Original Research

Nurse educators and student nurse neophytes’ perceptions of good interaction in the classroom setting

Friddah R. Mathevula, Lunic B. Khoza
Health SA Gesondheid | Vol 18, No 1 | a669 | DOI: https://doi.org/10.4102/hsag.v18i1.669 | © 2013 Friddah R. Mathevula, Lunic B. Khoza | This work is licensed under CC Attribution 4.0
Submitted: 17 April 2012 | Published: 03 June 2013

About the author(s)

Friddah R. Mathevula, Department of Advanced Nursing Science, University of Venda, South Africa
Lunic B. Khoza, Department of Advanced Nursing Science, University of Venda, South Africa


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Abstract

The first session of interaction in the classroom often sets an atmosphere for the entire period of learning. In terms of nurse educator and student nurse neophyte relations, good interaction is essential in helping students to recognise their own responsibilities and to respond positively during the learning process. The purpose of this study was to determine the nurse educators’ and student nurse neophytes’ perceptions of good interaction in the classroom setting. The study attempted to answer the following specific question: ‘What do nurse educators and student nurse neophytes regard as examples of good interaction in the classroom setting?’ The accessible population in this study were all student nurse neophytes registered with the University of Venda for the Baccalaureus Curationis, and nurse educators responsible for teaching first-year student nurses in this programme. The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female students. A random sampling was conducted to arrive at 10 male and 15 female students. The sampling method relating to nurse educators was purposive sampling. Focus groups were used to interview students using individual in-depth interviews to gather data from nurse educators. Coding was used to organise the data collected during the interviews. The study revealed that nurse educators and student nurse neophytes concur that the ethical behaviours influencing good interaction are respect and support, good communication, honesty and openness. Age, gender and cultural background were also factors. The participants further indicated that good interaction has benefits such as improved co-operation levels, the enhancement of learning, the improvement of pass rates, and a reduction in dropout rates. In conclusion, there is a need for nurse educators and student nurses to develop good practices to promote good interaction in the classroom setting.

Die wyse waarop die interaksie tydens die eerste sessie in die klaskamer benader word, bepaal dikwels die atmosfeer vir die res van die leerperiode. Goeie interaksie is dus nodig tussen die verpleegopvoeder en die verpleegnuweling-studente om studente te help om verantwoordelikheid te aanvaar en om positief tydens die leerproses te reageer. Die doel met die studie was om te bepaal wat die persepsies van verpleegopvoeders en verpleegnuweling-studente is ten opsigte van goeie interaksie in die klaskameropset. Die studie het gepoog om die volgende vraag te beantwoord: ‘Wat word deur verpleegopvoeders en verpleegnuweling-studente beskou as voorbeelde van goeie interaksie in die klaskameropset?Die toeganklike populasie vir die studie was al die verpleegnuweling-studente wat vir die Baccalaureus Curationis aan die Universiteit van Venda geregistreer is, sowel as die verpleegopvoeders wat verantwoordelik is vir die onderrig van die eerstejaar verpleegstudente. Die studie het gebruik gemaak van waarskynlike, ewekansige gestratifieerde steekproeftrekking om twee heterogene groepe studente te trek. Veertig eerstejaarstudente is opgedeel in homogene substelle van 15 manlike en 25 vrouike studente. Die steekproef van die verpleegoopvoeders is met behulp van doelbewuste steekproeftrekking getrek. Fokusgroepe is gebruik om onderhoude te voer met die studente. In-diepte onderhoude is met die verpleegopvoeders gevoer om inligting in te win. Kodifisering is gebruik om die data te organiseer wat tydens die onderhoude ingewin is. Die studie het getoon dat sowel verpleegopvoeders as verpleegnuwelinge saamstem dat respek, ondersteuning, goeie kommunikasie, eerliklheid en openheid etiese gedragspatrone is wat goeie interaksie beïnvloed. Ouderdom, geslag en kulturele agtergrond is ook faktore. Die deelnemers het verder aangedui wat goeie interaksievoordele inhou, soos verbeterde vlakke van samewerking, die verbeterde leerproses, verhoging in slaagsyfers en die afname in uitsakkingsyfers. Opsommenderwyse is daar ‘n behoefte aan verpleegopvoeders en verpleegnuweling-studente om goeie praktyke ten opsigte van goeie interaksie in die klaskameropset te ontwikkel.


Keywords

Classroom; interaction; nurse educator; perceptions; student nurse neophyte

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