Cette étude de devis méthodologique, avait comme objectifs : 1. d'effectuer l'adaptation culturelle de l'outil Nursing Activities Score (NAS) pour le contexte canadien-français et 2. d'examiner la performance psychométrique de la version adaptée selon : la fidélité, en utilisant le critère d'équivalence entre juges et la validité, à partir des critères de validité de groupes connus et convergente. L'adaptation culturelle du NAS et de son tutoriel a été faite selon les étapes : traduction, synthèse, retraduction, évaluation par un comité d'experts et prétest. Pour évaluer l'équivalence entre juges, l'évaluation de l'accord entre trois évaluateurs (deux paires d'infirmières distinctes et un expert) a été faite par les coefficient intra-classe et Kappa-Fleiss Le test du Khi-carré et le test t de Student ont été utilisés pour tester la validité des groupes connus, et le coefficient de Pearson, la validité convergente. En ce qui a trait à la fidélité, il a été observé un coefficient intra-classe d'environ 0,90, indiquant un bon accord global entre les trois juges. En examinant les items séparément, 15/23 items ont présenté de coefficients Kappa-Fleiss d'environ 65 %, indiquant évidence d'accord. Les items avec coefficients plus bas étaient plutôt ceux des réponses à choix multiples. La validité des groupes connus a été confirmée pour la différence entre les items dans les deux unités de soins intensifs de l'étude. La validité convergente a été démontrée par la corrélation entre le score NAS à l'admission et la durée de séjour ainsi que le nombre de complications et la sévérité clinique. Les résultats de cette étude permettent de conclure que la version canadienne-française du NAS a démontré évidences satisfaisantes de fidélité ainsi que certaines preuves de sa validation. La formation des infirmières pour l'application judicieuse du NAS est impérative. Des études futures doivent continuer à tester d'autres propriétés de validation de l'outil. / This methodological study was aimed at 1. carrying out the cultural adaptation of the tool Nursing Activities Score (NAS) for the French-Canadian context and 2. examining the psychometric properties of the adapted version according to: reliability, using the criterion of interrater realibility, and validity, using the criteria of known groups and convergent validity. The cultural adaptation of NAS and its tutorial was performed in the following stages: translation, synthesis, back-translation, evaluation by an expert panel, and pretesting. To assess inter-judge equivalence, agreement between three raters (two distinct pairs of nurses and one expert) was assessed by the intra-class and Kappa-Fleiss coefficients. The Chi-square test and Student's T-test were used to test the validity of the known groups, and the Pearson's coefficient was used to test convergent validity. With respect to reliability, an intra-class coefficient of about 0.90 was observed, indicating good overall agreement among the three judges. Examining the items separately, 15/23 items presented Kappa-Fleiss coefficients of about 65%, indicating evidence of agreement. The items with lower coefficients were more likely those with multiple choice responses. The validity of the known groups was confirmed by the difference between the items in the two intensive care units of the study. Convergent validity was at least partially confirmed by the correlation between the NAS score at admission and length of stay, as well as the number of complications and clinical severity. The results of this study conclude that the NAS - French-Canadian version demonstrated satisfactory evidence of reliability, as well as some evidence of its validation. Training of nurses in the judicious application of NAS is imperative. Future studies should continue to test other validation properties of the tool.

À l'heure actuelle, on assiste dans les Cégeps à une légère augmentation du nombre d'étudiants masculins inscrits en techniques infirmières. Ces étudiants qui se retrouvent en minorité au sein d'une profession traditionnellement réservée aux femmes et élaborée par des femmes pour des femmes, ont cependant tout un défi à relever. Une recherche exploratoire a été menée au moyen d'entrevues semi-dirigées auprès de 10 cégépiens de deuxième et de troisième années inscrits dans un programme de techniques infirmières reconnu par le ministère de l'Faculté d'éducation au Québec. Les entrevues on été enregistrées sur audiocassettes, et les questions de recherche ont été élaborées à partir d'observations personelles [i.e. personnelles] et à la suite d'une recension des écrits. Il n'existe que peu d'études concernant les perceptions des étudiants infirmiers. Avant de procéder à la cueillette des données, nous avons identifié deux questions de recherche. (A) Quelles perceptions les étudiants infirmiers de deuxième et de troisième année de Cégep ont-ils d'eux-mêmes comme étudiants masculins en techniques infirmières? (B) Quels sont les éléments contextuels perçus par les étudiants infirmiers que l'on peut identifier et analyser?"--Résumé abrégé par UMI.

