ArticleBMC medical education2022
A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Workplace Violence in Indonesian Clinical Learning Environments: Cultural and Organisational Contexts Shaping Nursing Students' Experiences.Nursing inquiry · 2026Article
- Construction of a nursing internship system through institutional collaboration: current status, challenges, and optimization pathways.Frontiers in medicine · 2026Article
- Introducing the Research Design of Phenomenography.Medical science educator · 2024Article
- Symbolic access: medical students' awareness of institutional culture and its influence on learning, a phenomenographic study.BMC medical education · 2024Article
- Development of collaboration guidelines for nursing education and related healthcare services.Health SA = SA Gesondheid · 2024Article
- Self-determination theory in ophthalmology education: factors influencing autonomy, competence and relatedness in medical students.Medical education online · 2023Article
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Authors and funding
2 authors.
Funding
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Abstract
backgroundNursing education involves a number of stakeholders in the teaching and learning process, and these are student nurses, lecturers, clinical instructors and nurses. The role that each of these parties play in the teaching and learning process is dependent on each other and is key to the development of competence among student nurses. However, there is scanty literature on the discourse of how these stakeholders conceptualise their roles to maximise student learning. The objective of this study was to explore the conceptions of stakeholders on their teaching and learning roles in nursing education.
methodsThirty-eight semi-structured interviews and three focus group discussions were conducted with nursing students, lecturers, clinical educators at a Namibian nursing college and nurses at teaching hospitals. Phenomenographic data analysis approach was applied.
resultsFour conceptions were constructed that described the level of involvement of the different parties in teaching and learning. These were initiating, supporting, becoming part of and owning the teaching and learning role. Three dimensions of variation marked the differences among the conceptions: responsibility and accountability, priorities and level of collaboration.
conclusionsThe parties involved in the teaching and learning in nursing education have qualitatively different understating of their roles and those of others. There is a pattern transcending from being at the periphery of teaching and learning to taking ownership of teaching and learning. And a movement from limited responsibility and collaboration to that of being responsible, accountable and high level of collaboration in the teaching and learning of nursing students. The conceptions in this study add more ways of enhancing collaboration between theoretical and clinical sites in nursing education, by ensuring that those involved are aware of their role and that of others and work collaboratively at the micro-level.
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