Browsing by Author "Oyelana, Olabisi"
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Item An evolutionary concept analysis of learner-centered teaching(2021) Oyelana, Olabisi; Olson, Joanne; Caine, VeraIntroduction An increasing need for a paradigm shift from traditional teacher-centered teaching model has led to an adoption of learner-centered teaching (LCT) in nursing education. However, programs aimed at LCT barely integrate its principles within their frame of reference, as there tends to be no explicit or clear operationalized definition. The ambiguity and a lack of consensus not only predisposes nursing faculty to erratic teaching practices but also compromises the validity and trustworthiness of any scholarship associated with LCT. Objective The aim of this review was to clarify the concept of LCT for nursing education research and teaching practice purposes. Design and Methods We used an evolutionary framework to review the literature relevant to LCT. Evolutionary concept analysis is a scientific method of inquiry which focuses on analysis of empirical data to identify the attributes, antecedents, and consequences of a concept. Data Sources A comprehensive and systematic review of empirical and conceptual publications from the disciplines of Nursing, Medicine, and Educational psychology provided the sources for this concept analysis. Results. The key defining attributes of learner-centered teaching identified were autonomy, empowerment, engagement, and collaboration. The key antecedents for LCT were trusting relationship, personal responsibility, mutual respect, and empathy. We identified nine primary consequences and an exemplar of LCT from personal teaching experience and the literature. Conclusions LCT is a highly complex concept with many aspects that make it difficult to provide an authoritative definition. However, we identified key attributes, antecedence, and consequences for an operationalization of LCT in nursing education research and teaching practice.Item An evolutionary concept analysis of learner-centered teaching(2022) Oyelana, Olabisi; Olson, Joanne; Caine, VeraBackground An increasing emphasis on a paradigm shift from the traditional teacher-centered approach has led to the adoption of learner-centered teaching in many nursing education programs. However, the lack of consensus regarding the meaning warranted an analysis of learner-centered teaching. Objective The objective of this analysis was to clarify the concept of learner-centered teaching for nursing education and research. Design An evolutionary framework was used to perform a comprehensive review of both theoretical and empirical literature relevant to learner-centered teaching. An evolutionary concept analysis is a method of inquiry used to analyze the literature, with the purpose of identifying the attributes, antecedents, and consequences of a concept. Sample and setting Empirical and theoretical literature selected from the fields of education, nursing, and medicine. Methods A comprehensive review and analysis of theoretical and empirical publications from nursing, medicine and education disciplines provided a rich data source for this concept analysis. Results Four defining attributes of learner-centered teaching were identified: autonomy, empowerment, collaboration, and engagement. Four antecedents, three surrogate terms, eight related concepts, and nine primary consequences of learner-centered teaching were also identified. Exemplar cases of learner-centered teaching emerged from personal teaching practice experience and the empirical literature. Conclusions Learner-centered teaching is a complex concept with many aspects conceptualized or operationalized which make it difficult to authoritatively define the concept. However, the features of learner-centered teaching identified in this analysis offered a good basis for the evaluation, application, and further development of the concept in nursing.Item A critical look at exclusive breastfeeding in Africa: through the lens of diffusion of innovation theory(2021) Oyelana, Olabisi; Kamanzi, Joyce; Richter, SolinaBackground Exclusive breastfeeding is a practice widely promoted across many developing countries. Despite all the potential advantages and three decades of promotional efforts, exclusive breastfeeding remains short of expectations with a consistent low rate of practice in sub-Sahara Africa since its inception. Objectives Roger’s diffusion of innovation theory was used to examine innovation attributes affecting the adoption of exclusive breastfeeding in Africa. Methods A critical review exploring evidence on exclusive breastfeeding in Sub-Sahara Africa was conducted. The databases MEDLINE, CINAHL, Scopus, JSTOR, Google Scholar, and PUBMED were searched and supplemented with additional search of grey literature. Eligible studies were selected and a directed content analysis approach to data extraction was conducted in alignment with the diffusion of innovation theory to facilitate narrative synthesis. Result Articles reviewed were diverse and focused on studies exploring barriers to exclusive breastfeeding in several African countries. Key findings indicate several attributes of exclusive breastfeeding are incompatible with African traditional beliefs and cultural practices. Conclusion The attributes identified in this review are worthy of consideration when promoting exclusive breastfeeding among the African people as these are critical predictors of its adoption. Moreover, the adoption of exclusive breastfeeding requires more of socio-cultural processes rather than technical processes. Extended family members and the grandmothers have significant roles in childcare, and they have a powerful influence on innovation decision-making about exclusive breastfeeding. We recommend that the opinions of these adopters be considered when planning exclusive breastfeeding programs. Exclusive breastfeeding needs to be modified to accommodate African traditional values system.Item Crossing borders: a narrative inquiry into the experiences of international graduate nursing students(2023) Oyelana, OlabisiIn response to the global needs for nursing faculty, and nurses at leadership and advanced clinical practice roles, aspiring students from different countries come to Canada for their graduate nursing education. The positive reputation and the numerous perceived advantages of the education system are particularly compelling to applicants from many developing countries. However, many international students come from different social, historical, political, cultural, and educational backgrounds that deeply influence their learning experiences in Canada. Working from a space of the inquirer’s personal experience, the aim of this inquiry was to understand the experiences of international graduate nursing students across time, place, and social contexts. The focus was to unravel the two puzzles of this inquiry: What stories across social, historical, political, cultural, and educational borders shaped our identities and ways of knowing? How did our experience in Canada shift our lived stories? Four participants were invited from a Master of Nursing program at a university in Western Canada. Living alongside the participants in a series of conversations for over one year. Multiplicity of borders and identity making, border making, border crossing, and border dwelling were the four sustaining threads that resonated across our narrative accounts. These four threads provided insights into the lived experiences of tensions, the shifting of identities, and the day-to-day challenges that international students face while learning in Canada. Being aware of these experiences and acknowledging them could be a significant stride towards addressing the issues of inequity and exclusion within Canadian graduate nursing education.Item Learner-centred teaching in a non-learner-centred world: an interpretive phenomenological study of the lived experience of clinical nursing faculty(2018) Oyelana, Olabisi; Martin, Donna; Scanlan, Judith; Temple, BeverleyBackground With the growing complexities in the contemporary health care system, there is a challenge of preparing nurses for the practice demands. To this end, learner-centred teaching has emerged in many nursing curricula in Canada and evidence indicates its effectiveness in developing the essential practice skills in nursing students. It is important to examine the experience of the clinical faculty members who implement learner-centred teaching, as doing so would provide an insight to the factors that may hinder the implementation of learner-centred teaching in the practice settings. Objective This phenomenological study aimed to address two research questions: what does learner-centred teaching mean to clinical nurse faculty? What is the lived experience of clinical nursing faculty who incorporate learner-centred teaching? Methods Ten clinical nurse faculty members who had at least two years of clinical teaching experience volunteered to participate in the study. Data were collected using a semi-structured interview guide and audio recorder. Additional data sources included a demographic survey and a reflective journal. Results Multiple sub-themes emerged from this study from which three significant themes were consolidated: diversity of meanings, facilitators of LCT, and barriers to LCT. However, an overarching theme of “learner-centred teaching in a non-learner-centred world” was coined from participants' accounts of their experiences of barriers in incorporating LCT in the practice settings. Conclusion A collaborative effort between faculty and the stakeholders is paramount to a successful implementation of learner-centred teaching in practice settings.