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Journal articles on the topic 'Nursing – Study and teaching – Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Sithole, Pindai Mangwanindichero, and Beatrice Maupa Bondai. "Taboos and Storytelling for Teaching and Learning in Zimbabwe." International Journal of Curriculum Development and Learning Measurement 1, no. 2 (July 2020): 53–65. http://dx.doi.org/10.4018/ijcdlm.2020070104.

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This paper explores how taboos and storytelling could be applied in the curriculum decolonization agenda of Africa through the Zimbabwe's Curriculum Framework for Primary Education adopted in 2015. The main question that underpinned the discussion was, What role could taboos and storytelling play towards a framework design for education decolonization at primary and high school levels in Zimbabwe and elsewhere in Africa? The theories that guided the reflective analysis and arguments advanced in the paper are Postcolonial theory and Afrocentric theory because of their complementary nature for the subject matter studied. The study found that taboos have a fear-deterrence effect to teaching and learning discourse while storytelling promotes ‘peership' and social equality among the learners. The study concluded that taboos and storytelling are just a few of the many possible African indigenous knowledge resources that could be considered towards curriculum decolonization framework at primary and high school levels in the continent.

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Bhebhe, Gladwin, and Matiya Mugurani. "CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE." Jurnal Ilmiah Peuradeun 4, no. 3 (September 28, 2016): 295. http://dx.doi.org/10.26811/peuradeun.v4i3.104.

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The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schools did not have conventional laboratories and equipment that would facilitate the teaching and learning of science. This study sought to find out the challenges faced by rural day secondary school science teachers in Gweru district of Zimbabwe and propose a way forward. Questionnaires, interviews and observations were used to collect data pertaining to the challenges that were faced by the teachers.

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3

Dinç, Leyla, and Refia Selma Görgülü. "Teaching Ethics in Nursing." Nursing Ethics 9, no. 3 (May 2002): 259–68. http://dx.doi.org/10.1177/096973300200900305.

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Being a professional nurse requires ethical decision making and this in turn necessitates an effective learning process. The active participation of students in the teaching of ethics will contribute to this process. This study was conducted at Hacettepe University School of Nursing, Ankara, Turkey, to determine the views of students about the nursing ethics content in the curriculum, the examination system, and some educational characteristics of the teachers responsible for the course. The sample comprised 113 students who participated voluntarily. In general, the students expressed a positive view relating to the course content and the teachers. The majority stated that the discussions on case study analysis by using ethical principles, rights, legal aspects and the use of the International Council of Nurses Code of Ethics were very useful in developing ethical decision-making skills. We believe that the results of this study will enhance our efforts in amending this course and improving the ethical decision-making skills of our students.

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4

Jordan, Sue. "Teaching pharmacology by case study." Nurse Education Today 17, no. 5 (October 1997): 386–93. http://dx.doi.org/10.1016/s0260-6917(97)80100-1.

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5

Stewart, Ellie. "Case Study: Teaching intermittent self-catheterisation." British Journal of Nursing 27, Sup15 (August 8, 2018): S17. http://dx.doi.org/10.12968/bjon.2018.27.sup15.s17.

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6

Josephsen, Jayne. "Teaching nursing delegation: An on-line case study." Teaching and Learning in Nursing 8, no. 3 (July 2013): 83–87. http://dx.doi.org/10.1016/j.teln.2013.03.002.

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7

S. Y., Machudo, and Mohidin S. "Nursing Documentation Study at Teaching Hospital in KSA." Nursing and Health 3, no. 1 (February 2015): 1–6. http://dx.doi.org/10.13189/nh.2015.030101.

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8

孙, 亚茹. "Study on the Application of Mixed Teaching Mode in Pediatric Nursing Teaching." Nursing Science 10, no. 02 (2021): 128–33. http://dx.doi.org/10.12677/ns.2021.102021.

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9

Chidarikire, Munyaradzi. "Lecturers’ Perceptions on Challenges and Expectations on Work Conditions: Case of Zimbabwe Rural State University." International Journal of Social Science Research 9, no. 2 (June 16, 2021): 87. http://dx.doi.org/10.5296/ijssr.v9i2.18761.

