Open AccessUsing Photovoice as A Student-Centred Teaching Method among Graduate Nursing Students: A Mixed Method Study
Author(s) -
John Mildred E,
Samson Akpan,
Efua Oduro Patience
Publication year - 2021
Publication title -
nursing and primary care
Language(s) - English
Resource type - Journals
ISSN - 2639-9474
DOI - 10.33425/2639-9474.1180
Subject(s) - photovoice , data collection , psychology , focus group , empowerment , medical education , qualitative property , nurse education , critical thinking , pedagogy , nursing , medicine , sociology , computer science , social science , machine learning , anthropology , political science , law , economics , economic growth
Photovoice is used commonly for community action research. Evidence shows that when used appropriately in the classroom, it can effectively engage students and enhance learning. Use in the nursing classroom is however limited. The aim of the study was to assess perception and experiences of postgraduate students, as well as the effectiveness of photovoice teaching strategy on acquisition of skills in critical thinking, communication, self directed learning, and problem-based learning. This mixed method study used photovoice pedagogy to teach the course “Health Systems Management” to twenty postgraduate students of Nursing Science at a University in Nigeria. Ethical clearance was obtained from the University Research Ethics Committee. Evaluation of students’ understanding of the teaching method and learning content involved obtaining photographs supporting both the positive and negative aspects of assigned topics, and presenting them as photovoice seminar. Data collection was through a validated 40-items questionnaire (for quantitative data) and Focus Group Discussion and in-depth interview (for exploratory data). Descriptive and inferential data analysis was on SPSS 18.0, while qualitative data were thematically analysed on NVivo 7.0. Results showed that photovoice methodology helped students develop critical thinking skills (p = 0.01), promoted self-directed learning (p = 0.001), strengthened communication skills (p = 0.01) and ensured problem-based learning (p = 0.02). Participants reported benefits of the method as empowerment of students for more effective involvement/participation in the teaching-learning process (100%), creation of powerful visual facts of topics (95.0%), effective engagement of students (90.0%), and enhanced appreciation of different points of view (85.0%). Qualitative data analysis yielded three themes “Transformation of the teaching-learning process”, “Critical group dialogue”, and “Engagement of students”. In conclusion, photovoice enhanced critical reflection, critical thinking, social communication, and self-directed learning skills and increased engagement of students. It can serve as an effective instructional method in nursing education.