Thesis (MCur)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Nursing is influenced by the values of each nurse (Mellish & Paton, 1999: 6). Values form an integral part of human reality; they predict thoughts, feelings, actions and perceptions. Nursing in South Africa, is defined as a "caring profession” (Act No. 33 of 2005) and forms a subculture of the South African population, with nurses coming from different cultural and ethnic groups, being of various ages and both genders. It was identified that a need exists to understand nursing values and the factors influencing these values. Consequently, together with the lack of research data regarding values in South Africa and the factors influencing them, the importance to do an investigation into the factors influencing nursing values was identified. The aim was to do an in-depth study into the factors influencing nursing values of nurses working in nursing facilities in the Paarl district employed by the Provincial Administration of the Western Cape, in the West Coast Winelands Region of the Western Cape. The objectives were to determine the main reason for entering the nursing profession for nurses working in these facilities; to identify the most important part of nursing practice; to identify the core nursing values; to determine the factors influencing nursing values and the factors influencing nursing care. A quantitative research design using a descriptive, explorative survey was conducted. The population included the three categories of nurses, with a total population of 470 nurses (N = 470). Research questionnaires were distributed to 388 participants working on the days of data collection in all nursing departments, excluded nurses not permanently employed by the Provincial Administration Western Cape, including nursing agency staff, students doing practica and personnel on leave. The return rate was 60.56% (n = 235). The questionnaire was based on a literature review and the objectives, and a pilot test ensured reliability and validity. The results of the pilot study (n =10) were included in the findings, leading to 245 respondents (n = 245) being included in the main study. The questionnaire consisted of four sections and was validated by an expert in nursing science and research methodology, a biostatistician, a quality assurance manager and ethical committees. Four open-ended questions were included to provide richer and more diverse data. Only the researcher was involved in data collection that took place during day and night duty. Descriptive statistics and appropriate inferential statistical tests were used in analysing the data. Ethical approval was obtained. Anonymity and confidentiality of respondents were observed and written consent was obtained from respondents. It was identified that nurses enter the nursing profession due to altruism and the most important part of nursing encompasses caring. Differences in values important for behaviour of a nurse, patient care and ethical decision making were identified. Findings depicted that age, years of experience, qualification obtained, job description and department influence different values. Results identified that political and social factors, as well as motivation influence nursing practice. Recommendations include setting a clear value structure for nursing in South Africa; attention to the evaluation of staff performance and management; enhancing motivation of staff and the development of a management-for-nurse strategy. / AFRIKAANSE OPSOMMING: Verpleging word beïnvloed deur die waardes van elke verpleegster (Mellish & Paton, 1999:6). Waardes vorm ’n integrerende deel van die menslike realiteit, dit voorspel gedagtes, gevoelens, handelinge en gewaarwordinge. Verpleging in Suid-Afrika word gedefinieer as ’n versorgingsberoep (Wet No. 33 van 2005) en vorm ’n subkultuur van die Suid-Afrikaanse bevolking, met verpleegsters van verskillende kulturele en etniese groepe wat verskeie ouderdomme en albei geslagte insluit. Dit is geïdentifiseer dat ’n behoefte bestaan om verplegingswaardes en die faktore wat hierdie waardes beïnvloed, te verstaan. Gevolglik, gesamentlik met die gebrek aan navorsingsdata aangaande verpleegwaardes en die faktore wat dit beïnvloed, in Suid-Afrika, is die belangrikheid geïdentifiseer om ’n ondersoek te doen aangaande die faktore wat verpleegwaardes beïnvloed. Die doel was om ’n dieptestudie te doen van die faktore wat die verpleegwaardes van verpleegsters beïnvloed wat in verpleeg instansies in die Paarl-distrik werk in diens van die Provinsiale Administrasie van die Wes-Kaap, in die Weskus Wynlandstreek van die Wes-Kaap. Die doelwitte was om die hoofrede te bepaal waarom verpleegsters wat in hierdie fasiliteite