See discussions, stats, and author profiles for this publication at:

https://www.researchgate.net/publication/325321592

Photovoice as a Student-centred Teaching Method

for Graduate Nursing Students in Calabar, Nigeria

Conference Paper · May 2018

CITATIONS READS

0 27

2 authors:

M.E. John Patience Edoho Samson-Akpan

University of Calabar University of Calabar
76 PUBLICATIONS   85 CITATIONS    92 PUBLICATIONS   66 CITATIONS   

SEE PROFILE SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Research by Akpabio, i. i. and others View project

KAP of standard precautions among nursing students in Calabar and Uyo View project

All content following this page was uploaded by M.E. John on 23 May 2018.

The user has requested enhancement of the downloaded file.

 Ref. No 02.06

PHOTOVOICE AS A STUDENT-CENTRED
TEACHING METHOD FOR GRADUATE
NURSING STUDENTS IN CALABAR,
NIGERIA

MILDRED E. JOHN, PATIENCE E. SAMSON-AKPAN

DEPARTMENT OF NURSING SCIENCE, COLLEGE OF MEDICAL
SCIENCES, UNIVERSITY OF CALABAR, CALABAR, NIGERIA
1

BANFF, MAY 06-09, 2018

INTRODUCTION

“A picture is
worth ten
thousand
words” –
[Barnard, 1927]
2
 Pictures: Documentary
photography
 Ensure creative
(Photovoice) has been
communication of
used predominantly in
ideas participatory action
Provide research to reflect
persuasive evidence people’s perceptions
Develop insight and experiences
into a phenomenon [Garner, 2014; Marzilli, 2015]
3
However very When used
few studies appropriately
have adapted photovoice can
effectively engage
it for teaching students, and
nursing enhance teaching
students and learning
[Garner, 2014] [Schell et al, 2009]

4
 Theuse of photovoice in education is rare
resulting in only a small number of
available research
[Marzilli, 2015]
 Its
use in the nursing classroom is very
rare
[Edwards et al., 2012; Schell et al., 2009]
 InNigeria, it is innovative with very few
studies, mostly in health research and
sociology
[Ariyo and Fiyinfoluwa, 2017; Olumide et al., 2016] 5
Literature on
the use of
photovoice is
scarce for in-
class teaching
and learning in
nursing in
Nigeria 6
 AIMS OF THE STUDY
The aims of the study were to:
 Assess the effectiveness of photovoice in
enhancing skills in critical thinking,
communication, self-directed learning, and
problem-based learning
 Explore the perception of graduate nursing
students about using photovoice as a
teaching and learning strategy 7
 METHODS

Mixed Method (qualitative and

Design quantitative used concurrently)

20 Graduate Nursing students offering

Participants the course “Health Systems
Management”

Ethical University of Calabar Research Ethics

approval Committee 8
 INTERVENTION
 Photovoice methodology was used for
teaching and for class assignments
 Relevant photographs and images depicting
topics were presented to students, along with
discussion of what they depict. Students were
asked to discuss what the photos and images
possibly depict, before narratives relating to
them were presented during the teaching
9
process
o Setting of study
University of Calabar, Calabar, Cross River
State, Nigeria

10
 Quantitative
•Before and after intervention
Data
•Validated 40-items questionnaire
Collection
Qualitative
Focus Group Discussion
Quantitative
SPSS 18.0

Data Qualitative
Analysis •Data transcribed verbatim, coded
and analysed using NVivo 7.011
•Hermeneutic circle
 RESULTS
Socio-demographic characteristics
of participants:
 Age: 70% participants were
between 30-35 years of age
 Gender: 90% were female
 Marital Status: 60% were married
12
 Quantitative results showed significant
improvement in scores after the intervention
showing that Photovoice methodology
significantly:
 Helped in development of critical thinking
skills (p = 0.01)
 Promoted self-directed learning (p = 0.001)

 Strengthened communication skills (p = 0.01)

 Ensured problem-based learning (p = 0.02)

13
Table 1: Means and SD before and after intervention (N = 20)

Skills Pre-test Post test t p

Mean SD Mean SD

21.7 2.1 32.4 3.2

Critical thinking 2.82 0.01*

25.2 2.4 37.8 3.7

Communication 2.85 0.01*

22.6 2.0 30.5 2.9

Problem-based 2.01 0.02*
learning

20.8 2.2 31.6 3.4

Self-directed learning 3.92 0.001*
14
* p< 0.05
 Reported benefits of using
photovoice in teaching the course

