all the domains of effective clinical instructor characteristics while recruitment and also organize programs giving emphasis on building and developing these characteristics to create effective instructors.展开更多
文摘Objective:This study aims to assess nursing faculty’s perceptions and challenges in teaching Generation Z students,providing insights into the barriers and opportunities in bridging the generational learning gap.Material and Methods:A descriptive cross-sectional study was conducted among 335 nursing faculty members in the Delhi NCR region.Participants were recruited using a snowball sampling technique,and data were collected via a self-administered structured questionnaire.The questionnaire measured faculty perceptions and challenges using a Likert scale,with reliability assessed using Cronbach’s alpha.Data were analyzed through Descriptive and inferential statistics.Results:Findings revealed that while faculty recognize the need for technology integration and student-centered learning,they face challenges such as academic integrity concerns,psychological stress,and adapting to Gen Z’s expectations for personalized learning.The correlation between faculty perceptions and challenges was negligible(r=0.020,P=0.717),indicating that faculty perceptions remain stable despite these difficulties.Conclusion:Nursing faculty need to adapt pedagogical approaches to meet the evolving needs of Gen Z students.Bridging the gap between traditional teaching methods and the evolving needs of Generation Z requires faculty training,institutional support,and curriculum innovations.
基金The research study was financially supported by the researcher and the partial funding of Supervisor bursaries as awarded by the University of Johannesburg
文摘Objective:Transformative learning is a learner-centered process of learning.Learners are actively engaged through critical reflection and discourse to question assumptions and expectations.The purpose of this article is to describe a model to facilitate transformative learning in nursing education.Methods:A qualitative,exploratory,descriptive and contextual design for theory generation was selected in this study to describe a model to facilitate transformative learning in nursing education.Concept analysis of transformative learning was done in the first stage of the main study using Walker and Avant's eight step approach to clarify the conceptual identification and meaning.The results of concept analysis guided data collection in the second stage.Eleven individual agenda semi-structured interviews were conducted with nurse educators to explore and describe their perceptions regarding how transformative learning can be facilitated in nursing education.Matrix building approach was used to analyse the collected data.The third stage constituted the conceptualisation of findings from the second stage using relevant literature within the elements of practice theory.The fourth stage focused on the description and evaluation of a model to facilitate transformative learning in nursing education.Findings:Four themes and nine sub-themes emerged and were conceptualised within the six elements of practice theory namely the context,agent,recipient,dynamic,process and procedure and outcome.Conclusion:The relation statements provided the basis for model description.Reliable method was used to describe and evaluate the model.The refinement of the model by experts in model development andqualitative research was made.
基金The study was supported by a grant from the research center at King Fahad Medical City under RFA:018-010 and this didn't influence the results of the study.
文摘Objectives:Clinical education and experience in the clinical environment play an important role in shaping the clinical experience.Effective clinical teaching improves the clinical practice of the nursing trainees which in turn improves the quality of patient care.It mandates for the clinical instructor with desired qualities,to have a positive influence in clinical education.This study examined nurse trainees'perceptions of clinical instructor characteristics.Methods:The current study was conducted in a multi-cultural tertiary setting using a cross-sectional descriptive design.Using convenience sampling,302 trainees were chosen as participants for the study,and there were 296 respondents.The data were collected from the participants using the Nursing Clinical Teacher Effectiveness Inventory(NCTEI)tool.Results:The findings of the study revealed that the clinical instructors have scored high in personality(scoring percentage=84.0%)and relatively low in teaching ability(scoring percentage=81.3%).Also,the overall perception was almost the same among all the trainees though there was a slight variation in their rating of each dimension.Conclusions:Nursing trainees indicated the instructors as having good personality and relatively low teaching ability.This mandates the clinical instructors in the clinical environment to empower themselves in this area of improvement.This helps the teaching institutions to consider all the domains of effective clinical instructor characteristics while recruitment and also organize programs giving emphasis on building and developing these characteristics to create effective instructors.
