FADERA, Juan Carlo
Nurses must be at pace with the demands of evolving complex needs of the Health Care Consumers. However, being boxed with the traditional method of teaching wherein the teachers think of students’ minds as Tabula rasa is still prevalent. Students are still regarded as passive (sponge and absorbent napkins) and solely depend on the knowledge content of what teacherrs want to teach. The focus is drawn away from what the learners need to know. Most teachers would focus on imparting the saturated information and leaving the task of choosing what is relevant to students. This teaching style may not prepare students with the challenges they may face with the current trends in the Health Care because these traditional structure uses repetition, recitation and memorization and not actual application of knowledge. (Bewis and Watson, 1989).
Recent innovation on Nursing Education promotes the shift from teaching-centered to learning-centered teaching style. Learning-Centered focuses on the needs of the students rather than the amount of content. It postulates that each student are different individuals that has unique motivational ways of learning, has their own past experiences, personal development and performance and broadening learning experience is vital to enhance learning (Candela L. and Dalley, K. et.al, 2006). To be able to identify these factors that determine learners’ abilities assessment and evaluation strategies should be implemented (Candela, 2004).
To develop critical-thinking skills, educators must employ student-centered learning because this fosters independent learning (Schaefer and Zygmont, 2003, Girot, 1995). Such activities like reflective journals, case studies and groupworks are instrumental in development of critical thinking skills ( Schaefe and Zygmont, 2003).
According to Maslow’s (1970) Theory of Human Motivation, Intrinsic Motivation while Mullins (1996), Motivation is acquired through intrinsic factors, which constitutes the driving force of the learner to learn and Extrinsic Factors that relates the learner to its environment that he or she have no control. In the recent study conducted by Nilsson, K. (2008) et.al, the main motivation factor was Extrinsic factors and Goal Oriented; namely becoming a nurse and they saud that female students are more motivated than men.
Therefore, with the vast number of new Nurses locally raises the question which nursing school produces the best wave of graduates equipped with therapeutic nurse – patient relationships, critical thinking skills, and global competitiveness in accordance to Nursing Process. This relies on each institution’s choice of curriculum.
1. Differentiate Teacher-centered from Learning-Centered curriculum and identify advantages and disadvantages of both.
2. Based on your undergraduate years, what motivated you to learn? Would you suggest these factors? Which will be used for development of course curriculum.
1. Schaefer K.M., and Zygmont, D. (2003). Analyzing the Teaching Style of Nursing Faculty: Does it Promote a Student-Centered or Teacher-Centered Learning Environment?. Nursing Education Perspectives. 24(5), 238-245. Retrieved April 6, 2010 via EBSCOHost
2. Tanner, C. (2004). The Meaning of Curriculum Content to be Covered or Stories to be Heard?. Journal of Nursing Education. 43(1), 3-4. Retrieved April 6, 2010 via EBSCOHost
3. Murphy, F. (2006). Motivation in Nurse Education Practice: A Case Study Approach. Bristish Journal of Nursing. 15(20), 1132-1135. Retrieved April 6, 2010 via EBSCOHost
4. Nilsson, K. and Stomberg, M. (2008). Nursing Students Motivation Toward their Studies – A Survey Study. BMC Nursing. 7(6), 1472-6955. Retrieved April 6, 2010 via EBSCOHost