Document Type

Article

Department

School of Nursing and Midwifery, East Africa

Abstract

Introduction: Student-led class sessions are a pedagogical approach where students actively engage in the learning process, influencing content, activities, and pace. This method fosters independent learning, communication skills, and teamwork. While some studies have shown the effectiveness of student-led sessions, nursing students often exhibit challenges, such as inattention and negative attitudes, affecting the quality of learning and patient care. Understanding nursing students' perceptions and behaviors in this context is essential for improving nursing education.

Methods: This descriptive qualitative study aimed to explore nursing students' perceptions and behaviors during student-led class sessions at Uganda Christian University. Sixteen direct-entry nursing students from years two to four participated in focus group discussions. Data were collected through semi structured interviews, transcribed, and analyzed thematically. Ethical approval was obtained, and informed consent was obtained from all participants.

Results: Five themes emerged: beneficial aspects, non-beneficial aspects, strategies for effective sessions, appropriate behaviors, and inappropriate behaviors. Sub-themes included self-confidence, understanding, cooperation, negative attitudes, increased anxiety, lecturer assistance, setting objectives, and self-awareness.

Discussion: Student-led class sessions offer benefits such as enhancing self-confidence and understanding while fostering cooperation. However, challenges such as incomplete information, negative attitudes, and increased anxiety were reported. Strategies for improvement included: the presence of lecturers, clearer objectives, and promoting self- awareness among students. These findings align with existing literature on student-led learning and highlight the need for tailored approaches in nursing education.

Conclusion: Nursing students' perceptions significantly influence their engagement in student-led class sessions. Understanding their experiences and addressing challenges can enhance the effectiveness of these sessions in nursing education. Future research should explore lecturers' perspectives and feedback mechanisms to further refine student-led teaching approaches.

Publication (Name of Journal)

Uganda Journal of Nursing and Midwifery (UJNM

DOI

https://ujnm.org/index.php/public-html/article/view/9

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