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- ItemOpen AccessExploring instructional leadership practices of principals in selected nursing and midwifery colleges under Christian Health Association of Malawi(2021-04-01) Master Phiri, LivinessInstructional leadership is crucial to the success of colleges since it creates a climate that is conducive to teaching and learning. However, there is a dearth of literature from developing countries including Malawi. On the other hand, the job description of CHAM college principals directly captures instructional leadership attributes. However, it is not known whether CHAM college principals practice instructional leadership as stipulated in their job description and from literature. This study explored instructional leadership practices of principals in selected Christian Health Association of Malawi (CHAM) nursing and midwifery colleges using Hallinger and Wang instructional leadership model. Qualitative research approach was used. Data were collected from 6 principals through individual in depth interviews. The participants consisted of four males and two females. Three particiapnts had served as principals for less than 2 years and the other three had served as college principals for 3 to 4 years. The data were analyzed using thematic template analysis. The study findings showed that principals in the study try to implement some instructional leadership practices in line with the model developed by Hallinger and Wang. However, principals are not able to monitor instructional program. The study also revealed that most of the principals lacked resources and experienced increased workload which hindered their implementation of instructional leadership activities. Therefore, necessary measures should be taken so that college principals can focus on the instructional leadership activities according to Hallinger and Wang (2015) model aimed at improving student learning in colleges.
- ItemOpen AccessPerceptions of tutors of Holy Family College of Nursing and Midwifery on utilization of learner-centred teaching methods, Phalombe, Malawi(2021-04-01) Matewere, Ireneo WayulaLearner-centered teaching implies a paradigmatic shift in the roles of a teacher from being a source of knowledge to that of a facilitator in the process of knowledge construction. Changing teaching methods is quite some work and the teachers need to be convinced that the outcome therefrom is worthy of it. Literature shows that perceptions which teachers hold about the processes of learning and teaching greatly influence how the teachers teach. Anecdotal records, as well as observation of classroom teaching, demonstrate that tutors at Holy Family College of Nursing and Midwifery dominantly use traditional teacher-centered teaching methods. In Malawi studies on perceptions of tutors on utilization of learner-centered teaching methods are scarce. The purpose of this study was to explore perceptions of tutors on utilisation of learner-centered teaching methods. Specifically, the objectives were to: describe views of tutors at Holy Family College of Nursing and Midwifery on the usage of learner-centered teaching methods, explain perceived benefits of utilising learner-centred teaching methods to examine perceived facilitators to utilisation of learner-centred teaching methods and assess perceived barriers to utilisation of learner-centred teaching methods. A descriptive qualitative approach was used. The researcher interviewed 12 participants. Out of the 12 participants, 9 were female and 3 were male. All the participants had a minimum of 2 years teaching experience. Ten of the participants had Bachelors’ Degree and two had a Master’s Degree. The ages of the participants ranged from 30 to 50 years. The interviews were guided by a semi-structured interview guide. The interviews lasted between 45 minutes and 2 hours. Thematic approach was used to analyse data. Audio-taped data were transcribed verbatim. The transcription was done by listening to the tape-recorded interviews several times until all issues were captured. The issues were then organised into themes and subthemes. The study found out that the participants perceived that utilizing learner-centered teaching methods assisted learners to apply knowledge into practice, promoted critical thinking and deep lifelong learning and helped learners to take responsibility for their own learning. The study also found that giving specific guidance to learners, tutor innovativeness and learner involvement are perceived facilitators to effective utilisation of learner-centered teaching methods. The study further revealed that minimal learner-learner interaction, teaching to cover content, teacher dominance and some teachers clinging to power are teacher-related barriers to effective utilisation of learner-centered methods. And then the study further found that negative attitude of some learners towards learner-centered methods, challenges with accessing information and lack of seriousness towards learner-centered methods are learner-related barriers. The study further found that utilisation of learner-centred teaching methods was time-consuming and required more information resources. Findings of the study revealed that the participants were motivated to continue utilising learner-centred teaching methods because they encourage deep life-long learning and application of knowledge into practice in spite of the challenges like scarcity of information resources and insufficient time.