werk die verpleegberoep betree het; om die belangrikste aspek van die verpleegpraktyk te identifiseer; die kern verplegingswaardes te identifiseer; en die faktore te bepaal wat verplegingswaardes en verpleegsorg beïnvloed. ’n Kwantitatiewe navorsingsontwerp is toegepas deur van ’n beskrywende, ondersoekende opname gebruik te maak. Die bevolking het die drie kategorieë van verpleegsters ingesluit, met ’n totale bevolking van 470 verpleegsters (N=470). Navorsingsvraelyste is versprei aan 388 deelnemers wat op die dae van data-insameling gewerk het in die verpleegdepartemente en het verpleegsters uitgesluit wat nie permanent indiens was van die Provinsiale Administrasie van die Wes-Kaap, asook verpleegagentskap personeel, studente wat praktika verrig en personeel op verlof. Die terugkeerkoers was 60.56% (n=235). Die vraelys was gebaseer op ’n literatuurstudie en die doelwitte van die studie, ’n loodsstudie het betroubaarheid en geldigheid verseker. Die resultate van die loodsstudie (n=10) is ingesluit in die bevindinge, wat gelei tot 245 respondente (n=245) in die hoof studie. Die vraelys het bestaan uit vier afdelings en is geldig verklaar deur ’n spesialis op die gebied van verpleegkunde en navorsingsmetodologie, ’n biostatistikus, ’n kwaliteitversekeringsbestuurder en etiese komitees. Vier oop-vrae is ingesluit om omvattende en meer uiteenlopende data te voorsien. Slegs die navorser was betrokke by data-insameling wat gedurende dag en nag skofte plaasgevind het. Beskrywende statistiek en geskikte afleibare statistiese toetse is gebruik in die analisering van die data. Etiese goedkeuring is verkry. Anonimiteit en vertroulikheid van respondente is behou en geskrewe toestemming is verkry van respondente. Bevindinge het getoon dat verpleegsters die verpleegberoep betree weens hul onbaatsugtigheid en dat die belangrikste aspek van verpleging versorging is. Verskille in waardes wat belangrik is vir die gedrag van ’n verpleegster/verpleër, pasiënt versorging en etiese besluitneming is geïdentifiseer. Daar is bevind dat ouderdom, ondervinding in jare, kwalifikasies behaal, posbeskrywing en die departement verskillende waardes beïnvloed. Resultate het bewys dat politieke en sosiale faktore, asook motivering verpleegpraktyk beïnvloed. Aanbevelings sluit die daarstelling van ’n duidelike struktuur van verpleegwaardes in Suid-Afrika; die nodigheid vir aandag aan die evaluering van personeelprestasie en -bestuur; die verheffing van personeelmotivering en die ontwikkeling van ’n bestuur-vir-verpleegster strategie.

Thesis (MCur) -- University of Stellenbosch, 2005. / ENGLISH ABSTRACT: A non-experimental descriptive study was conducted in four prisons in the Western Cape. The research focussed on the standard of care within primary health care settings in the purposively selected prisons. No official written standards existed to measure the quality of care. After an in-depth literature study, structure, process and outcome standards were formulated and validated. The main findings of the study indicated that: • Standards in these three dimensions of care did not meet the pre-set level of performance as determined by the researcher; • The clients were generally satisfied with the hygiene in the clinics; • Aspects of concern were the lack of explanation offered to the clients before and after consultations and nursing care interventions. The researcher recommends the implementation of a comprehensive quality care model for the health care of the prisoners with adequate human and nonhuman resources Core words: Qualtiy care, Correctional services health care, Nursing care in prisons. / AFRIKAANSE OPSOMMING: "n Nie-eksperimentele beskrywende studie is in vier gevangenisse in die Wes- Kaap uitgevoer. Die navorsing het gefokus op die gehalte van sorg binne primere gesondheidsorgomgewings in die doelbewuste geselekteerde omgewings. Geen amptelike geskrewe standaarde om die gehalte van sorg te meet, het bestaan nie. Na 'n in-diepte literatuurstudie is struktuur-, proses- en uitkomsstandaarde geformuleer en gevalideer. Die belangrikste bevindings van die studie het aangedui dat: • Standaarde in hierdie drie dimensies van sorg het nie aan die voorafbepaalde vlak van sorg voldoen het nie soos deur die navorser bepaal is; • Die kliente was oor die algemeen tevrede met die higiene in die klinieke; • Kommerwekkende aspekte het ingesluit die gebrek aan voldoende verduidelikings aan kliente voor en na konsultasies en verpleegintervensies. Die navorser bevel aan dat In omvattende gehalteversekeringsmodel vir die gesondheidsorg van gevangenes ingestel word met voldoende beskikbare mensen ander hulpbronne. Kernwoorde: Gehaltesorg, Korrektiewe dienste gesondheidsorg, Verpleegsorg in gevangenisse.

