Abstract
Students do not always embrace the new responsibilities of setting their own learning goals, developing deep learning strategies, monitoring their thinking and evaluating their learning; instead they often engage in superficial learning and require intense support from their facilitators. Facilitators, on the other hand, may find it difficult to effectively facilitate deep learning due to large classes, lack of lecturer skills and competencies.They use the traditional teaching methods which fails to encourage meaningful intellectual engagement of students, a crucial factor in deep learning, leading to superficial learning.
The purpose of this study is to describe and evaluate a model with guidelines to facilitate deep learning in nursing students at a University in Gauteng. The researcher used a qualitative, exploratory, descriptive, theory-generating research design, which is contextual in nature. The study was conducted in 4 phases. Phase 1 focussed on the clarification of the concept deep learning. The results came up with a conceptual map and a theoretical definition from the attributes and their related connotations. Phase 2 explored the perceptions of nursing students and lecturers regarding how deep learning can be facilitated in nursing students at a university in Gauteng using agenda focus group interviews for (42) nursing students and individual semi-structured interviews for (8) facilitators who were purposively selected. The data was analysed using the matrix building method in accordance to the (4) questions asked emanating from the concept analysis. (4) Themes emerged namely: enabling environmt/ needs analysis, interactive and integrative learning activities, engagement in multidisciplinary research activities and cognitive skills and affective dispositions and their related sub-themes emerged from the data analysis. Trustworthines and ethical considerations were maintained.
Phase 3 focussed on the conceptualisation of the empirical findings from phase 2 using relevant literature within the (6) elements of the practice theory. Concluding statements were formulated at the end of the conceptualisation of each element of the practice theory. Phase 4 dealt with the description and evaluation of a model with guidelines to operationalise the model. Trustworthiness was ensured by using the four criteria namely credibility, transferability, dependability and confirmability. The original contribution, limitations and a conclusion was made.
D.Cur.