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On-line version ISSN 2223-6279
Print version ISSN 0379-8577

Curationis vol.31 n.3 Pretoria  2008




Humor: A pedagogical tool to promote learning



M Chabeli

PhD; Department of Nursing, University of Johannesburg





BACKGROUND: It has become critical that learners are exposed to varied methods of teaching and assessment that will promote critical thinking of learners. Humor creates a relaxed atmosphere where learning can be enhanced and appreciated. When learners are relaxed, thinking becomes eminent. Authoritative and tense environment hinders thinking.
AIM: This paper seeks to explore the perceptions of nurse teacher learners regarding the use of humor as a pedagogical tool to promote learning.
METHOD: A qualitative, exploratory, descriptive and contextual research design was employed (Burns & Grove, 2001:61; Mouton, 1996:103). 130 naïve sketches were collected from nurse teacher learners who volunteered to take part in the study (Giorgi in: Omery, 1983:52) Follow up interviews were conducted to verify the findings. A qualitative, open-coding method of content analysis was done Tesch (in Creswell, 1994:155). Measures to ensure trustworthiness of the study were taken in accordance with the protocol of (Lincoln & Guba, 1985:290-326).
IMPLICATIONS FOR NURSING EDUCATION, TRAINING AND PRACTICE: The findings of the study will assist the nurse educators to create a positive, affective, psychological and social learning environment through the use of humor in a positive manner. Nurse educators will appreciate the fact that integration of humor to the learning content will promote the learners' critical thinking and emotional intelligence. Negative humor has a negative impact on learning. Learner nurses who become critical thinkers will be able to be analytical and solve problems amicably in practice.

Keywords: Humor, Learning, Pedagogy



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M Chabeli
Department of Nursing
University of Johannesburg
PO Box 524
Auckland Park, 2006
Tel :(011)559-2655; Fax: (011)559-2257

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