| Abstract |
This research project was undertaken with the aim of making teaching and learning processes in the first year of the programme explicit to ensure successful strategies could be replicated and limitations addressed. Action research methodology was utilized to explore which tutors and students the philosophy of teaching, the student/tutor relationship, preferred learning styles and teaching methods, and influences on student learning. Findings elucidated that the philosophy and teaching methods used in the programme were congruent with the goals of the Polytechnic,, the curriculum aims, and current nursing ideologies. Students preferred small group, interactive teaching, did not always rate their ability accurately, and tended to downgrade their ability and did progressively less preparatory work for classes as the year progressed. Factors that impacted on the learning of this mainly mature group were external to the programme and included paid employment, family responsibilities, unexpected life events, lack of time and/or space to study, and financial problems. The research was used to determine the structure of the first year of the 1994 Bachelor of Nursing programme which articulated more clearly the process and pathway for students to become self directed learners. The research process was challenging and provided many useful insights for tutors and students |
