Date of Award

11-29-2021

Degree Type

Thesis

Degree Name

MSc in Nursing

First Advisor

Dr. Khairulnissa Ajani

Second Advisor

Ms. Diana Kassaman

Third Advisor

Dr. Yasmin Amarsi

Department

School of Nursing and Midwifery, Pakistan

Abstract

Background: Teaching culture is the learning environment that augments the capability of students to learn and achieve their career goals. Moreover, a teaching culture is considered as fundamental to the success of any institution. It vastly impacts, faculty motivation and student learning outcomes. The study of factors influencing the teaching culture helps the stakeholders to understand how teaching is supported, evaluated, implemented, enhanced and awarded at their institution. However, few researches have been conducted that assesses the factors influencing the teaching culture among faculty members in higher education in developed countries. However, this study is the first of its kind at AKUSONAM Pakistan, and Kenya, which has assessed the factors influencing teaching culture among nursing faculty members.
/="/">Purpose: The aim of the study was to assess the factors influencing the teaching culture among nursing faculty members at the Aga Khan University, School of Nursing and Midwifery (AKU-SONAM), Pakistan, and Kenya.
/="/">Methodology: A quantitative descriptive cross-sectional research design was employed to answer the research question. The teaching culture among faculty members of the same university was studied across two separate LMICs, i.e., Pakistan and Kenya. The study population included nursing faculty members working at AKUSONAM Pakistan, and Kenya. In addition, the study employed a universal sampling approach. Participants’ recruitment began after receiving approval from the Ethical Review Committee (ERC) of the Aga Khan University Pakistan and Kenya. In addition, approval was also obtained from The National Commission for Science, Technology and Innovation (NACOSTI) for the Nairobi, East Africa campus, as part of the national requirement for the Kenya. The Teaching Culture Perception survey tool for faculty (TCPS-F) was employed to collect data from the participants. The survey (Google form) was sent via email to those who consented to participate in the study. The TCPS-F consisted of two sections; the first section asked for information about demographic data and the second part focused on factors influencing the teaching culture. The TCPS-F required approximately 10-15 minutes to fill. Mean, standard deviation/ median, interquartile range (IQR) were calculated. T-tests/Mann Whitney presented mean differences for different variables. Moreover, to compare the difference between categorical variables, Chi-square was used, if assumptions were fulfilled.
/="/">Results: The collective results of the study were analyzed in two sections the demographic characteristics of the study participants, and their agreement towards the factors influencing teaching culture among nursing faculty members via TCPS-F tool. In this study, a total of 39 (73.58%) faculty members from AKUSONAM, Pakistan and Kenya participated and were included in the analysis. The response rate was 75% and 69.2% from AKUSONAM Pakistan and Kenya respectively. Total, participation was 73.58%. The overall, results show higher mean agreement in domains of encouraging effective teaching (Pak 23.7±3.79, Ken 25.00±3.00), assessment of teaching (Pak 21.90±4.10, Ken 24.30±3.39), implementation of teaching (Pak 26.43±4.82, Ken 27.33±3.64), broad engagement around teaching (Pak 21.70±4.21, Ken 23.56±4.64). However, recognizing effective teaching (Pak 17.93±3.23, and Ken 18.60±3.73) and infrastructure to support teaching (Pakistan 18.60±3.74, Kenya 21.64±2.65) which includes technology-enabled learning, and learning spaces had lower mean agreement scores by faculty members respectively.
/="/">Conclusion: The current study highlighted the factors influencing the teaching culture through the TCPS-F tool. In general, this study highlighted the need of improvement in infrastructure to support teaching and recognizing effective teaching in their institutions. However, participants also felt that the other four teaching culture factors i.e., encouraging effective teaching, assessment of teaching, implementation of teaching, and broad involvement around teaching at their institutions is very supportive across university in both countries. Among these four supportive factors, the faculty members collectively, rated the implementation of effective teaching factor with the highest score. This finding indicates that the participants highly felt that their institution promotes innovative teaching, teaching assessment, curriculum alignment, support teaching conferences and grants to their faculty member across both countries. Thus, this finding is identical between both countries because both are following same institution guidelines.

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