Thesis (MCurr)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The issue of attrition of undergraduate participant nurses has remained a concern for an extremely long time. Attrition has been labelled as complex and in order to understand attrition it is important to pay attention to the rate, reasons and trends in South Africa. To understand attrition in South Africa, the trends internationally need to be taken into account to determine whether South Africa has a unique problem. Due to the enormous financial cost to the state and the students’ self-confidence, as well as their belief and understanding of why all the systems that have been put into place fail, it has become a concern. The reasons why students choose nursing and their academic progress throughout secondary schooling should give a clear indication to the educational authorities how successful the students could be. The aim of this study was to determine possible reasons for attrition in students who do the undergraduate diploma nursing course. The objective was to determine the attrition rate of students in the undergraduate course. Reasons for attrition involve a close investigation into age, home language, subjects taken in secondary school, family support, reasons for going into nursing, problems experienced, reasons for not completing the course and how these affected them. The objectives was met through a descriptive study with a quantitative approach. The target population (N=260/100%) consisted of all students that had not completed their undergraduate diploma nursing course over four years between the years 2007-2010, from a Nursing College in the Western Cape. The sample population (n=58/22%) voluntarily agreed to participate in the study. A telephonic questionnaire was administered with closed-ended questions and a small section which had a likert scale. Data was collected by the researcher and a trained field worker. Ethical approval was obtained from the Health Research Ethics Committee at the Faculty of Health Sciences, Stellenbosch University. Permission was also obtained from the Western Cape Provincial Administration to conduct the research. Informed consent was obtained from the students. Reliability and validity was supported by a pilot study conducted on (n=10/10%) of the students at the Western Cape College of Nursing to ensure feasibility of the study. The data was analysed by a statistician and presented in tables and graphs. Statistical analysis was determined by ordinal and nominal data. The results showed that there were numerous factors that contributed to the attrition of undergraduate nursing diploma students. The results showed that the majority of the students’ home language was Xhosa 43% (n=25/58) with the majority being female, single with one child. The main reasons for choosing nursing was because it was a vocation/calling. The recommendations were to ensure that all nursing colleges be integrated into institutions of higher education, thereby ensuring more stringent selection criteria. There needs to be a bridging year where the students are taught to improve their literacy and numeracy so that this will give the students a better understanding of the lectures being delivered in English. There needs to be systems in place to assist the students that are mediocre or struggling. The conclusion was that attrition is complex and requires more concrete systems to stem the rate. A total reformation of undergraduate diploma nursing programmes needs to be addressed. / AFRIKAANSE OPSOMMING: Die kwessie van attrisie by voorgraadse diploma student