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This qualitative paper explored the Zimbabwe rural university lecturers’ experiences, challenges, and expectations in the execution of their duties, as they are highly de-motivated. The Zimbabwe Higher and Tertiary Education 5.0 thrust states the roles of universities as consisting of five critical issues: Teaching, Research, Community Engagement, Innovation, and Industrialization have been greatly affected by challenges cited in this article. There is a dearth of literature on the challenges faced by and there is a lack of solutions propagated by lecturers in universities located in rural areas in Zimbabwe. The quality of teaching and learning outcomes in Zimbabwe universities have been deteriorating due to financial, high workload among others. Hence, there is a need to engage in this study to find university lecturers’ views on how these challenges should be addressed to enhance the quality of teaching and learning outcomes. Abraham Maslow’s theoretical framework and narrative paradigm were used in this paper. A purposive sample was used to select nine knowledge-rich university lecturers from Faculty of Education. Data was generated through focus group discussions and content thematic analysis was used to analyze data. The participants responded to two critical questions: ‘what are the challenges faced by rural university lecturers and what should be done to mitigate challenges affecting lecturers in rural areas?’ This article found that highly qualified university lecturers in Zimbabwe are leaving rural universities to international universities seeking greener pastures. Therefore, the paper recommended that Zimbabwe university lecturers should receive salaries and other benefits at par with international universities.

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10

Taylor, Julie S., and Patricia Lund. "Experiences of a feasibility study of children with albinism in Zimbabwe: A discussion paper." International Journal of Nursing Studies 45, no. 8 (August 2008): 1247–56. http://dx.doi.org/10.1016/j.ijnurstu.2007.05.009.

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11

Paxton, Roger, David Rhodes, and Ian Crooks. "Teaching nurses therapeutic conversation: a pilot study." Journal of Advanced Nursing 13, no. 3 (May 1988): 401–4. http://dx.doi.org/10.1111/j.1365-2648.1988.tb01435.x.

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12

Okazaki, Michiko. "A Study on Clinical Teaching Method in Nursing Education." Journal of Japan Academy of Nursing Science 17, no. 2 (1997): 69–78. http://dx.doi.org/10.5630/jans1981.17.2_69.

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13

Kim, Mi Ae. "A Study of Teaching Effectiveness on Clinical Nursing Education." Journal of Nurses Academic Society 26, no. 4 (1996): 946. http://dx.doi.org/10.4040/jnas.1996.26.4.946.

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14

Selby, Maija L., and Dorothy M. Tuttle. "Teaching Nursing Research by Guided Design: A Pilot Study." Journal of Nursing Education 24, no. 6 (June 1985): 250–52. http://dx.doi.org/10.3928/0148-4834-19850601-09.

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15

SPARKS, B. "A descriptive study of the changing roles and practices of traditional birth attendants in Zimbabwe." Journal of Nurse-Midwifery 35, no. 3 (May 1990): 150–61. http://dx.doi.org/10.1016/0091-2182(90)90165-2.

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16

Makamure, Chipo. "PRE-SERVICE TEACHERS’ PRIOR EXPECTATIONS AND THEIR ACTUAL EXPERIENCES OF TEACHING MATHEMATICS DURING PEDAGOGICAL INTERNSHIP IN ZIMBABWE." Problems of Education in the 21st Century 78, no. 6 (December 5, 2020): 983–99. http://dx.doi.org/10.33225/pec/20.78.983.

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Pedagogical internship (PI) is an important component of teacher training programmes in Zimbabwe. It is envisaged to give student teachers experience in the classroom. However, the variation between the theoretical expectations of pre-service teachers (PST) and their actual experiences in the field has been a relational lacuna in academic research in Zimbabwe. This research sought to address this by presenting data on the relation between college PSTs’ expectations about teaching mathematics and their actual experiences during PI in Zimbabwe. The study shares findings from a mixed methods study that employed two questionnaires completed by 120 PST before and during PI respectively, and a third questionnaire administered to school-based mentors. The researcher also conducted in-depth interviews with a few selected PSTs and teacher educators to elicit their views about the PSTs’ practices. The results show that there is, indeed, a conflictual relationship between the PSTs’ expectations of teaching mathematics and their experiences in the classroom. PSTs showed a consistent anticipation that they would sail through PI without many difficulties, but this expectancy turned out to be idealistic and impractical. The research also established that PSTs’ expectations about teaching mathematics prior to PI can influence their field practices, hence, determining their opportunities to learn to teach the subject. It is recommended that teacher training institutions organize programmes for PSTs before PI to prepare and acquaint them fully with the skills that are needed to face challenges of teaching that may otherwise come as a shock during PI. Keywords: expectations of teaching, field experiences, mathematics knowledge, pedagogical internship (PI), pre-service teachers (PSTs)

