La cordillera entre Cabo Corrientes y Tapalquê Buenos Aires.

Based on the findings relating to the use of teaching methods (mainly reported in Table 4.20) it was established that there was agreement between nurse educators and student nurses that a wide spectrum of teaching methods are used for the DGNS programme. Teaching methods mostly used are formal lectures, demonstrations, group discussions, small group activities, reflection on learning / experience, problem-based / -solving activities, scenarios, case studies, nursing process, brainstorming, evidence-based teaching and self-directed learning.

The data also indicated (see Table 4.20) that methods such as projects, role-play, games, and computer-based activities are not sufficiently used. Less than half of both groups indicated a low usage rate of these methods.

The data revealed differences in the perceptions of nurse educators and students regarding the utilisation of methods such as concept / mind / brain mapping, class research activities and simulation (see Table 4.20). The following two differences were identified. Firstly, the minority (23%) of the nurse educators indicated concept / brain / mind mapping and class research activities, which both form an integral part of problem-based learning, are used “Mostly” or “Always” as teaching methods. On the other hand, more than half of the student nurses indicated these two methods are used “Mostly” or “Always”. The second difference was that more than half of the nurse educators (52%) but only a third of the student nurses (31%) indicated simulation as a method is used “Mostly” or “Always”.

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Regarding formal lectures, the data generated from the structured observations concurred with the nurse educators’ and student nurses’ perceptions that formal lectures are overused (see Table 4.21). There is thus an over-reliance on formal lectures. The feedback relating to the methods used during the traditional formal lecture teaching showed that the data projector with PowerPoint slides, whiteboard and textbooks are the three teaching aids used “Mostly” (see Table 4.19). It correlates with the high utilisation rate of formal lectures since all three these methods can be associated with traditional teaching methods. However, whiteboards are also associated with group work (group discussions and small groups activities) which was indicated as being used “Mostly” or “Always” by both respondent groups and regularly during the observation classes (see Table 4.21).

The two groups also agreed (as validated by the structured observation data) that posters, an overhead projector with transparencies, training DVDs / videos, training CDs and research articles are not used much (see Table 4.19). Training DVDs / videos, training CDs and research articles are used the least as indicated by the “Seldom” or “Never” responses. But training DVDs / videos, training CDs, research articles and posters can be positively used to illustrate and explain concepts to the students to enhance their understanding of theory and practice. The use of research articles is also fundamental in project work, assignments, case studies, scenarios, problem-based / - solving activities and the nursing process.

The student nurses and nurse educators were not in agreement about the utilisation of models and flipcharts. Two differences were identified. Firstly, almost 80% of the nurse educators and less than half of the student nurses (41%) indicated that models are used “Mostly” or “Always”. Secondly, more than half the nurse educators (58%) and less than a third of student nurse respondents (23%) indicated that flipcharts are used “Mostly” or “Always” (see Table 4.19). The structured observation data (see Table 4.19) confirmed the student nurses’ perceptions that flipcharts and models are hardly ever used.

The data generated from the structured observations (mainly reported in Table 4.21) clearly showed that although the utilisation percentage of group discussions, small group activities, reflection on learning / experience, self-directed learning activities, problem-based / -solving activities, scenarios, the nursing process and evidence-based teaching is low, these are the teaching methods used most frequently in the classrooms. This data correlated with the perceptions of the nurse educators and student nurses (see Table 4.21) that these teaching methods are indeed used “Mostly” or “Always”. However, according to the validated data, group discussions, small group activities, reflection on learning / experience and self-directed learning

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activities were the four teaching methods primarily used (see Table 4.21). Moreover, it was found they were used twenty-three times and more during the structured observation lectures with more than 70% of both groups indicating these four methods as being used “Mostly” or “Always”.

Demonstrations, case studies, brainstorming, concept / brain / mind mapping, simulation, class research activities, projects, role-play, games and computer-based activities (mainly illustrated in Table 4.21) were identified as teaching methods used the least. It was used fewer than seven times during the time the non-researcher conducted the structured observations. The data from the first six teaching methods did not correspond with the nurse educators’ and student nurses’ responses. On the other hand, the four teaching methods listed last (projects, role-play, games and computer-based activities) did correlate with the perception of both groups as methods used the least.

Based on the findings from the utilisation of learning contracts, inclusion of clinical problem scenarios in assignments, encouraging students to use multimedia when given assignments and networking with peers, it was established that there was agreement between the nurse educators and student nurses that these strategies are used. In effect, more than half of both groups indicated a high usage of learning contracts (see Table 4.22). Both groups also indicated that the learning contract is mostly used at the learning centres.

More than 80% of both groups of respondents signified that scenarios of clinical problems are included in assignments given to the students (see section 4.5.7), that student nurses are encouraged to network with peers (see section 4.5.9), and that they are also encouraged to use multimedia when given assignments (see section 4.5.6).

In conclusion, the main teaching methods utilised by the nurse educators in the classrooms are formal lectures, group discussions, small group activities, reflection on learning / experience, problem-based / -solving activities, scenarios, the nursing process, evidence-based teaching and self-directed learning. The study results also showed the inclusion of clinical problem scenarios in assignments, a high utilisation rate of learning contracts, student nurses being encouraged to network with peers as well as to make use of multimedia when given assignments.

The teaching aids used the most are a data projector with PowerPoint slides, textbooks and a whiteboard which corresponds with the utilisation rate of formal lectures and group work (group

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discussions and small group activities). The teaching aids used the least are posters, models, flipcharts, training DVDs / videos, training CDs and research articles.

In the next section conclusions are made related to the question whether the current teaching methods used comply with methods identified by literature as methods essential to the enhancement of theory and practice integration.