Abstract
Technology-mediated teaching and learning practices have become a significant element in the teaching and learning environment, particularly in driving the initiatives of 4IR. It requires teaching professionals to engage in teaching that is personalised, providing fundamental inspiration, self-regulation, and lifelong learning. The exponential development in technology requires higher education to respond with educational plans that include hybrid online and in-person education that is efficient, seamless and includes a variety of teaching and learning technologies. Nursing education is no exception and must engage with technology to enhance teaching and learning practices with an aim to remain relevant and on par with global technological innovations.
The study was conducted at two universities in Gauteng. A purposive sampling method was used to select lecturers from both nursing departments who were responsible for the facilitation of technology-mediated nursing education and were permanently employed at these higher education institutions.
The aim of the study was to develop a model to enhance the use of technology-mediated teaching and learning practices in nursing education. A qualitative explorative, descriptive, and contextual design for theory development was applied. The study was conducted in four phases. In Phase One, the concept and theoretical meaning of technology-mediated teaching and learning practices were explored, analysed, and described according to Walker and Avant’s steps of concept analysis. Phase Two focused on exploring the lecturers’ perceptions of technology-mediated teaching and learning practices in the nursing department. In-depth, semi-structured individual interviews were conducted with purposively selected participants, and data were collected until data saturation was attained. Data were analysed using the eight-step data analysis approach proposed by Colaizzi. Trustworthiness and ethical considerations were ensured. In Phase Three, the findings from Phase Two were conceptualised according to Dickoff, James and Wiedenbach’s six-element practice theory. The fourth phase involved developing and describing guidelines to operationalise a model for enhancing technology-mediated teaching and learning practices in nursing education, and subsequently evaluating the model as outlined by ...