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17

Williams, Brett, Alexander Olaussen, and Evan L. Peterson. "Peer-assisted teaching: An interventional study." Nurse Education in Practice 15, no. 4 (July 2015): 293–98. http://dx.doi.org/10.1016/j.nepr.2015.03.008.

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18

Ko, Ilsun, Jinsook Kim, and Jungmin Lee. "Good Teaching and Desirable Teaching Behaviors Perceived by Nursing Students." Journal of Korean Academic Society of Nursing Education 25, no. 4 (November 30, 2019): 496–507. http://dx.doi.org/10.5977/jkasne.2019.25.4.496.

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Purpose: This purpose of this study was to identify both good teaching and desirable teaching behaviors perceived by nursing students. Methods: A cross-sectional descriptive design was used. A convenience sample of 324 nursing students was selected and they completed self-reported questionnaires from November 1 to December 30, 2015. Results: Among 4 perspectives of good teaching (traditional, systemic, interaction, and constructionism), the traditional perspective was perceived as the highest form of good teaching, while the systemic perspective was perceived as the lowest. Meanwhile, disclosure and clarity were perceived as the highest desirable teaching behaviors. Regardless of students' perspective of good teaching, all 4 perspectives of good teaching were positively related with clarity, enthusiasm, interaction, organization, and disclosure as desirable teaching behaviors independently. Conclusions: Nursing students perceived that the highest perspective of good teaching was the traditional perspective. Meanwhile, they perceived that clarity, enthusiasm, interaction, organization, and disclosure were desirable teaching behaviors regardless of their perspective of good teaching. Further study will be needed to perceive nursing faculty's awareness of good teaching and desirable teaching behaviors to identify the difference of awareness between nursing students and faculty.

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19

Mugwisi, Tinashe. "ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY." Mousaion: South African Journal of Information Studies 33, no. 1 (January 25, 2016): 23–42. http://dx.doi.org/10.25159/0027-2639/842.

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Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

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20

Lateef, Adepeju M., and Euphemia M. Mhlongo. "Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria." Global Journal of Health Science 11, no. 13 (November 3, 2019): 13. http://dx.doi.org/10.5539/gjhs.v11n13p13.

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BACKGROUND: Teaching and learning are like two composites sides of a coin. While the indispensability of teaching to knowledge and skill acquisition among professionals including nurses is never in doubt, certain teaching methods have been proven to yield more fruitful results than others. This study therefore explored the lived experience of nurse educators regarding teaching methods and the challenges encountered in nursing education institutions in South West Nigeria. METHODOLOGY: A qualitative inquiry research approach was used. Fifteen nursing educators were purposively selected from three nursing institutions in South West Nigeria with at least one year of teaching experience. Data was collected through semi-structured, in-depth individual interviews with the selected participants. All interview sessions were audio recorded with participants' permission and later transcribed verbatim. Thereafter, the collected data was analyzed using thematic content analysis. RESULTS: The study identified a number of factors that hindering teaching methods that support students learning by nurse educators. Results showed six themes viz: Inadequate preparedness of the students for higher education; Insufficient facilitation skills of the teachers; Misconceptions about teaching practices; Resource constraints; Resistance to change; and Lack of incentives. Further analysis revealed that the dynamic changes occurring in the health care professions, require a radical shift in the way nursing students are taught, to develop them into competent nurses of the future, who are capable of using their skills to solve the health care needs of the populace. CONCLUSIONS: The effective use of teaching methods is the cornerstone of the future of general nursing and nursing practice. Nurses need to be trained with an objective to become skilled and competent through effective teaching and learning by taking into account the diversity of higher education institutions and responding effectively to the needs of nursing educators and nursing students, as well as institutional demands.

