Title

Millennial nursing students' perceptions regarding pedagogies implemented in a private school of nursing Karachi, Pakistan

Date of Award

2018

Document Type

Thesis

Degree Name

Master of Science in Nursing (MScN)

Department

School of Nursing and Midwifery, Pakistan

Abstract

Nursing education needs a transition from traditional teaching and learning strategies to evidence-based pedagogies to overcome the challenges of the modern era complex health care system. The Millennial nursing students are different from traditional learners, as their learning needs are also different. To facilitate learning, it is important to understand the Millennials' pedagogical needs so that competent nurses can be prepared to provide safe and quality care to patients. Purpose The purpose of this study was to explore millennial nursing students' perceptions regarding pedagogies implemented in a private school of nursing, Karachi, Pakistan. Methodology A qualitative descriptive exploratory study design was used to explore the Millennial nursing students' perceptions regarding pedagogies implemented in a private school of nursing, Karachi, Pakistan. Purposive sampling was used for data collection; and data was collected through a semi-structured interview guide. Data was analyzed through the manual content analysis method, through which categories and themes emerged. Results Findings revealed that graduate and undergraduate students perceived the pedagogies as being better compared than in public institutions, where they had studied previously. The participants preferred student centered pedagogies in class rooms and in clinical areas. They perceived large classes and extensive use of PowerPoint slides as L •pampausaa pue pama!Aai aq tueloid .1!aq1 u! =Is/Cs uoguniuna aq1 paisanns osiu Xaq j, •siv!uuainw atn joj 2u!uavai pailuao luapro pun aopuad paseq aouappka apvtaid (In aoualadwoo teo!2aupad 411 .1!OLD aouuqua siaquiaw iclinouj ampua pauuuid aq pinoqs luawdoianap Xiinauj papuaumooai splecIpplud arid, •3u!ulual 2upwpcutu aoJ saDuaaajaad reo0aupad ,sluoprns 2cusinu muualpw aquo 21upuelslapun papInoid iCpnis agd 110!SI113110D liadxa puu Jolui!i!ouj `Joluaut jo auo aq Xlinouj Jo o oa atp. panpoiad smuuailm ata •sJapioqaNuls luenalai qipn uoguaoquiloo pun `uolivo!unwwoo `uogoauuoo panajaad smuuaim aqi `saApuu rei.T5!p 2upg •suare teo!ullo u! puu S11100.1 SSUp age u! 2u!useal Japu!q Itql &mini factors that hinder learning in the class rooms and in clinical areas. Being digital natives, the millennia's preferred connection, communication, and collaboration with relevant stakeholders. The Millennia's perceived the role of faculty to be one of mentor, facilitator and expert. Conclusion The study provided an understanding of the millennial nursing students' edagogical preferences for maximizing their learning. The participants recommended P that faculty development should be planned to enable faculty members enhance their edagogical c ompetence to provide evidence based practice and student centred learning P ram be for the Millennia's. They also suggested that the evaluation system in their prog reviewed and restructured.

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