verpleegsters is al vir ’n geruime tyd kommerwekkend. Attrisie word as kompleks bestempel en om dit te begryp, is dit noodsaaklik om aandag te skenk aan die tempo waarteen dit vookom, asook die redes en tendense in Suid-Afrika te bepaal. Om attrisie in Suid-Afrika te kan begryp, moet die internasionale tendense in ag geneem word om te bepaal of Suid-Afrika ’n unieke probleem het. Weens die enorme finansiële onkoste wat die staat het ten opsigte hiervan en die student se selfvertroue, asook hulle geloof en begrip in al die sisteme wat in plek is wat gefaal het, word dit ’n bekommernis. Die redes waarom studente kies om verpleging te doen en hulle akademiese vordering gedurende hulle sekondêre skoolopleiding, behoort ’n duidelike aanduiding aan die onderwysowerhede te wees hoe suksesvol die studente kan wees. Die doel van hierdie studie is om die moontlike redes vir attrisie by studente wat die voorgraadse diploma kursus in verpleging volg, te bepaal. Die doelwit is om die attrisie-tempo by studente in die voorgraadse diploma kursus, te bepaal. Redes vir attrisie verg ’n indringende ondersoek van die ouderdom, huistaal, vakke geneem in die sekondêre skool, familie-ondersteuning, redes waarom verpleging as loopbaan gekies word, probleme wat ondervind word, redes waarom die kursus nie voltooi word nie en hoedat dit hulle geaffekteer het. Die doelwitte is behaal deur ’n beskrywende studie met ’n kwantitatiewe benadering te volg. Die teikenbevolking (N=260/100%) het bestaan uit alle studente wat nie hulle voorgraadse verpleegkursus binne vier jaar tussen die jare 2007-2010 aan ’n verpleegkollege in die Wes-Kaap voltooi het nie. Die steekproef bevolking (n=58/22%) het vrywillig ingestem om aan die studie deel te neem. ’n Telefoniese vraelys met geslote vrae is geadministreer en ’n klein gedeelte het ’n likertskaal bevat. Data is gekollekteer deur die navorser en ’n opgeleide veldwerker. Etiese goedkeuring is verkry van die Gesondheidsnavorsing se Etiese Komitee aan die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch. Toestemming is ook verkry van die Wes-Kaapse Provinsiale Administrasie om die navorsing te doen. Ingeligte toestemming is van die deelnemers verkry. Betroubaarheid en geldigheid is ondersteun deur ’n loodsondersoek wat uitgevoer is op (n=10/10%) van die deelnemers aan die Wes-Kaap Kollege vir Verpleging om die uitvoerbaarheid van die studie te verseker. Die data is geanaliseer deur ’n statistikus en in tabelle en grafieke aangebied. Statistiese analise is bepaal deur ordinale en nominale data. Die uitslae het bewys dat daar ’n aantal faktore is wat bygedra het tot die attrisie van voorgraadse studente wat die verpleegdiploma doen. Die uitslae het bewys dat die meerderheid van die studente se huistaal Xhosa 43% (n=25/58) is, waarvan die meerderheid vroulik en enkel met een kind is. Die hoofredes waarom verpleging gekies is as loopbaan, is omdat dit ’n beroep/roeping is. Die aanbevelings is om te verseker dat alle verpleegkolleges geïntegreer word by instellings vir hoër onderwys, daardeur word strenger seleksie-kriteria verseker. Daar behoort ’n oorbruggingsjaar vir participante te wees om hulle geletterdheid en syfervaardigheid in so ’n mate te verbeter dat hulle lesings in Engels verstaan wanneer dit aangebied word. Daar behoort sisteme in plek te wees om participante te help wat gemiddeld presteer of sukkel. Die gevolgtrekking is dat attrisie kompleks is wat meer konkrete sisteme verg om die tempo waarteen dit plaasvind, die hoof te bied. ’n totale transformasie van voorgraadse diploma verplegingsprogramme behoort aangeroer te word.

