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The trend in process-oriented curricula reform began in the mid-1980s and 1990s in response to a call for nursing education to graduate registered nurses that were responsive to a changing society. Many curricula were redesigned from a traditional approach to a process-oriented approach at this time. The purpose of this study is to explore, from a Grounded Theory approach, how instructional strategies are determined within the Canadian classroom setting in a process-oriented curriculum. Interviews were conducted with 17 nurse educators from the Nursing Education Program of Saskatchewan (NEPS). Nurse educators represented courses from all years of the four-year baccalaureate program and all three sites. All interviews were audiotaped and transcribed verbatim with data saturation reached after 13 interviews. Strauss and Corbins (1998) Grounded Theory analysis was utilized. Data analysis was assisted with the use of the qualitative data analysis software program Atlas.ti. The understanding of self was an integrating factor in the theory. The theory provides insights into the factors that have determined the types of instructional strategies utilized by full-time faculty within a generic process-oriented curriculum and identifies the support systems these nurse educators feel were or should be in place to assist in their roles. The research has implications for nurse educators, administrators, program planners, and students.

The trend in process-oriented curricula reform began in the mid-1980s and 1990s in response to a call for nursing education to graduate registered nurses that were responsive to a changing society. Many curricula were redesigned from a traditional approach to a process-oriented approach at this time. The purpose of this study is to explore, from a Grounded Theory approach, how instructional strategies are determined within the Canadian classroom setting in a process-oriented curriculum. Interviews were conducted with 17 nurse educators from the Nursing Education Program of Saskatchewan (NEPS). Nurse educators represented courses from all years of the four-year baccalaureate program and all three sites. All interviews were audiotaped and transcribed verbatim with data saturation reached after 13 interviews. Strauss and Corbins (1998) Grounded Theory analysis was utilized. Data analysis was assisted with the use of the qualitative data analysis software program Atlas.ti. The understanding of self was an integrating factor in the theory. The theory provides insights into the factors that have determined the types of instructional strategies utilized by full-time faculty within a generic process-oriented curriculum and identifies the support systems these nurse educators feel were or should be in place to assist in their roles. The research has implications for nurse educators, administrators, program planners, and students.

This case study explored students’ perception about their performance in CSEC English A at three evening schools in Savanna La Mar. While conducting the research I used ethnographic methods, including interviews, observations and document analysis to better understand students’ perceptions of their performance in CSEC English A. The central questions which guided the research are “how do students at three evening schools in Savanna La Mar perceive their performance in CSEC English A and what factors affect those perceptions, and what strategies do students think can improve their performance in English?” Creswell’s (2008) steps for analyzing qualitative data were used to explore the central research questions. The discussion sought to highlight how students perceived their academic performance in CSEC English A and what attributed for these perceptions. These views were examined using four themes: student factors that influence student learning outcome, influence of Jamaican Creole (JC) on learning Standard Jamaican English (SJE), teacher traits that influence learning and structure and operations of the evening schools. The Attribution and Expectancy Value Theories were used to make meaning of the data. The findings revealed that most of the students exhibited high self-concept and expressed that they would be successful in the upcoming CSEC English A Examination despite previous challenges they experienced with SJE. They attributed this success to the strategies they were using and the encouragement and positive feedback they got from their teachers. However, some students cited several factors which have negatively affected their performance such as the predominant use of JC in the home, school and community. Although the research was a multiple site study, it was limited to one geographical location which delimited the generalizability of the study. However, the insights gained can contribute to and fill gaps in the literature and also enlighten educators and other stakeholders of students’ perception about their performance in CSEC English A. / Educational Leadership