Implementing a change to a learner-centered philosophy in a school of nursing: faculty perceptions

Area of Science:

• Nursing Education
• Pedagogy
• Qualitative Research

Background:

• Educational philosophies in nursing are evolving.
• Implementing new teaching philosophies requires understanding faculty experiences.
• Learner-centered teaching is a significant pedagogical shift in higher education.

Purpose of the Study:

• To explore nursing faculty experiences with a transition to a learner-centered teaching philosophy.
• To identify significant conditions perceived by faculty during this educational change.
• To assess faculty perceptions of progress and unity during the adoption of the new philosophy.

Main Methods:

• Qualitative study involving nine nurse faculty members from a four-year public university.
• Data collection over three months through interviews and narrative questionnaires.
• Thematic analysis to identify key themes and categories.

Main Results:

• Five categories and 20 themes emerged from the thematic analysis.
• Availability of time and resources were identified as critical success factors.
• Dissatisfaction with the status quo and participation in decision-making were less important.

Conclusions:

• Faculty experiences with educational change are complex and multifaceted.
• Resource allocation and dedicated time significantly impact the adoption of new teaching philosophies.
• Understanding faculty perspectives is vital for successful implementation of educational reforms in nursing schools.