- ItemOpen AccessAssessing the preceptorship model in clinical teaching of undergraduate nursing and midwifery students in Malawi(2021-06-01) Mhango, LuckyPreceptorship is one of the models applied in clinical teaching where nursing educational institutions rely on registered nurses (RNs) trained as preceptors to take the role of clinical instructors. Malawi adopted the preceptorship model in response to a critical shortage of human resources. This study, therefore, aimed at assessing the preceptorship model in clinical teaching of undergraduate nursing and midwifery students in Malawi. This explanatory sequential mixed methods study was conducted at four public tertiary hospitals; a mental hospital, Christian Health Association of Malawi (CHAM) hospital and five district hospitals. A total of 87 preceptors completed a Clinical Preceptor Experience Evaluation Tool (CPEET) and 12 participated in face-to-face individual interviews. Quantitative data were analysed through descriptive statistics while qualitative data were analysed by thematic content analysis. Results revealed that a preceptorship model is an effective approach to clinical teaching with benefits to both the students and preceptors. Post hoc comparisons using the Tukey HSD test indicated that the role domain mean scores for the respondents with 4-5 years of post-registration experience (M = 6.61, SD = 0.36) was significantly different (p=0.02) than those with >9 years (M = 6.13, SD = 0.60). These results showed that respondents with 4-5 years of experience were more confident than those with >9 years of experience. The study revealed some constraints in the implementation of the preceptorship model and the main challenges included the high preceptor-to-student ratio due to staff shortages, lack of resources and poor collaboration with faculty members. These factors compromised the effectiveness of the preceptorship model in facilitating student learning.
- ItemOpen AccessNurse Educators’ engagement in research in Christian Health Association of Malawi Nursing Colleges(2018-12-01) Nyirenda, VictoriaEngagement of nurse educators in research is required to enable students to develop a clear understanding of how to take care of patients. The study aimed at assessing the extent of nurse educators' engagement in research in CHAM Colleges. The study used the quantitative approach. A descriptive research design was used to obtain data from 98 nurse educators in CHAM Colleges. Data was analyzed in SPSS. Data was presented in frequency tables and graphs. The findings revealed that only n=37 (37.8%) respondents have ever conducted research. Majority of the respondents have been involved in research activities in one way or the other though involvement was low. However, a good number of the respondents do apply research findings in the teaching practice n= 68 (69.4%). The results also revealed the two greatest barriers in engaging research which were inadequate research grants n= 52 (53.1%) and n= 43 (43.9%) inadequate training on research methods. The findings suggest increase intakes of post graduate nurse educators, adequate funding, provision of research grants and building research capacity in order for nurse educators to engage in research.
- ItemOpen AccessAssessing the promotion of clinical reasoning in classroom teaching among student nurses: A case of St Joseph's College of Nursing(2015-12-01) Banda Bonyonga, Mtinkheni WeziThe assessment of how clinical reasoning is promoted among student nursing and midwifery technicians followed the anecdotal reports from the public on the poor quality of client care provided by the nurses in the health facilities. These observations by the stakeholders pointed to the teaching and learning processes involved in the preparation of the nursing midwifery technicians. If the level of performance of the nursing midwifery technician is in question then the teaching and learning processes involved needs to be assessed because the educational level at which a student nurse is prepared makes the difference on how the nurse performs her duties in practice. This led to a concurrent exploratory mixed method study with the purpose of determining how clinical reasoning was promoted in classroom teaching among the student nurses. The population consisted nurse educators (n=18) and student nurses (n= 90). Quantitative data was collected from the educators and student nurses using questionnaires to determine the teaching styles of the educators, learning preferences and clinical reasoning levels of the student nurses. Qualitative data determined the educators and student nurses perceptions on the teaching and learning experiences from eight educators and three students’ focus groups. Quantitative data were analyzed using the statistical package SPSS Version 20.0 and descriptive statistics were run for frequencies, means and standard deviations. Content analysis was used for qualitative data. The results indicated that there was lack of diversity in the use of teaching styles among the nurse educators. The Expert Teaching Style was the most preferred (mean= 4.06 and SD=.981); the less preferred (mean= 3.55 and SD=1.24) was the Facilitator Teaching Style. The dominant teaching method was the lecture method; student nurses preferred lecture method but felt that interactive teaching methods were important in their learning processes and development of clinical reasoning abilities. Students also lacked diversity in their learning preferences as they (54.7%) preferred to learn together in a classroom environment. The learner centered learning environment where individual thinking, expression of own opinions and learning from peers was the least preferred (6.67%) by the learners. These results are in agreement with the learner dependence from the qualitative results. Therefore based on these results there is need for improvement of the teaching/learning processes in order to improve quality of nursing care provided in the health facilities in Malawi.