ASSESSMENT OF CLASSROOM TEACHING STRATEGIES AT KENYA MEDICAL TRAINING COLLEGE VIHIGA CAMPUS
Keywords:
Innovative, Traditional, Teaching Strategies, Knowledge, Attitude, Nurse EducationAbstract
Purpose: The study aimed at assessing the classroom teaching strategies used by nurse educators at KMTC- Vihiga.
Methods: The study utilized descriptive cross sectional research design where 12 nurse educators were purposively sampled and 133 nursing students were selected using stratified sampling technique. Two semi- structured questionnaires were used to collect primary data from respondents. This was after pilot study showed validity and reliability of the tool. Quantitative data analysis was conducted using the statistical package for social science (SPSS) software version 25 for windows and excel version 10
Results: The findings obtained show that nurse educators were predominantly using traditional teaching strategy lecture and demonstration although the innovative teaching was also minimally used. The study revealed that nurse educators had variation in level of knowledge of teaching strategies. The chi square analysis showed that no association was found between number of years since last qualification and frequency of use of lecture teaching strategy χ²(2) =1.111,p=0.574. ANOVA findings showed statistical significant difference in knowledge between levels of education as determined by one way ANOVA F (2,7)= 1.913,P =.217 p>0.05). A Pearson Product moment correlation coefficient determined that there was a positive correlation between nurse educator knowledge and attitude on use of teaching strategies as r=0.230, n=10, p=0.523
Unique Contribution to theory, practice and policy. The study recommends that Kenya Medical training college Management, designs a curriculum which includes innovative teaching strategies for the educators and roll out through continuous professional development program
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