Role of Humour in Nursing Pedagogy

To explore nursing educators' perceptions about using humour as a teaching strategy in the classroom setting.

Qualitative study. Place and Duration of the Study: Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, Pakistan, from September 2021 to January 2022.

Twelve educators from the Bachelor of Science in Nursing (BScN) programme were purposefully selected for their rich and expressive insights. Institutional Review Board approval was obtained, and participants provided informed consent with the option to terminate interviews at any time. Data were collected and analysed simultaneously using content analysis, with rigour maintained per Lincoln and Guba's 1985 trustworthiness framework.

The study revealed four key categories from educators' perspectives on using humour as a teaching strategy. First was the humour and learning, with innate vs. acquired competency and teaching phases. Second was the inside track, encompassing revitalisation, critical thinking, eco-friendliness, encouragement culture, self-esteem, and confidence. Third was provocation; with subcategories of language and student diversity. Fourth was the way forward addressed humour applicability and classification.

The study explored the importance of humour as a teaching strategy in the classroom, stressing the need to consider context, subject matter, and diverse student needs. It underscores a balanced approach that engages students and fosters inclusivity. The findings are individual differences. Future research should explore the long-term impact and how training can help teachers effectively using humour as a teaching tool.

Humour teaching strategy, Nursing, Nursing educator, Learning, Pedagogical tool.