Design: Rolfe’s (1998) Understanding-Action-Evaluation (UAE) cycle, which is a reflexive action research model was used to ensure completeness of data.

Population, Sample, Setting: The population was conveniently chosen and consisted of third year diploma student nurses, fellow novice nurse tutors, and experienced nurse tutors within a School of Nursing. The data was collated through informal discussions and feedback from these individuals along with abstracts from the authors’ reflective journal.

Methods: The UAE design (Rolfe, 1998) is based around a systems approach to problem solving. The characteristics of reflexive action research includes that the research is conducted by the practitioner in his or her own practice; that it brings about direct enhancement of the situation being researched; and that it adds to practitioners’ knowledge and theory (Rolfe, 1998).

Findings: Through participating within this action research, the author began to understand personal theories that were affecting her teaching practice. These personal theories included a lack of self-confidence in her teaching ability and the need to control the class. These were then acted and evaluated upon by utilising two different teaching methods that of group work and role-play within the reflexive action cycle.

Conclusions: The authors’ teaching practice has begun to change by moving from a staunch didactic approach towards a more facilitative style teaching approach. Wodlinger (1996) maintains that by exploring ones’ own practice gives novice teachers a crucial head start in taking responsibility for professional growth and for accountability.

Implications: Teaching involves a lifetime process of learning. Action research can assist the nurse teacher to explore ways of improving teaching practice and become an ongoing learner.

References will be provided on request.

Back to The Faculty Role
Back to 15th International Nursing Research Congress
Sigma Theta Tau International
July 22-24, 2004