Jones, Corrine SR (2019) A Kaleidoscope Journey: Integrated Andragogy in the Diploma of Nursing – Quantum Learning and Campbellteaching. Other Degree thesis, Victoria University.

Abstract

The researcher’s experiences as a clinical facilitator culminated in this research project that sought to explore a paradigm shift in nursing education that had the potential to reduce the theory-practice gap. Quantum Learning and Campbellteaching were integrated and trialed to determine if their focus on accelerated learning, visualisation, and the methods specific to their pedagogical and andragogical processes, could assist in the retention of knowledge and the application of theory in nursing practice. The paradigm of Freirean pragmatism sought the potential of each student and allowed for a multiphase mixed method research design that framed the study. Quantitative and qualitative data was gathered from two cohorts, who participated in two core units of study in the Diploma of Nursing Program: Confirm Physical Health Status and Analyse Health Information. The first unit dealt with the Anatomy and Physiology of the human body and the latter provided a broad overview of health issues, and the role of a multidisciplinary team. The data was collected sequentially and concurrently. Qualitative data provided insight into students’ experiences of learning in a nursing course that could not be drawn out by quantitative data alone. By implementing accelerated learning techniques, alongside diagrammatic learning with explicit dialogue, and a linking table could students retain and recall theory, experience deep reflection that could give rise to critical thinking that in turn, could assist in linking theory to practice. Findings suggested that the quality of student reflection aligned to their capacity to connect theory to their practice. In addition, the research outcomes affirmed that the combination of Quantum Learning and Campbellteaching had the potential to decrease the theory-practice gap by enhancing student nurses’ theoretical knowledge and the linking of their theory to their practice. An important aspect of this research was the expert knowledge of the teacher, and their ability to facilitate a cohesive and culturally safe learning environment. This was coupled with their attitude and belief in their students’ ability to succeed.

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