Kokuro Mercy, Crowley Talitha, van der Merwe Anita Serdyn, Young Cornelle
Department of Nursing and Midwifery, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa.
School of Nursing, University of the Western Cape, Cape Town, South Africa.
SAGE Open Nurs. 2025 Jul 25;11:23779608251360829. doi: 10.1177/23779608251360829. eCollection 2025 Jan-Dec.
As students enter nursing education, they shift away from parental control and school support, taking responsibility for themselves and their academic performance. This independence requires self-management abilities. However, few studies have explored the experiences of nursing students and educators on self-management in the teaching and learning.
The study aimed to understand the lived experiences of self-management in teaching and learning context from the perspectives of nursing students and educators from different nursing colleges in Ghana.
A qualitative interpretive phenomenological approach was used. Individual in-depth interviews were conducted with 17 first- and third-year nursing students and eight nurse educators. Verbatim transcriptions were analyzed using the steps of the interpretive process and the hermeneutic circle, with continual review and analysis between the parts and the whole.
This study explored self-management in the teaching and learning context among nursing students, revealing four major themes: strategizing for progress and success, nurturing health and well-being, developing self-belief, and partnering with others, each with associated subthemes. The findings indicate that self-management elements are deeply interconnected and interdependent. Strategizing for progress and success involves time management, goal setting, self-discipline, and continuous self-evaluation. Nurturing health and well-being is essential for a sound mind and body through self-care. Developing self-belief, including confidence and self-assurance, is key to academic success. Both students and educators emphasized partnering with others, highlighting collaborative learning and support networks as crucial to self-management in nursing education.
These themes provide valuable insights for nursing students, educators, and institutions by shedding light on their experiences with self-management in teaching and learning. By understanding these perspectives, educators and institutions can implement innovative teaching approaches that effectively support students in developing self-management skills.
随着学生进入护理教育阶段，他们逐渐摆脱了父母的管控和学校的支持，开始对自己和学业表现负责。这种独立性需要自我管理能力。然而，很少有研究探讨护理专业学生和教育工作者在教学过程中的自我管理体验。
本研究旨在从加纳不同护理学院的护理专业学生和教育工作者的角度，了解教学背景下自我管理的实际体验。
采用定性解释现象学方法。对17名一年级和三年级护理专业学生以及8名护理教育工作者进行了个人深度访谈。使用解释过程和诠释循环的步骤对逐字记录进行分析，在部分与整体之间不断进行审查和分析。
本研究探讨了护理专业学生在教学背景下的自我管理，揭示了四个主要主题：为进步和成功制定策略、培养健康与幸福、培养自信以及与他人合作，每个主题都有相关的子主题。研究结果表明，自我管理的各个要素紧密相连且相互依存。为进步和成功制定策略包括时间管理、目标设定、自律和持续的自我评估。通过自我护理培养健康与幸福对于健全的身心至关重要。培养自信，包括信心和自我肯定，是学业成功的关键。学生和教育工作者都强调与他人合作，强调合作学习和支持网络对护理教育中的自我管理至关重要。
这些主题通过揭示护理专业学生、教育工作者和机构在教学中的自我管理体验，为他们提供了宝贵的见解。通过了解这些观点，教育工作者和机构可以实施创新的教学方法，有效地支持学生发展自我管理技能。