Thesis (MCurr)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The aim of this study was to compare the impact of a four-day structured Basic Infection Prevention and Control course on the knowledge of, and adherence to, Standard Precautions in clinical nursing practice amongst nurses who had completed the course and those who did not. The specific precautionary measures of investigation included hand hygiene, personal protective equipment (PPE) and sharps management. The secondary aim of the study was to identify any personal and contextual factors that influenced the application of such Standard Precautions measures in public healthcare facilities within the Cape Winelands and Overberg District. Sixty eight students (those who had been trained) with a similar number of controls (who had not been trained) were enrolled in the study. Although both the participants and controls had the knowledge, their adherence to hand hygiene, PPE and sharps management in clinical nursing practice was poor. Staff attitude was found to be the main factor for non-adherence. The knowledge of the participants was good as they had answered most of the questions correctly. It seems as if there was retention of knowledge after the four-day Basic Infection Prevention and Control course. There were, however, no significant differences between the two groups. For both groups attitude and behavioural change must be addressed in order to improve adherence to hand hygiene, PPE and sharps management. The findings of the study will form recommendations towards improved infection prevention and control practices at public healthcare facility level in the Cape Winelands District. / AFRIKAANSE OPSOMMING: Die doel van die studie was om die impak van 'n 4-dag gestruktureerde Basiese Infeksiebeheerkursus op die kennis en toepassing van Standaard Voorsorgmaatreëls in kliniese praktyk in die Kaapse Wynland en Overberg Distrikte ondersoek, vergeleke met 'n groep wat nie die kursus bygewoon het nie. Die spesifieke Voorsorgmaatreëls wat ondersoek is, het handhigiëne, die gebruik van beskermende drag en die hantering en beheer van skerpvoorwerpe ingesluit. Die studie het ook gekyk na enige kontekstuele en persoonlike faktore wat die toepassing van Standaard Voorsorgmaatreëls in openbare gesondheidsorgfasiliteite beïnvloed. Agt en sestig verpleegkundiges het die 4-dag Basiese Infeksiebeheerkursus bygewoon en 'n gelyke aantal kontrole studente het nie die kursus bygewoon nie. Alhoewel beide groepe die kennis van handhigiëne, die dra van beskermende drag en die hantering van skerpvoorwerpe gehad het, was die toepassing van die Standaard Voorsorgmaatreëls in kliniese praktyk baie swak. Personeel se houding was die grootste faktor wat gelei het tot die nie-toepassing van Standaard Voorsorgmaatreëls. Die kennis van die kursusgangers was goed, want albei groepe het die meeste van die vrae korrek beantwoord. Die waarneming wat gemaak is, is dat die kursusgangers se kennis wel verbeter het na die bywoning van die 4-dag Basiese Infeksiebeheerkursus. Data weerspieël egter geen noemenswaardige verskille tussen die groepe nie. Beide groepe se houding en gedrag moet aangespreek word om die toepassing van handhigiëne, die dra van beskermende drag en die hantering van skerpvoorwerpe te verbeter. Die bevindinge van die studie sal gebruik word om aanbevelings te maak ten einde infeksiebeheerpraktyke in die Kaapse Wynland Distrik te verbeter.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Educators across the health professions are now concerned with the teaching and assessment of professional skills. Caring behaviour is one of the attributes of professionalism in the health sciences professions and in the nursing profession it is regarded as the essence of the profession. The aim of this study is to explore the understandings and experiences of caring behaviours of first- and fourth year nursing students and how they would like to be assessed about their caring behaviours in a curriculum where it is not overtly taught. This will be investigated according to Watson’s carative factors and theoretical framework of caring, while Bloom’s Taxonomy of the affective learning domain will also be consulted. The design of the study is qualitative and explorative. A purposive sample was drawn from first-year nursing students (n=64), and fourth-year nursing students (n=41) at one nursing education institution. The sample of students (n=105) from seven (7) private training hospitals in the Western Cape participated in nine (9) focus group interviews (n=10-15). Data analysis was done by means of a framework analysis approach with a deductive strategy. Research findings from this study are extensively discussed and will be used to inform the undergraduate nursing curricula in South Africa about the profiles of caring nursing students and to make recommendations about the internalisation of caring behaviours, according to the affective learning domain. / AFRIKAANSE OPSOMMING: Opvoeders vanuit die verskeie gesondheidsberoepe, is tans met die leer en assessering van professionele vaardighede gemoeid. Sorgsame gedrag is een kenmerk van professionalisme in die gesondheidsberoepe. In verpleegkunde word sorgsame gedrag as die kern van die beroep beskou. Die doel van hierdie studie is om die begrip en ervarings van eerste- en vierde-jaar verpleegkunde studente rondom sorgsame gedrag te ondersoek. ʼn Verdere doel is om te bepaal hoe hierdie studente graag geassesseer wil word oor hul sorgsame gedrag in ʼn kurrikulum waar hierdie kenmerk nie pertinent geleer word nie. Watson se sorgsaamheidsfaktore en teoretiese raamwerk oor sorgsaamheid, sal gebruik word om die onderwerp na te vors. Bloom se Taksonomie van die affektiewe leergebied sal gesamentlik met Watson gebruik word as teoretiese grondslag vir die navorsing. Die studie-ontwerp is kwalitatief en verkennend. ʼn Doelbewuste seleksie is gedoen om spesifieke eerstejaar verpleegkunde studente (n=64) en vierdejaar verpleegkunde studente (n=41) by die navorsing te betrek. Die geselekteerde studente (n=105) van sewe (7) private opleidingshospitale in die Wes-Kaap, het aan nege (9) fokusgroep onderhoude deelgeneem (n=10-15). Die data-analise is deur middel van ʼn raamwerk-analise benader en ʼn deduktiewe strategie is gebruik. Die resultate van hierdie navorsing word omvattend bespreek en sal gebruik word ten doel voorgraadse verpleegkunde kurrikula in Suid-Afrika te informeer rakende die sorgsaamheidsprofiel van verpleegkunde studente. Aanbevelings, volgens die affektiewe leergebied, word ook gemaak oor hoe sorgsame gedrag geïnternaliseer kan word.

