• Bibi Hajira Irshad Ali and Nafisa Iqbal Bardaie.
• Department of Nursing, Iqra University, Islamabad, Pakistan.
• J Coll Physicians Surg Pak. 2024 Oct 1; 34 (10): 122912321229-1232.

ObjectiveTo explore nursing educators' perceptions about using humour as a teaching strategy in the classroom setting.Study DesignQualitative study. Place and Duration of the Study: Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, Pakistan, from September 2021 to January 2022.MethodologyTwelve educators from the Bachelor of Science in Nursing (BScN) programme were purposefully selected for their rich and expressive insights. Institutional Review Board approval was obtained, and participants provided informed consent with the option to terminate interviews at any time. Data were collected and analysed simultaneously using content analysis, with rigour maintained per Lincoln and Guba's 1985 trustworthiness framework.ResultsThe study revealed four key categories from educators' perspectives on using humour as a teaching strategy. First was the humour and learning, with innate vs. acquired competency and teaching phases. Second was the inside track, encompassing revitalisation, critical thinking, eco-friendliness, encouragement culture, self-esteem, and confidence. Third was provocation; with subcategories of language and student diversity. Fourth was the way forward addressed humour applicability and classification.ConclusionThe study explored the importance of humour as a teaching strategy in the classroom, stressing the need to consider context, subject matter, and diverse student needs. It underscores a balanced approach that engages students and fosters inclusivity. The findings are individual differences. Future research should explore the long-term impact and how training can help teachers effectively using humour as a teaching tool.Key WordsHumour teaching strategy, Nursing, Nursing educator, Learning, Pedagogical tool.

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