Perspectives of Nursing Teachers on the Use of Microteaching as a Teaching Technique.

Background Microteaching is a structured instructional approach that enables educators to develop specific teaching skills in a controlled and supportive environment. By delivering concise lesson segments, teachers receive immediate, targeted feedback that fosters self-reflection and rapid improvement. This approach has proven effective in enhancing communication and classroom management, essential skills for both theoretical instruction and clinical practice. This study delves into the perspectives of nursing teachers on microteaching, exploring its practical benefits and challenges in preparing students for the complexities of professional nursing. Materials and methods Employing a phenomenological design, the research was conducted in selected nursing colleges in Mumbai and Navi Mumbai among 12 post-graduate educators with a minimum of three years' teaching experience. Participants were chosen through simple random sampling. In-depth, face-to-face interviews were conducted, and audio recordings ensured accurate data capture. Results Demographic data revealed a diverse group, predominantly female, with most holding an MSc degree and extensive teaching experience. The study identified key themes, including difficulties such as time constraints and evaluation challenges, as well as benefits related to enhancing teaching skills, reflective practice, and clarity in topic delivery. Areas for the application of microteaching included classrooms, clinical settings, laboratories, and community environments. It also improved individual teaching techniques, group dynamics, and communication skills. Conclusion The study examined the perspectives of nursing teachers on the use of microteaching as a teaching technique, capturing their experiences through qualitative analysis that addressed notable challenges, application areas, benefits, and skill development.