ORCID Profile
0000-0002-5954-5254
Current Organisation
James Cook University
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Publisher: African Journals Online (AJOL)
Date: 11-2016
DOI: 10.4314/RJ.V3I1.5F
Publisher: UNISA Press
Date: 13-11-2019
Abstract: Technological innovations are changing the face of nursing education, with teachers being expected to integrate best teaching practices in the classroom and to ensure that nursing students are motivated and engaged. Taking into consideration students’ needs is essential to provide successful integration of the technology in teaching and learning. This paper aims to explore nursing students’ perceptions and expectations regarding the use of technology in nursing education. A descriptive quantitative research design was used, and the study was conducted at a selected university in South Africa. A total of 150 nursing students completed the questionnaires, with the data being analysed descriptively using SPSS version 25. The nursing students reported that educators used technology to deliver course instructions (96.7%), and encouraged students to use it for creative or critical thinking tasks (95.3%). They were encouraged by their educators to use their own technology devices (94.7%) and online platforms (94.7%). More undergraduate students perceived that nurse educators used technology at school (15.63 ± 2.54) than postgraduate students (14.41 ± 3.07) (U =1341.00, p = .044). Overall, 77.3 per cent of the nursing students expected the use of technology in teaching, mainly Moodle (88.7%), search tools (75.3%), podcasts and videocasts (66.7%), EndNote (62.7%), and Turnitin (48.7%). The majority of the students (82.1%) from the lower academic levels (first and second year) had a high expectation of the use of technology compared to 71.2 per cent of the higher levels (third and fourth year). The use of technology in teaching requires nurse educators to have adequate skills to make it a powerful tool for teaching and learning. Much more effort should be put in motivating students to use various technological tools, and ensuring that they have adequate skills, particularly at the entry level.
Publisher: Informa UK Limited
Date: 04-03-2023
Publisher: Sciedu Press
Date: 28-03-2018
DOI: 10.5430/JNEP.V8N8P75
Abstract: Background: Globally, the internet is becoming an increasingly indispensable tool in academic institutions and the workplace. Nursing students are required to use the computer and the internet to search for information and to use various software, for which computer and internet literacy are essential. Despite becoming an important tool for teaching and learning, literature reflects an under-utilization of the internet in academic and non-academic settings for a number of reasons. This article explores the general internet usage of undergraduate nursing students at a selected university in South Africa.Methods: A quantitative, non-experimental, exploratory descriptive design was used, with 115 undergraduate nursing students participating in the study. Data was collected using a questionnaire survey after obtaining ethical clearance from the university’s ethics committee and were analysed descriptively.Results: The findings revealed that the internet was used for various purposes including academic (96.5%) communication (82.6%), pleasure (71.3%), and work-related activity (53.9%). Facebook (77.4%) was the most commonly used social network. Constraints encountered in using Barriers to the use of the internet include restriction of access to certain sites (62.6%), very slow internet connection (55.7%), little training on how to use internet facilities (38.3%), and a limited number of computers (37.4%).Conclusions: Contrary to other studies, this study shows that students do use the internet for a number of reasons, and recommend structured support on how to use if for academic purposes.
Publisher: Sciedu Press
Date: 25-11-2019
Abstract: Background and objective: Nursing education throughout the world is striving for international competitiveness and accountability for effectiveness, quality, and trust to the students, patients, and the community, thus making the issue of institutional accreditation increasingly important. The aim of this paper was to explore the perceptions of heads of private nursing institutions on the benefits of school accreditation by nursing education and training quality assurance (ETQA) in KwaZulu-Natal region, South Africa.Methods: The study adopted a qualitative approach. Data were collected from seven heads of private nursing institutions. In-depth interviews were used to explore the perceived benefits of the accreditation of nursing institutions by Nursing ETQA. Thematic content analysis was used in this study to analyse the collected data. The study adhered to all ethical principles.Results: The findings from this study revealed that heads of private nursing institutions perceived the accreditation by nursing ETQA as a tool used to promote quality outcomes in nursing education. Results from this study further revealed that accreditation is a mechanism of ensuring high standards of performance, and it increases trust, confidence, and reinforcement of uniformity across the nursing education sector. In this study, several challenges were reported to hinder the accreditation process including as a disjoint and an inconsistent process of accreditation, unclear criteria for accreditation, the high cost of accreditation, accreditation being detrimental to teaching the outcome, lack of uniformity in the recommendations and a lengthy process of accreditation.Conclusions: Accreditation is an important tool to ensure that programs and degrees meet the highest standards of education. In nursing education, the accreditation process is associated with several challenges, and there is a need for collaborative and well-coordinated accreditation of nursing schools nationally and globally.
Publisher: Elsevier BV
Date: 09-2020
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 12-2021
Publisher: Sciedu Press
Date: 24-08-2017
DOI: 10.5430/JNEP.V8N1P24
Abstract: Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three c uses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.
