Original Research

Facilitation as a teaching strategy : experiences of facilitators

E Lekalakala-Mokgele
Curationis | Vol 29, No 3 | a1101 | DOI: https://doi.org/10.4102/curationis.v29i3.1101 | © 2006 E Lekalakala-Mokgele | This work is licensed under CC Attribution 4.0
Submitted: 28 September 2006 | Published: 28 September 2006

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E Lekalakala-Mokgele, School of Nursing, University of the Free State

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Changes in nursing education involve the move from traditional teaching approaches that are teacher-centred to facilitation, a student centred approach. The studentcentred approach is based on a philosophy of teaching and learning that puts the learner on centre-stage. The aim of this study was to identify the challenges of facilitators of learning using facilitation as a teaching method and recommend strategies for their (facilitators) development and support. A qualitative, explorative and contextual design was used. Four (4) universities in South Africa which utilize facilitation as a teaching/ learning process were identified and the facilitators were selected to be the sample of the study. The main question posed during in-depth group interviews was: How do you experience facilitation as a teaching/learning method?. Facilitators indicated different experiences and emotions when they first had to facilitate learning. All of them indicated that it was difficult to facilitate at the beginning as they were trained to lecture and that no format for facilitation was available. They experienced frustrations and anxieties as a result. The lack of knowledge of facilitation instilled fear in them. However they indicated that facilitation had many benefits for them and for the students. Amongst the ones mentioned were personal and professional growth. Challenges mentioned were the fear that they waste time and that they do not cover the content. It is therefore important that facilitation be included in the training of nurse educators.


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