Factors Influencing Teaching and Learning in College of Nursing and Midwifery Sciences Sokoto

Description

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Abstract

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.

This study aimed at investigating factors influencing teaching and learning at College of nursing and midwifery sciences, sokoto.

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%).

Introduction

Teaching and learning is as old as human beings on earth. It is carried out not only by human beings but also by animals to teach their young ones to adjust successfully within their environments (Aggarwal, 2006).

If the teaching and learning is effective, the learner will be able to make the best use of the things around him/her in the world.

In the past few years, Nursing education, as many other fields of study is undergoing fundamental changes in order to meet the needs of rapidly changing society. (Slevin and Lovery, 1991;Quinn, 1995).

These changes entail the adoption of new roles for all those who are actively involved in nursing education: teachers, tutors, practitioners who act as mentors or preceptors for students in clinical practices.

The significance influence on these changes has been the application of different teaching theories in nursing.

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