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Challenges in ICT experienced by nurse educators in tertiary institutions in Edo State, Nigeria
(AFAHPER-SD, 2014) Adejumo, Oluyinka; Esewe, R.E.
Global acclamation of the benefits derived from the use of information and communication technology (ICT) in all facets of life has made its application in nursing education invaluable to both students and educators. This study explored challenges faced by nurse educators in the use of ICTs in tertiary institutions in Edo State, Nigeria. A descriptive survey design using a self-administered questionnaire was employed. The population and sample comprised all 36 nurse educators in the three universities that offer Bachelor’s in Nursing Science degrees, but 34 participants completed and returned their questionnaires giving a response rate of 94.3%. Results of the study showed that although nurse educators are ICT literate, they are confronted with challenges such as erratic power supply and inadequate facilities which affect their use of technology for teaching and learning. The study recommends internet connectivity for the offices of nurse educators among other steps to enable the universities to reap the benefits to be gained from using ICTs in education.
Cracking the nut of service learning in nursing at a Higher Education Institution
(AOSIS Publishing, 2015) Julie, Hester; Adejumo, Oluyinka; Frantz, Jose M.
BACKGROUND: The readiness of academics to engage in the service-learning (SL) institutionalisation process is not accentuated in research on SL institutionalisation in South Africa. The argument has been advanced that SL scholarship and willingness of key stakeholders are crucial for SL institutionalisation at the academic programme level. AIM: The research focus of the study being reported here was on readiness of respondents to embed SL in the curricula of the nursing programme. METHOD: This study used a quantitative, exploratory and descriptive design. A self administered structured questionnaire was used to collect data from a stratified sample comprising 34 respondents. The data were analysed for descriptive statistics using SPSS 19. RESULTS: The demographic profile of the respondents indicated that 31 (66%) were between 31 and 50 years old; 36 (75.16%) had a minimum of 10 years’ nursing experience; 19 (39.6%) had a master’s degree, two (4.2%) had a doctorate; and 29 (60.4%) had been employed by the school for a maximum of five years. The results indicated that the nurse educators were in need of SL capacity-building because 9 (18.8%) had limited or no knowledge of SL and 24 (50%) confused SL with other forms of community engagement activities. However, only 15 (33%) of the clinical supervisors and 13 (27%) of the lecturers indicated a willingness to participate in such a programme. CONCLUSION: The school was not ready to embed SL in the academic programme because of a lack of SL scholarship and willingness to remediate the identified theory–practice gaps.
Critical success factors for institutionalising service-learning in a nursing programme at the University of the Western Cape, South Africa
(AOSIS OpenJournals, 2014) Julie, Hester; Adejumo, Oluyinka;
Scholars in the fields of community engagement contend that the service-learning (SL) policy implementation in higher education is more likely to be successful when there is a strong institutional commitment and the policy implementation is well conceptualised. Research indicates that most higher education institutions in South Africa failed to operationalise the national SL policy, which mandates the incorporation of social responsiveness in their academic programmes. This quantitative study investigated whether a university in the Western Cape had created an enabling environment for a school of nursing to institutionalise service learning in the nursing programme. A cross-sectional survey was conducted using total sampling (n=48) to collect data on the operationalisation of the critical success factors and the stage of SL institutionalisation for each of Furco’s five dimensions. Furco’s self-assessment tool for service-learning institutionalisation was modified. A descriptive analysis was done using SPSS version 19. The results indicated that all of the success factors were present in the institutional structures and policies. However, the institution is perceived to be performing best in the dimensions of student support, philosophy and mission, and institutional support for SL. It can thus be concluded that the institution has created an enabling environment for mainstreaming SL in the nursing programmes.
Nurse educators’ experiences and perspectives of incivility among nursing students in a South African school of nursing
(2014) Vink, Hildeguard J.; Adejumo, Oluyinka
This study presents a synthesis of the experiences and perspectives of nurse educators regarding uncivil classroom behaviours of nursing students in a school of nursing. Using a descriptive, phenomenological design, 11 nurse educators were purposively sampled for their experiences and knowledge of the phenomenon under study. The participants provided data as individuals in face-to-face interviews until data were saturated. Participation was voluntary; discussions were confidential, with no names traceable to specific data. Data analysis indicated that the nurse educators had varying experiences with incivility among nursing students. Acts of incivility included coming to class late, cell phone use, noise making, sleeping in class, classroom attendance fraud, fraud in assignments, examinations and tests, direct and indirect physical aggression, intimidation and verbal aggression through disputes, confrontations, inappropriate language and verbal threats, with three resultant themes of disruptions, fraud and aggression. Discussions of the findings were on the basis of their implications for professional leadership imperatives for nursing. The described acts of incivility were believed to be affecting student-educator relationships, the quality of education and the professional future and leadership of nursing. Nurse educators or nurse leaders who may be dealing with issues of maintaining professional nursing ethics, or requiring understanding of uncivil behaviour among younger generations of nurses in schools or colleges of nursing, may significantly benefit from the information provided by the findings of this study.
Revisiting innovative approaches to teaching and learning in nursing programmes: educators’ experiences with the use of a case-based teaching approach at a nursing school
(Unisa Press, 2014) Adejumo, Oluyinka; Fakude, Lorraine; Linda, Ntombizodwa S.
Innovative approaches to teaching and learning have been acclaimed by educators in health care related professions as being more suitable to teaching future professionals, and to engendering critical thinking, as well as the competencies that are relevant to the needs of the society. This article focuses on teachers’ concerns about the implementation of the case-based method of teaching at a school of nursing in the Western Cape, South Africa. Teachers involved in this method of teaching for at least two years provided qualitative data through a series of focus group discussions (4 FGDs) organised according to the different year levels of the nursing programme of the School of Nursing, so as to be able to contextualise answers to the study questions. The FGDs were followed by a one-day consensus workshop for all educators involved in case-based teaching for a shared discussion that concentrated on finding solutions for the future. Concerns raised included issues about the facilitation role of the teacher; the role of the student; curriculum alignment; assessment methods; and the role of the environment in case-based teaching and learning settings. Recommended solutions were aligned to the identified concerns.

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