Introduction:

Quality of learning outcomes is positively related to the teaching and learning approaches. However, Hong Kong nursing teachers seldom evaluate their teaching approaches. Through appropriate and well-adjusted teaching and learning strategies, the learning experiences of nursing students can be improved.

Goals:

The goals of this study are to explore the learning experiences of nursing students and the teaching theories of nursing teachers who are working in private institutes of higher education (HEIs) in Hong Kong. The results serve as a knowledge base of reflections on how to better implement a student-centred learning approach in nursing education.

Methods Study design:

The study is a qualitative research with hermeneutic phenomenological approach. Participants are invited by snowballing strategy. Learning experiences from two focus groups of nursing graduates have been explored. Moreover, their learning experiences are used for the formulation of interview questions for exploring teaching theories of nursing teachers. With the use of five scenarios, the teaching theories of twelves Chinese nursing teachers have been explored through in-depth interviews.

Data Analysis:

The narratives collected are explored through thematic analysis, classifying the teaching theories and learning issues into different themes with critical analysis.

Results and Conclusion:

The preliminary results indicate that students are dissatisfied of the learning experiences. Moreover, nursing teachers are employing vague personal teaching theories which are basically a teacher-centred learning approach. Their personal teaching theories are inheritably driven by professional and administrative bases. Most teachers espouse theories of student-centred learning but still employing Instructivism through traditional classroom teaching.