Dissertation (PhD) -- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: A thoughtfully planned learning program provides a blueprint for critical care nursing and gives direction to theory and clinical practice. The design of a learning program for critical care nursing that is adaptive, learner focussed and integrated, helps nurses acquire the necessary competencies (knowledge, technical skills and attitudes/values) needed for critical thinking. It also enables critical care nurses to grow professionally and to develop expertise in critical care nursing. Outcomes-based education has become the "new buzz word" in South Africa, and a paradigm shift from content-based to outcomes-based education has become essential. Institutions are concerned with efficient and effective approaches to critical care nursing delivery. The institution (nursing department) proves its worth by anticipating patient care needs and planning its learning program cognizant of the need to correlate activities with the institution's (nursing department) mission and outcomes. Planning that meets the learning needs of the critical care nursing learners not only provides the ability to meet job expectations, but also experiences for professional growth and satisfaction. In an age of nursing shortage, a well planned, integrated and outcomes orientated critical care learning program is essential. The outcome of the research was identified as a process of quality improvement for outcomes-based critical care nursing education, which included validated standards to facilitate quality critical care nursing education. This was researched by utilising an adapted Laing and Nish Model for Quality Assurance (1981) as the research strategy. Seven (7) steps were identified, namely: Step one included the identification and clarification of values; step two determined criteria, established standards for outcome, structure and process; step three ratified criteria and validated standards; step four identified and analysed factors influencing the results; step five selected appropriate actions to maintain or improve critical care nursing education; step six implemented the selected actions and in step seven, assessment (testing) was done. In steps two and three of the quality improvement process the Muller's (1996) Three Phase Model for Standard Development was implemented. Seven (7) standards were identified and formulated, namely: Standard one - Quality improvement; Standard two - Standard formulation; Standard three - Philosophy; Standard four - Legislative framework; Standard five - Curriculum development (learning program development); Standard six - Outcomes-based education; and Standard seven - Critical care nursing education. During the process of validation of the standards, standards five and six were combined and became Standard five - Outcomes-based learning program development. In step three the Delphi technique as part of the second phase of Muller's model (1996), was utilised to gain expert opinions / validation of standards. Operationalisation and assessment of the validated standards as part of a process of quality improvement for outcomes-based critical care education were done in a higher education institution. The results of this pilot study that was done supported the central theoretical assumption, namely that outcomes-based critical care nursing facilitates quality critical care nursing. The uniqueness of the research lies in the fact that in outcomes-based critical care nursing education there is no formal process of quality improvement for outcomes-based critical care nursing education. In this research, standards were developed and presented as part of a process of quality improvement for outcomes-based critical care nursing education. These standards should guide the developer of an outcomes-based critical care nursing education program during the development of the learning program (meso curriculum) and could be utilised to judge the quality of the current learning programs' quality. Five of the six standards are generic and could be utilised with minor adjustments in any higher education learning program. / AFRIKAANSE