Humor: a pedagogical tool to promote learning.

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 naive 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.