Supportive framework for teaching practice of student nurse educators: An open distance electronic learning (ODEL) context

Abstract

Background. Teaching practice is an integral part of the preparation of student nurse educators. It provides students with an opportunity to translate theory into practice and to gain knowledge and skills to become effective and competent nurse educators.

Objectives. The study sought to explore experiences of student nurse educators who attended a teaching practice workshop (students attend one session for 5 days at the third-year level of training) and to develop a supportive framework to enhance the acquisition of pedagogical skills.

Methods. A qualitative, phenomenological research design was used. Out of 35 participants who attended the workshop, 20 consented to participate in the study. Data were collected through written narratives and analysed using thematic content analysis. A purposive sampling technique was followed.

Results. Most participants reported a number of challenges experienced during teaching practice, which were grouped into six themes, namely: poor orientation, lack of adequate support by supervisors, teaching strategies not aligned with open distance electronic learning, expectation of doing a PowerPoint presentation without prior knowledge, use of an outdated study guide, and limited time for teaching practice.

Conclusion. Orientation of students for teaching practice needs to be detailed, accessible online after sessions, and conducted via video classes, podcast, smartboards, etc. before a workshop. Support and guidance should be provided through prompt feedback on lesson planning and online classes to teach principles and procedures of lesson presentation. Promotion of computer skills and allocation of more time for teaching practice are necessities.