Publisher: Sciedu Press
Date: 19-09-2022
Abstract: Background: The digital world is rapidly changing, and so do the required digital skills. As physical devices and software are adapted to meet new possibilities and demands, in iduals’ skills must adapt to technological advancement. Digital literacy is increasingly used in the public discourse, becoming a core requirement of students, academics, patients and healthcare professionals. Assessing nursing students’ digital literacy at the entry-level is vital to ascertain their abilities to use digital technologies. This study aimed to assess basic digital literacy among first-year nursing students at a selected university in South Africa.Methods: This cross-sectional study was conducted from 1st March 2019 to 31st May 2019 at a university in South Africa. The population consisted of 82 nursing students from the first-year students in the 4-year nursing programme. The convenience s ling technique was used to determine the participants of this study, and 76 respondents completed a structured questionnaire. Data were analysed descriptively using the Statistical Package for Social Sciences (SPSS®) software (version 25) from the International Business Machines Corporation (IBM®). A reliability test of the instrument was conducted, and Cronbach Alpha was 0.85.Results: The students’ digital literacy included: (i) basic computer skills — performing basic computer operations, MS Word and PowerPoint (ii) internet skills — using e-mail, Moodle®, social media platforms, accessibility to the internet and internet searches (iii) digital device usage — desktop, laptops, tablets and smartphones. Overall, the mean for internet skills was 3.61 (SD = ±0.62), 3.11 (SD = ±0.85) for computer skills, and 3.00 (SD = ±0.47) for digital device usage. Computer skills was positively correlated with internet skills (r = 0.278, p = .012) and computer skills corrected with digital device usage (r = 0.384, p .001). The overall score for internet skills was higher in the female group than in males, with the mean of 4.00 (SD = ±0.62) and 3.61 (SD = ±0.54), respectively (t74 = -0.405, p = .019). Furthermore, the overall score for digital device usage was higher in the age group of 20 years and above with a mean of 3.19 (SD = ±0.38) than in the age group under 20 with a mean of 2.90 (SD = ±0.48), and those differences were statistically significant (t74 = -2.420, p = .018).Conclusions: An adequate digital literacy at the entry-level of the nursing programme is a foundation and a critical factor to academic success and future use of technology in nursing education and practice. Having adequate digital literacy among nursing students would positively impact their ability to perform electronic documentation, communicate and collaborate, and search for information to support evidence-based practice.
Publisher: South African Medical Association NPC
Date: 18-07-2022
DOI: 10.7196/AJHPE.2022.V14I2.1163
Abstract: Background. Learning management systems (LMS) are indispensable teaching and learning tools in nursing education, and in recent years, LMS have become a cornerstone to support online learning, particularly during the COVID-19 pandemic. The South African (SA) e-education policy requires every teacher and learner in the education and training sector to be information and communication technology (ICT)-capable, and able to use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve their personal goals and be full participants in their global communities. Objective. To investigate postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province, SA. Method. An exploratory, descriptive research design was used, and the whole population of 16 postgraduate nursing education students who were exposed to Moodle as a learning management system participated in the study. Qualitative data were collected through semi-structured interviews, followed by focus group discussions, with thematic analysis used to analyse data. Results. This was the first time that most participants had been exposed to an online learning course, and the experience made them feel empowered as it provided enabled reflection and deep learning. Participants indicated that the range of interactions and level of engagement determined the eventual level of knowledge constructed. The online facilitator played a central role in guiding and supporting students, and ensuring that they achieved the learning outcomes. The online learning benefits included increased socialisation, convenience and flexibility, asynchronicity and accessibility of learning material. The challenges were the lack of real-time response, financial cost and technical issues. Conclusion. An intense ICT orientation for students is recommended to ensure that they are informed of the requirements before starting the online course. The online facilitators must be more visible in the online space, participate more often in discussions and stimulate constructive dialogue.
Publisher: Sciedu Press
Date: 30-03-2021
Abstract: Background: The rapid development of technology has compelled tertiary institutions to devise innovative teaching strategies to meet the students’ needs and market’s demands. Recently, the Covid-19 pandemic is forcing educational instructions to shift from in-person to online learning. E-learning is one of the areas advancing rapidly and which provide promises in nursing education. The aim of this study was to develop a middle-range theory to guide the utilisation of an e-learning platform in nursing education in the context of Rwanda.Methods: A grounded theory approach, following Strauss and Corbin, was used. The study population included nurse educators, nursing students, Information and Communication Technologies (ICT) managers, and experts in e-learning and nursing education. The s le size consisted of 40 participants. Data were collected using in-depth interviews, focus group discussion and document analysis. Data analysis was guided by Strauss and Corbin’s grounded theory framework, which facilitated the middle-range theory development.Results: Implementation of e-learning in nursing education emerged as the central concept in this model. E-learning was viewed as a mechanism to advance the country’s political agenda to integrate technology in higher education, a tool to widen access to nursing education, a student-centred approach, and blended learning. The implementation of e-learning was facilitated by catalyst agents such as institutional support, e-readiness, partnerships and collaboration, policies and regulations, effective working learning management system, and bridging the digital ide. Integration of e-learning in nursing education was expected to improve nursing education quality and increase competent nurses and midwives graduates.Conclusions: This study highlights the importance of e-learning in nursing education. The adoption of the innovative, technology-enabled nursing education models would augment capacity to scale up nursing and midwifery education, enhance the quality and relevance of training, and adopt equity-focused policies. This model is a tool to facilitate the establishment of a supported network learning space in nursing education in a fluid and dynamically changing nursing practice context.
Publisher: Sciedu Press
Date: 05-03-2020
Abstract: Technological innovations such as e-learning are rapidly transforming the ways that institutions of higher education teach and students learn. In nursing education, e-learning offers opportunities to reach a great number of students, irrespective of time and space. In the context of Rwanda, the implementation of e-learning in nursing education was motivated by the country’s need to upgrade the level of working nurses and midwives at a large scale and in a short period. This study aims at exploring the conceptualization of e-learning in nursing education, in the context of Rwanda. Grounded theory paradigm directed this study based on the Framework from Straus and Corbin (2008). The s le size was comprised of 40 participants: 18 nurse educators, 17 nursing students, two ICT managers, and three experts in the fields. The results indicated that e-learning was conceptualised as (a) a mechanism to advance a political agenda (b) a tool to open access to education for working nurses and midwives (c) a student-centred approach, (d) a blended learning.
Publisher: Elsevier BV
Date: 2019
Publisher: Elsevier BV
Date: 08-2022
No related grants have been discovered for Alexis Harerimana.