OPSOMMING: 'n Weldeurdagte leerprogram dien as 'n bloudruk vir kritiekesorg-verpleging, en rig beide die teorie en die kliniese praktyk. Die ontwerp van 'n leerprogram vir kritiekesorg-verpleging wat ge"integreerd,leerder-gefokus en aanpasbaar is, help verpleegkundiges om die nodige vaardighede (kennis, tegniese vaardighede en houdings/waardes) vir kritiese denke te ontwikkel. Dit stel kritiekesorg verpleegkundiges ook in staat om professioneel te groei en om kundigheid in kritiekesorg-verpleging te ontwikkel. Uitkoms-gebaseerde onderrig is die "nuwe wagwoord" in Suid-Afrika en het 'n paradigmaskuif van inhoud-gebaseerde- na uitkoms-gebaseerde onderrig genoodsaak. Instellings is begaan oor doeltreffende en effektiewe benaderings vir die lewering van kritiekesorg verpleging. Die verrnoe van 'n instelling (departement verpleging) om pasientsorq-behoeftes te voorspel en om die kritiekesorg leerprogram se aktiwiteite in ooreenstemming met die instelling (departement verpleging) se missie en verwagte uitkomstes te beplan, bewys die waarde van die instelling (departement verpleging). 8eplanning wat aan die leerbehoeftes van die kritiekesorg-Ieerders voldoen, bevredig nie aileen hul werksverwagtinge nie, maar het ook professionele groei en genoegdoening tot gevolg. In Goed-beplande, ge"integreerde en uitkoms-georienteerde kritiekesorg leerprogram is essensieel in 'n tyd waar verpleegtekorte aan die orde van die dag is. Ten einde gehalte-verpleegonderrig te fasiliteer, is die uitkoms van die navorsing as 'n proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorgverpleegonderrig, wat gevalideerde standaarde insluit, ge"identifiseer. 'n Aangepaste Laing en Nish Model vir Gehalteversekering (1981) is as navorsingstrategie vir hierdie navorsing gebruik. Sewe (7) stappe is ge"identifiseer, naamlik: Stap een sluit die identifisering en verduideliking van waardes in; stap twee bepaal kriteria en skep standaarde vir uitkoms, struktuur en proses; stap drie bekragtig en valideer die standaarde; stap vier identifiseer en ontleed faktore wat die resultate belnvloed; stap vyf selekteer toepaslike aksies om kritiekesorg-verpleegonderrig te handhaaf of te verbeter; stap ses implementeer die geselekteerde aksies en in stap sewe is assessering (toetsing) gedoen. Muller (1996) se Drie Fase Model vir Standaardontwikkeling is in stappe twee en drie van die gehalteverbeteringsproses ge"implementeer. Sewe (7) standaarde is ge"identifiseer en geformuleer, naamlik: Standaard een - Gehalteverbetering; Standaard twee - Standaardformulering; Standaard drie - Filosofie; Standaard vier - Wetlike raamwerk; Standaard vyf - Kurrikulumontwikkeling (Ieerprogramontwikkeling); Standaard ses - Uitkoms-gebaseerde onderrig; en Standaard sewe - Kritiekesorg-verpleegonderrig. Tydens die valideringsproses van die standaarde, is standaarde vyf en ses gekombineer as Standaard vyf - Uitkomsgebasseerde leerprogramontwikkeling. Gedurende stap drie is die Delphitegniek tydens die tweede fase van Muller (1996) se model gebruik om deskundige opinies te verkry I die standaarde te valideer. Operasionalisering en assessering van die gevalideerde standaarde as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde onderring is in 'n hoeronderwysinstelling gedoen. Die resultate van hierdie toetsstudie het die sentrale teoretiese aanname, naamlik dat uitkoms-gebaseerde kritiekesorg-verpleging gehalte kritiekesorg-verpleging fasiliteer, ondersteun. Die uniekheid van hierdie navorsing is gelee in die feit dat daar in uitkomsgebaseerde kritiekesorg-verpleegonderrig, geen formele proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig is nie. In hierdie navorsing is standaarde ontwikkel en aangebied as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig. Hierdie standaarde kan tydens die ontwikkeling van die leerprogram (mesokurrikulum), die ontwikkelaar van In uitkoms-gebaseerde kritiekesorgverpleegondderigprogram begelei, en kan gebruik word om die gehalte van huidige leerprogramme te beoordeel. Vyf van die ses standaarde is generies en kan, met minimale veranderinge in enige hoer onderwys leerprogram gebruik word.

No description available.

No description available.