Original Research

Facilitation as a teaching strategy: The experiences of nursing students

E Lekalakala-Mokgele, P du Randt
Curationis | Vol 28, No 4 | a998 | DOI: https://doi.org/10.4102/curationis.v28i4.998 | © 2005 E Lekalakala-Mokgele, P du Randt | This work is licensed under CC Attribution 4.0
Submitted: 28 September 2005 | Published: 28 September 2005

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E Lekalakala-Mokgele, School of nursing, University of the Free State, South Africa
P du Randt, School of nursing, University of the Free State, South Africa

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Abstract

This study was undertaken to assess the needs/problems of students of nursing regarding facilitation as a teaching/learning method. Facilitation as a teaching and learning strategy was uncommon and innovative in nature and presented a challenge to the students as it was a new way of learning. Focus group interviews were conducted. The sample study consisted of eight (8) groups of learners from four universities engaged in this curriculum. To answer the research question a qualitative, exploratory, descriptive design was used and the students were selected purposively. Data analysis using transcribed focus interviews, was based on the combined approaches of Tesch (1990) in Cresswell (1994:153-155) and the basic steps of Giorgi (1970) as quoted by Ornery (1983:49-63). The themes identified were about the experiences of the facilitation process and problems with the facilitators. All the students experienced the facilitation of learning negatively in the beginning but became more positive later when they adapted to this method of learning.

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