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Schlenker, Emily C., and Cindy H. Sullivan Kerber. "The CARE Case Study Method for Teaching Community Health Nursing." Journal of Nursing Education 45, no. 4 (April 1, 2006): 144. http://dx.doi.org/10.3928/01484834-20060401-09.

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22

Schell, Kathleen A. "A Delphi Study of Innovative Teaching in Baccalaureate Nursing Education." Journal of Nursing Education 45, no. 11 (November 1, 2006): 439–48. http://dx.doi.org/10.3928/01484834-20061101-03.

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23

Chaudhary, Priyanka. "A Study on Effectiveness of Structured Teaching among Nursing Students." International Journal of Current Microbiology and Applied Sciences 7, no. 06 (June 10, 2018): 1833–49. http://dx.doi.org/10.20546/ijcmas.2018.706.219.

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24

Hossein, Karimi Moonaghi, Dabbaghi Fatemeh, Oskouie Seid Fatemeh, Vehviläinen-Julkunen Katri, and Binaghi Tahereh. "Teaching style in clinical nursing education: A qualitative study of Iranian nursing teachers’ experiences." Nurse Education in Practice 10, no. 1 (January 2010): 8–12. http://dx.doi.org/10.1016/j.nepr.2009.01.016.

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25

Risiro, Joshua. "The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 30–46. http://dx.doi.org/10.46622/jogea.v2i1.2483.

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Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curriculum (2015 – 2022) in Zimbabwe. Data was generated using interviews and focus group discussions. The study revealed numerous challenges in integrating IK into Geography in secondary schools which include the lack of written texts given the oral tradition, the training of teachers, insufficient IK experts for guidance, teachers own attitudes and beliefs, assessment challenges and urbanisation. However, I argue that these challenges should not detract from the decolonizing project of integrating IK into the Zimbabwean Geography curriculum, rather the challenges should open up avenues for further discussion on including IK in the curriculum. It is recommended that the Ministry of Education seek to address the challenges, reported on the integration of IK into the Geography curriculum, that lie within the ambit of teaching, learning and assessment.

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Kailani, Ahmad, and Tenny Murtiningsih. "TEACHING ENGLISH FOR NURSING BY USING TASK-BASED LANGUAGE TEACHING." International Journal of Educational Best Practices 3, no. 2 (October 1, 2019): 28. http://dx.doi.org/10.31258/ijebp.v3n2.p28-40.

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English for nursing is one of the branches of English for Specific Purposes. This type of English lesson requires the teacher to choose a specific method in order to meet a specific learning objective. The final goal of learning this kind of English is to equip learners with competencies that suit their future job, one of them, is English skill. This is inseparable from the choice of an appropriate teaching method by the teacher. Many studies on the implementation of specific teaching methods have been undertaken. However, little is still known about the students' responses to the implementation of Task-Based Language Instruction in English for Nursing Classes. To fill this gap, the current study shed a light on this matter. This qualitative research aimed to explore students’ perception of this teaching method. There were 58 nursing students invited as the respondents. The data were garnered through interview and questionnaires. The implication of this research is to be contributed to the field of EFL teaching methodology as the expansion for the current studies in English for specific Purposes field.

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Masvaure, T. B., L. Gavin, and P. E. Terry. "HIV/AIDS Health Literacy in Zimbabwe." Methods of Information in Medicine 44, no. 02 (2005): 288–92. http://dx.doi.org/10.1055/s-0038-1633965.

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Summary Objective: This qualitative study was designed to assess program needs and evaluate and improve HIV/AIDS prevention efforts at the University of Zimbabwe. Methods: We conducted eight focus group discussions with 70 students and conducted key informant interviews with formal and informal opinion leaders. Four mixed-sex focus group discussions, two all-female, and two all-male sessions were held. Results: We found a pervasive sense of despondency and powerlessness among students. Consistent across focus groups, but particularly within the women’s groups, respondents revealed that financial and accommodation needs and peer pressure were causing many male and female students to engage in prostitution. Focus group discussions also revealed condom use with regular partners is low and that students dating partners who are employed find it hard to insist on condom use in the relationship. Conclusions: Participants stated programs had positively influenced their reduction in the number of sexual partners and intentions to get tested for HIV.