Creation of
powerful visuals
Empowerment about topics
of students for (95.0%)
more effective Enrichment
involvement in of the
teaching- teaching-
learning process learning
(100%) process
(90.0%)
15
 Enhanced
reflective skills
(85.5%)

Effective
engagement Enhanced
of students appreciation
(90.0%) of different
points of
view (85.0%)
16
Qualitative results: Reflections by
participants revealed 3 themes:
 “Transformation of the teaching
process”;
 “Critical group dialogue”;
 “Engagement of students”
These complemented the
quantitative data 17
 “Transformation of the teaching process”

“This new "I had to

instructional seriously
strategy has reflect on
enabled me to different
think 'outside pictures before
the box' by choosing the
critically most
analysing appropriate.
every picture This enhanced
presented” my skills in
reflection”
18
 “Critical group dialogue”

“The method “Pictures

ensured presented by
reciprocal each student
teaching and provoked
discussion of
learning. We varied
were perspectives
teaching and and
learning at enhanced my
the same learning”
19
time”
 “Engagement of students”

“Photovoice
allowed time “I sometimes
to reflect and looked for and
think, and this had different
actively perspectives from
engaged the presented
students in the pictures; so I
teaching- participated more
learning in class
process” discussions”

20
 DISCUSSION
Photovoice method
Photovoice teaching also:
method enhanced: Transformed and
Student Enriched the
participation and teaching-learning
engagement in the process [Garner, 2014;
Schell et al., 2009]
teaching-learning
Learning, critical
process [Garner, 2014]
thinking, and
Reflective skills
[Schell et al., 2009]
communication [Schell
21
et al., 2009]
 CONCLUSION
 Photovoice is a suitable and apt pedagogy in nursing
education at the graduate level
 Photographs and images produced through
photovoice provide extensive and ‘rich’ informative
material that engages students and enhances
learning
 Integrative pedagogies like photovoice, are
recommended for nursing education in Nigeria
because they involve reflecting, conceptualizing, and
explicating information 22
 LESSONS LEARNED
 As a teacher I was putting myself in a very
vulnerable position. Students may not have
failed to understand the topics, and I would
have had to repeat teaching the course in a
more conventional way
 However students were eager to follow
through with the method, passed the course
well, and organized a photo exhibition for
other students, from the class assignments23
 REFERENCES
 Ariyo, O. and Fiyinfoluwa, O. (2017) Effects of photo-voice
approach on 24-hour dietary recall accuracy among University
of Ibadan undergraduate students. Available at
https://www.researchgate.net/.../320466400_Effects_of_photo-
voice_approach_on_24.
 Edwards, M., Perry, B., Janzen, K. and Menzies, C. (2012) Using
the Artistic Pedagogical Technology of Photovoice to Promote
Interaction in the Online Post-Secondary Classroom: The
Students’ Perspective. Electronic Journal of e-Learning 10(1):
32-43. Available at
http://www.ejel.org/issue/download.html?idArticle=177).
 Garner, S. L. (2014) Photovoice as a teaching and learning
strategy for undergraduate nursing students. Nurse Education24
Today 34(10): 1272-1274.
 Marzilli, C. (2015) Photovoice and culture: innovations in
teaching nurses. International Journal of Current Research in
Life Sciences 4(11): 469-471.
 Olumide, A. O., Adebayo, E. S., and Ojengbede, O. A. (2016) Using
photovoice in adolescent health research: a case-study of the
Well-being of Adolescents in Vulnerable Environments (WAVE)
Study in Ibadan, Nigeria. International Journal of Adolescent
Medicine and Health 30(2): DOI: 10.1515/ijamh-2016-0040.
 Schell, K., Ferguson, A., Hamoline, R., Shea, J., and Thomas-
Maclean, R. (2009) Photovoice as a Teaching Tool: Learning by
Doing with Visual Methods. International Journal of Teaching
and Learning in Higher Education, 21(3): 340-352.
 Pictures/images from:
 www.littlethings.com
 www.nursingtimes.net
 www.denvergov.org 25
 26

View publication stats