1887

n African Journal for Physical Health Education, Recreation and Dance - Nurse educators and first year student nurses' perceptions of poor interaction in the classroom environment

Supplement 1
  • ISSN : 1117-4315

Abstract

Poor interactions in the classroom are sources of stress between nurse educators and first-year student nurses. During the first encounter in the classroom, students are fully dependent on their educator. However, the support that they need might be lacking owing to poor relationships or flawed interaction. The purpose of this study was to determine the nurse educators and first year student nurses' perceptions of poor interaction in the classroom environment. The study attempted to answer the following specific question: What do nurse educators and student nurse neophytes regard as examples of poor interaction in the classroom setting? The accessible population in this study were all first-year student nurse 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 stratified random sampling to obtain two groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 males and 25 females. A random sampling was conducted to select 10 males and 15 females. The sampling of nurse educators was purposive. Focus groups were used to interview students and individuals, using in-depth interviews to gather data from nurse educators. The study revealed that both nurse educators and student nurse neophytes concur that negative interaction inhibited student learning and contributed to negative outcomes in classroom settings. Nurse educators should provide stimulating, safe and well-managed learning environments, in order for students to advance academically.

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/content/ajpherd/20/sup-1/EJC168447
2014-12-01
2019-10-23

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