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28

Tripathi, Gaurav, and M. Durgamohan. "Uncertainties in business environment – political exigencies versus economic realities: the saga of Zimbabwe Iron & Steel Company (ZISCO)." Emerald Emerging Markets Case Studies 2, no. 8 (October 17, 2012): 1–6. http://dx.doi.org/10.1108/20450621211291789.

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Subject area The political and economic environment of business. Study level/applicability The case is suitable for students of MBA and equivalent courses; courses on the international business environment, international marketing and related subjects. Case overview The case focuses on cross border acquisitions in the sub-Saharan economy of Zimbabwe. It discusses Essar Steel's attempt to acquire a stake in Zimbabwe Iron & Steel Company (ZISCO) with long term goals. However, recent political developments have led to the situation hanging by a thread. The case attempts to provide an overview of the complex business environment in Zimbabwe. Expected learning outcomes Students are expected to highlight the economic and political factors during the analysis of any country's business environment. Supplementary materials Teaching notes are available; please contact your librarian for access.

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Chidarikire, Munyaradzi, Cecilia Muza, and Hessie Beans. "Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (June 27, 2021): 231–38. http://dx.doi.org/10.46606/eajess2021v02i02.0094.

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This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one State University and one church owned university in Masvingo Province, nine lecturers from the Department s of Educational Psychology, Educational Sociology and Special Needs Education were picked to participate in this study through Focus Group Discussion which was analyzed through the thematic approach. The study concluded that the challenges that face gender equality include lack of qualified lecturers to teach gender studies in universities, gender studies being elective at universities and lack of scholarly materials that deal with gender issues. These challenges negatively affect the goals of gender equality. The use of a variety of languages helps students and lecturers to socialize. However, some of the challenges that affect the effective use of a variety of languages as instruments of teaching and learning include inability of teachers to master and use all students’ languages, the lack of university course textbooks in various languages and lack of reading materials that are in vernacular languages. The study recommends that lecturers should be trained in gender equality issues through staff development programs periodically. The compulsory teaching and learning of gender studies will equip students with relevant knowledge of gender equality. Institutions of higher learning should have clear and deliberate policies of promoting women to positions of authority as a way for women empowerment. Finally, scholars should write literature in vernacular languages to enhance the use of multiple languages in teaching and learning in Zimbabwe.

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Hartley, Lou Ann. "Congruence between Teaching and Learning Self-Care: A Pilot Study." Nursing Science Quarterly 1, no. 4 (November 1988): 161–67. http://dx.doi.org/10.1177/089431848800100409.

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Kim, Son C., Caroline E. Brown, Willa Fields, and Jaynelle F. Stichler. "Evidence-based practice-focused interactive teaching strategy: a controlled study." Journal of Advanced Nursing 65, no. 6 (June 2009): 1218–27. http://dx.doi.org/10.1111/j.1365-2648.2009.04975.x.

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32

Ryan, Colleen L., and Margaret M. McAllister. "Professional development in clinical teaching: An action research study." Nurse Education Today 85 (February 2020): 104306. http://dx.doi.org/10.1016/j.nedt.2019.104306.

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Howe, Deanna L., Hsiu-Chin Chen, Keri L. Heitner, and Susan A. Morgan. "Differences in Nursing Faculty Satisfaction Teaching Online: A Comparative Descriptive Study." Journal of Nursing Education 57, no. 9 (September 1, 2018): 536–43. http://dx.doi.org/10.3928/01484834-20180815-05.

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34

Chunyan Li, and Siyuan Tang. "Evaluation and Study on Medical Nursing Teaching Based on Neural Network." International Journal of Digital Content Technology and its Applications 7, no. 6 (March 31, 2013): 887–95. http://dx.doi.org/10.4156/jdcta.vol7.issue6.100.

