Utilization of humor and application of learning theory: Perspective of nursing students

Abstract

Background: Humor is one of the teaching strategies that is least utilized by the Nursing teaching faculty that involve the students in active learning with fun and fruitful learning. There are different ways of utilization of humor in the classroom like jokes, cartoons, amusing stories, comedy, and the use of animated pictures.

Objective: To explore the perceptions of nursing students regarding the use of humor as a teaching strategy in the classroom. And, to what extent the cognitive and affective theories are related to the humor strategy.

Study design: Qualitative explorative design.

Setting of the study: The study was conducted in a private college of nursing in Islamabad, Pakistan.

Participants of the study: The participants of the study were students of Bachelor of Science nursing.

Methodology: Through purposive sampling, eight participants were interviewed until the data saturation. Each interview was of 20 to 35 min duration. Conventional content analysis was used for data analysis.

Result: The four main categories that emerged from this study include: Experiences of different types of humor, Cognitive impacts of humorous activities, Affective impact of humorous activities, and suggestions for faculty to use Humor as a Strategy.

Conclusion: It is clear that the usage of humor as a teaching strategy enhances the cognitive and affective level of complexity that enables students to be more relaxed, developed interest, and paid more attention in class to create a positive atmosphere.

Keywords: Affective theory and cognitive theory; Humor; Learning; Qualitative explorative design; Teaching strategy.