FACTORS INFLUENCING TEACHING AND LEARNING IN COLLEGE OF NURSING AND MIDWIFERY SCIENCES
| Format: Ms Word | 1-5 Chapters | Table of Content|
INSTANT PROJECT MATERIAL DOWNLOAD
Study Level: BTech, BSc, BEng, BA, HND, ND or NCE
Amount: ₦3,000.00
Abstract
This study was raised to examine the factors influencing teaching and learning in college of nursing and midwifery sciences in Nigeria. 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. 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%).
The majority of the participants were able to cope with the workload most of the time (n = 43/61.4%), whilst (n = 6/8.6%) and (n = 2/2.9%) of the participants indicated coping seldom and never, respectively. The result of the study showed that most of the students spent the more time on their studies per day (3 and >3 hours). Few students (n = 5/7.1%) and (n = 13/18.6%) spent less time on their studies daily. Recommendations made by participants included the following:
- English as a subject / module during the first year was
TABLE OF CONTENTS PAGE
Title page………………………………………………………………………………………………………… i
Certification page…………………………………………………………………………………………….. ii
Dedication page…………………………………………………………………………………………………. iii
Acknowledgement 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…………………………………………………………………. 8
- Introduction………………………………………………………………………………………………………. 8
- The Nursing profession………………………………………………………………………………………… 8-9
- Teaching and learning of Nursing Education…………………………………………………………. 10
- 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……………………………………………. 44
- 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…….75
- Conclusion………………………………………………………………………………………………………. 75-76
- Recommendation…………………………………………………………………………………………….. 76-83
REFERENCE……………………………………………………………………………………………………….. 84-89
APPENDIX A………………………………………………………………………………………………………. 90-92
APPENDIX B……………………………………………………………………………………………………….. 93-94
CHAPTER ONE
INTRODUCTION
1.1. Background of the study
Learning and teaching have existed for as long as people have. Animals also use it to educate their young how to successfully adapt to their surroundings, in addition to humans (Aggarwal, 2016). Effective teaching and learning will enable the student to utilize the resources in their environment to the fullest. Like many other academic disciplines, nursing education has undergone significant transformation in recent years to adapt to the demands of a society that is changing quickly Quinn, 2015; Slevin and Lovery, 2011).
All persons actively involved in nursing education must embrace new responsibilities as a result of these developments, including teachers, tutors, and professionals who serve as mentors or preceptors for students in clinical settings. The use of various nursing teaching ideas has had a significant impact on these developments. Specifically, Carl Rogers’ humanistic theory (1969) introduced a novel method of instruction and learning that is now widely employed by educators and embraced as a philosophy by numerous educational establishments across the globe.
According to Roger (2013), every person has the capacity to grow and develop naturally. Bradshaw (2019) backed up the idea that teachers’ primary responsibility should be to facilitate learning. Higher education institutions face a significant challenge in achieving high-quality student results in a setting that is becoming more competitive and globalized. Education is a mutual process in which students gain skills, knowledge, and self-awareness while expanding their intellectual horizons. The goal of nursing education is to prepare students to become skilled and certified professional nurses (Melish, Brink, and Paton, 2019).
Professional nurses and midwives must be educated and trained by qualified teachers to master certain skills and possess knowledge of nursing science in order to deliver skilled nursing and midwifery care. To provide their patients with professional and safe care, they must possess the necessary knowledge and abilities (Leufer, 2017).
Professional nurses come into the program with varying expectations for their education, as well as varying levels of drive, intellectual abilities, and interests. Additionally, the cultures and origins of professional nurses and midwives vary. Their teachers, who are in charge of instructing and training them, thereby face a difficult challenge. In order to highlight the general and remote factors that significantly influence how teaching and learning occur at the College of Nursing and Midwifery Sciences, Sokoto, this work, “Factors Influencing Teaching and Learning in College of Nursing and Midwifery Sciences, Sokoto,” was started.
USE THIS MATERIALS AS A GUIDE FOR YOUR PERSONAL RESEARCH WORK (IF PROPERLY CITED)