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Jeon, So-Ja, Bo-Yun Huh, and Mi-Kyung Jeon. "A study on the perceived nurse teaching efficacy of nursing students." Indian Journal of Public Health Research & Development 9, no. 9 (2018): 511. http://dx.doi.org/10.5958/0976-5506.2018.01050.1.

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Cone, Pamela H., and Tove Giske. "Teaching spiritual care - a grounded theory study among undergraduate nursing educators." Journal of Clinical Nursing 22, no. 13-14 (August 21, 2012): 1951–60. http://dx.doi.org/10.1111/j.1365-2702.2012.04203.x.

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37

Admaja, Rangga Kusuma, and Sulistyaningsih. "Teaching Method Used By Lecturer In Teaching English For Nursing Academy Program (A Study Of ESP)." JournEEL (Journal of English Education and Literature) 2, no. 1 (June 1, 2020): 54–64. http://dx.doi.org/10.51836/journeel.v2i1.83.

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The background of this study is English Special Purpose, English Special Purpose has a specific term for each field. English has many functions in education or profession. English has many different purpose especially in Nurse Academy Program. Regarding to this case the teacher of English should be able to teach English for the students in Nursing Academy program with the appropriete teaching method. Based on the background of the study, the purpose of the study focuses to discribe the teaching method used by lecturer in nursing academy program and the responses’ students in English in their field. The Techniques of collecting data in this research are observation, interview and questionnaire. This is a qualitative research design the writer describe the data briefly. The result of observation and interview showed that Spiral Teaching Method was the teaching method used by the lecture in teaching English of Nursing Academy Program, the method was appropriete with the concept of English special purpose. Whereas, the results of the questionnaire explain about the resposes of the students showed that the student’s majority had a positive responses, it were showed that diagram were not presentage lower in 50% and the presentage was on 50% up to 100 % in each item question. The conclusion in this research is the lecturer implements method used to teach English for special purpose in nursing academy program very well and the students gave respond positively in English in their field.

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Shang, Feifei, and Chuan-Yong Liu. "Blended learning in medical physiology improves nursing students’ study efficiency." Advances in Physiology Education 42, no. 4 (December 1, 2018): 711–17. http://dx.doi.org/10.1152/advan.00021.2018.

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The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.

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Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.

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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.

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40

Matorevhu, Alois. "Partnerships in mathematics and science teacher preparation in Zimbabwe." International Journal on Teaching and Learning Mathematics 2, no. 2 (May 17, 2020): 39. http://dx.doi.org/10.18860/ijtlm.v2i2.9341.

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<p class="ABS-C">Research evidence indicates that collaborative partnerships among stakeholders develop strong sense of ownership, interest and commitment, which promotes successful programme implementation. Research evidence also supports that loose partnerships adversely affect programme implementation. This study sought to explore the nature of partnerships among teacher education stakeholders in the pre–service Diploma in Education programme, offered at Teachers’ College S which is an associate of the University of Zimbabwe. Interviews with mentor teachers, pre-service teachers on attachment teaching practice/practicum, and head teachers were used to generate and collect data. Findings revealed existence of collaborative partnerships among Teachers’ College S, schools and the University of Zimbabwe. However, most mentor teachers expressed concern on absence of a policy guiding their operations. Recommendations to strengthen collaborative partnerships in pre–service teacher preparation were made.</p>

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Bhebhe, Sithulisiwe, Tawanda Runhare, and Ratau John Monobe. "Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe." British Journal of Music Education 32, no. 3 (November 2015): 259–71. http://dx.doi.org/10.1017/s0265051715000339.

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This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.

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Jones, Jennifer A. "A study of nurse tutors' conceptualization of their ward teaching role." Journal of Advanced Nursing 10, no. 4 (July 1985): 349–60. http://dx.doi.org/10.1111/j.1365-2648.1985.tb00830.x.

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Davis, Marcia Szmania, Kathleen J. Sawln, and Melinda Dunn. "Teaching Strategies Used by Expert Nurse Practitioner Preceptors: A Qualitative Study." Journal of the American Academy of Nurse Practitioners 5, no. 1 (January 1993): 27–33. http://dx.doi.org/10.1111/j.1745-7599.1993.tb00837.x.

