Abstract:
Hybrid teaching and learning is a strategy that can bridge the multigenerational gap in institutions of higher learning in nursing. The use of hybrid teaching and learning responds to the reality of meeting the challenges of the transformational changes that technological developments bring to higher education. The researcher noted that educators currently employed in institutions of higher learning in nursing in South Africa interpret the concept hybrid teaching and learning differently. Literature agrees that there is a common lack of understanding and a different definition of the concept hybrid teaching and learning among educators, and that using this strategy becomes a challenge. The difference in opinion, and lack of knowledge and understanding, especially in nursing education in South Africa, motivated this study.
The primary aim was to develop a model of hybrid teaching and learning in institutions of higher learning in nursing. To accomplish the aim of the study, the researcher used a theory generative design. Constructivism was used as paradigm, using a model construction design of Chinn and Kramer, and the description of the model components based on the model of Dickhoff, James, and Wiedenbach.
The study was underpinned by three phases: Phase 1 had three steps for conceptualisation from literature and stakeholders. Step 1 was based on a theoretical inquiry to conceptualise the concept hybrid teaching and learning in the institutions of higher learning in nursing. Steps 2 and 3 engaged the nursing students and nurse educators through focus group discussions to explore and describe the concept and the relationships related to hybrid teaching and learning from the perspectives of both nursing students and nurse educators. Purposive sampling technique was select, the process of data analysis was making sense of all the data collected from both groups and three main themes were identified. Phase 2 focused on the formulaton and descriptions of the components for a model for hybrid teaching and learning in institutions of higher learning in nursing. Phase 3 was the verification of the model for hybrid teaching and learning by experts. The model was illustrated and described in terms of the agent (nurse educators), the recipient (nurse student), the framework/context (institution of higher learning in nursing), the dynamics (the agent, context or environment, and the procedure), the procedure (clarified what the hybrid model of teaching and learning comprised to meet the needs of institutions of higher learning in nursing, and referred to the contribution of hybrid teaching and learning in the development of competent nurses at successful completion of the programme that they were enrolled for.
The findings of the study might benefit curricula developers in higher nursing education and provide a blueprint on how to incorporate the model for hybrid teaching and learning in nursing curricula. Also how to incorporate the recommendation for nursing, nursing research and nursing education policy.
