Factors influencing the implementation of learner-centred approaches in nursing education in KwaZulu-Natal
Authors:   , Ramlucken Sanjay Dawraj 
Published: June 2022

Nursing education in South Africa and internationally has seen dramatic changes over the past century. The continued use of traditional learning approaches, rather than more innovative learner-centred ones, has become problematic, as nurse educators continue to rely on teaching methods that foster rote memorisation of facts rather than the process of critical thinking. Aim The aims of this study are to investigate the factors influencing the implementation of learner-centred approaches in nursing education in KZNCN. Methodology A quantitative descriptive survey research design was used to establish the relationships between variables that impact on learner-centred teaching practices. The sample size was the total population of nurse educators working at the ten campuses within the KwaZulu-Natal College of Nursing (n=220). Data was gathered by means of a self-administered questionnaire which was distributed to the participants by the researcher. Data was analysed descriptively using SPSS version 21 with assistance from a statistician. Various tests were used to analyse the data, such as number, percentage, means, standard deviations, chi square goodness-of-fit test, chi square test of independence, binomial test, t-test and analysis of variance (ANOVA). Results The majority of the respondents were Black 72.8% (n=115), with over three quarters (77.2%, n=122; p<.0005) indicating that they had not had any exposure to learnercentred teaching practices, which directly correlated to a high proportion (n=88%, n=139) not implementing learner-centred teaching practices. The outdated lecture methods of teaching were used by 41.8% (n=66), while innovative teaching strategies, such web- and evidenced-based teaching being rarely used. The respondents cited a Introduction Nursing education in South Africa and internationally has seen dramatic changes over the past century. The continued use of traditional learning approaches, rather than more innovative learner-centred ones, has become problematic, as nurse educators continue to rely on teaching methods that foster rote memorisation of facts rather than the process of critical thinking. Aim The aims of this study are to investigate the factors influencing the implementation of learner-centred approaches in nursing education in KZNCN. Methodology A quantitative descriptive survey research design was used to establish the relationships between variables that impact on learner-centred teaching practices. The sample size was the total population of nurse educators working at the ten campuses within the KwaZulu-Natal College of Nursing (n=220). Data was gathered by means of a self-administered questionnaire which was distributed to the participants by the researcher. Data was analysed descriptively using SPSS version 21 with assistance from a statistician. Various tests were used to analyse the data, such as number, percentage, means, standard deviations, chi square goodness-of-fit test, chi square test of independence, binomial test, t-test and analysis of variance (ANOVA). Results The majority of the respondents were Black 72.8% (n=115), with over three quarters (77.2%, n=122; p<.0005) indicating that they had not had any exposure to learnercentred teaching practices, which directly correlated to a high proportion (n=88%, n=139) not implementing learner-centred teaching practices. The outdated lecture methods of teaching were used by 41.8% (n=66), while innovative teaching strategies, such web- and evidenced-based teaching being rarely used. The respondents cited a lack of teaching and learning resources as the main barrier to implementing learnercentred teaching practices, and a significant agreement that learners were willing to adopt learner-centred instruction (Z= -8.546; P>.0005). Conclusion This study revealed that nurse educators failed to adopt learner-centred methods of teaching and learning due to a lack of resources, such as internet, computers and library facilities, which resulted in in student nurses failing to take the initiative in selfdirected learning.