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Kantorski, Luciane Prado, Leandro Barbosa de Pinho, and Guisela Schrank. "TEACHING OF PSYCHIATRIC AND MENTAL HEALTH NURSING — A STUDY FROM THE SCIENTIFIC PRODUCTION OF THE NURSING." Revista de Enfermagem UFPE on line 1, no. 2 (November 2, 2007): 266. http://dx.doi.org/10.5205/reuol.393-8835-1-le.0102200723.

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RESUMONo presente estudo propõe-se a investigar a abordagem da temática de ensino de enfermagem psiquiátrica e saúde mental na produção científica da área do período compreendido entre 1980-2001. Das áreas temáticas levantadas, 13 artigos trabalham com a temática de ensino de graduação em enfermagem psiquiátrica e saúde mental, seis deles ressaltam as experiências e vivências dos alunos de graduação durante a disciplina de Enfermagem Psiquiátrica, três enfatizam a relevância da disciplina para a formação do enfermeiro e dão ênfase ao relacionamento terapêutico e quatro destacam especificamente as mudanças histórico-sociais no campo da assistência em saúde mental e suas influências no ensino na área.Descritores: Enfermagem Psiquiátrica; Educação em Enfermagem; Saúde Mental. ABSTRACTIn the present study is considered the investigation about the boarding of thematic of teaching of psychiatric and mental health nursing in the scientific production of the area of the period from 1980 to 2001. Of the raised thematic areas, 13 articles worked with the thematic of the under graduation teaching in psychiatric and mental health nursing, six of them stand out the experiences of the under graduation students during psychiatric nursing discipline, three emphasize the relevance of the discipline for the formation of the nurse and give emphasis to the therapeutical relationship and four specifically speaks the historic-social changes in the field of the mental health assistance and its influences in the teaching in the area.Descriptors: Education; Nursing; Psychiatric Nursing; Mental Health. RESUMENEl actual estudio se propuso investigar el abordaje de la temática de la enseñanza de enfermería psiquiátrica y salud mental en la producción científica del área entre 1980-2001. De las áreas temáticas mencionadas, 13 artículos trabajan con la temática de la enseñanza de graduación en enfermería psiquiátrica y salud mental, 6 se refieren a las experiencias y vivencias de los estudiantes de graduación en la disciplina de enfermería psiquiátrica, 3 acentúan la importancia de la disciplina para la formación del enfermero y dan énfasis a la relación terapéutica y 4 abordan específicamente los cambios histórico-sociales en el campo de la asistencia en salud mental y sus influencias en la enseñanza en el área.Descriptores: Enfermería Psiquiátrica; Enseñanza en Enfermería; Salud Mental.

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Ruiz, Paula Buck de Oliveira, Marcia Galan Perroca, and Marli de Carvalho Jericó. "Cost of nursing turnover in a Teaching Hospital." Revista da Escola de Enfermagem da USP 50, no. 1 (February 2016): 101–8. http://dx.doi.org/10.1590/s0080-623420160000100014.

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Abstract OBJECTIVE To map the sub processes related to turnover of nursing staff and to investigate and measure the nursing turnover cost. METHOD This is a descriptive-exploratory study, classified as case study, conducted in a teaching hospital in the southeastern, Brazil, in the period from May to November 2013. The population was composed by the nursing staff, using Nursing Turnover Cost Calculation Methodology. RESULTS The total cost of turnover was R$314.605,62, and ranged from R$2.221,42 to R$3.073,23 per employee. The costs of pre-hire totaled R$101.004,60 (32,1%), and the hiring process consumed R$92.743,60 (91.8%) The costs of post-hire totaled R$213.601,02 (67,9%), for the sub process decreased productivity, R$199.982,40 (93.6%). CONCLUSION The study identified the importance of managing the cost of staff turnover and the financial impact of the cost of the employee termination, which represented three times the average salary of the nursing staff.

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Holland, Stephen. "Teaching Nursing Ethics by Cases: a personal perspective." Nursing Ethics 6, no. 5 (September 1999): 434–36. http://dx.doi.org/10.1177/096973309900600509.

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This article is a reflection on the use of case study material in the teaching of ethics to nursing students. Given the main aims of a course in ethics for nurses and the limited effectiveness of formal moral theory, it seems inevitable that the mainstay of nursing ethics courses will continue to be case study material. This approach has recently been criticized on a number of grounds. The author suggests here that disquiet over teaching ethics in this way should motivate a concern not with whether, but how, teaching by cases is to be undertaken.

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Sawyer, Jason, Lynn Haslam, Sara Robinson, Pat Daines, and Kalli Stilos. "Pain Prevalence Study in a Large Canadian Teaching Hospital." Pain Management Nursing 9, no. 3 (September 2008): 104–12. http://dx.doi.org/10.1016/j.pmn.2008.02.001.

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Chirume, Silvanos. "Sustainable Professional Development of Primary School Mathematics Teachers in Zimbabwe Through Philosophy of Education 5.0: Challenges and Prospects." Sumerianz Journal of Social Science, no. 312 (December 1, 2020): 150–61. http://dx.doi.org/10.47752/sjss.312.150.161.

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Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, community service, innovation and industrialisation while the previous 3.0 design was centred on three aspects which are teaching, research and community service. Thus, teachers who are being trained at Zimbabwe’s colleges and universities will be required to acquire skills and knowledge to produce goods, services and ideas and also to impart such knowledge and skills to their learners. The mathematics curriculum inclusive of the syllabi, schemes of work and timetables at a teacher training institution in the Midlands Province of Zimbabwe was critically analysed. Two randomly selected lectures in progress were observed and five purposively chosen lecturers interviewed. The study addresses the questions of whether and to what extent Education 5.0 is being realised, the challenges currently being faced and the future prospects of the philosophy. The paper concludes by giving recommendations for sustainable professional development of primary school mathematics teachers in Zimbabwe.

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King,, Beth M., Charlotte D. Barry,, and Shirley C. Gordon,. "The Lived Experience of Teaching and Learning From Nursing Situations: A Phenomenological Study." International Journal of Human Caring 19, no. 4 (June 2015): 62–65. http://dx.doi.org/10.20467/1091-5710.19.4.62.

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This study offers insight into an innovative approach to teaching and learning nursing through the use of nursing situations. A Heideggerian, hermeneutic phenomenological study of the lived experience of teaching and learning from nursing situations was conducted with 10 participants, all of whom had taught in a caring-based curriculum and had experience teaching from nursing situations. The data revealed 3 relational themes: Focusing on the Discipline of Nursing, Moving Away From the Way We Were Taught, and Trusting the Process. A constitutive pattern emerged, Learning to Dance, expressing the alternating rhythms of teacher and student.

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Lynn, Jolene J., and Peggy Ward-Smith. "Teaching during COVID-19: Perceptions of nursing faulty." Journal of Nursing Education and Practice 11, no. 6 (February 23, 2021): 43. http://dx.doi.org/10.5430/jnep.v11n6p43.

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Objective: The COVID-19 pandemic resulted in a significant academic impact for health professions students. As a practice profession, course content in programs of nursing are provided in both web-based or on-line formats and through face-to-face classroom or clinical modalities. In response to social distancing and stay-at-home policies, all course formats became web-based and on-line. This required faculty to transition their course content, assignment, assessment requirements, office hours, and consultations, to an on-line format. Data collected in this qualitative study aimed to describe this experience, from the perspective of undergraduate and graduate nursing faculty teaching in a small, private Midwestern University.Methods: Study data, guided by semi-structured interviews, were collected using a virtual format from a convenience sample of ten nurse educators. Each interview was performed by the same researcher and analyzed separately, by both researchers using content analyses and qualitative research methods.Results: Content analyses identified alterations in course structural changes, flexibility in completion of course requirements, providing course content in smaller sections, and being available for academic and psychological support was needed. These data described the personal and professional experiences of faculty specific to course, clinical, and instructor availability.Conclusions: The necessary adaptations were readily developed and implemented. While the stress and uncertainty associated with change was apparent, clear, pro-active communication resulted in course completion and the ability to maintain the plan of study. Flexibility and adaptability, characteristics inherent in nurses, provided a framework for the necessary changes.

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