The purpose of this study was to explore and describe the perceptions of registered nurses with regard to facilitating the learning of student nurses during clinical placement. Focus group interviews with fifteen registered nurses were done, followed by participant observations in two clinical areas, to gain a clearer picture of obstacles, as well as the strategies employed during placement of student nurses in the clinical area. The :findings indicate that facilitation of the learning of student nurses during clinical placement is achieved by guidance, involvement, assisting and supervision of student nurses in the clinical area by nurses of all categories, and medical and paramedical personnel. Many obstacles were identified which obstruct the employment of strategies that are suitable for facilitation in the clinical area. Guidelines for the facilitation of learning of student nurses were recommended, to improve facilitation in the clinical area. / Health Studies / M.A. (Nursing Science)

The research question the researcher set out to answer was: How do student nurses experience learning in the clinical field? The research question stemmed from years of experience in nursing education and a concern about student nurses' involvement in the clinical area. A phenomenological investigation was embarked upon involving principles from Wertz's (1983, 1984, 1985) empirical psychological reflection. The existential base-line for the research was stated as: Human experience results in learning. The base-line also supported the assumptions underlying the current research and are in line with phenomenological philosophy. Participants were selected from the student nurse population in the Limpopo Province via convenience and purposive sampling. Five students from second through fourth year of training according to SANC Regulation R425 were selected. Data were collected through in-depth interviews. One initial and one follow-up interview were conducted with each participant. Interviews were audio-taped and transcribed verbatim. Data analysis at the idiographic and nomothetic levels was conducted through open coding, categorisation and constant comparative analysis. Four major themes emerged from the data namely: * Descriptive overview of clinical learning * The lived experience of student nurses * Motivational factors in clinical learning * Erosive factors in clinical learning Awareness figured as an all accommodating concept to theme and categories. It figured as a multi-dimensional concept that positions and orientates student nurses in the clinical setting. Awareness answers the student nurse's existential question: Where am I? Based on the findings OF the current research and guided by the concept of an integrated holistic awareness, conclusions were drawn and recommendations and guidelines were formulated relating to: nursing education, nursing management, cooperation between education and services, clinical teaching, future research and theory development. / Health Studies / D.Litt. et Phil. (Health Studies)

A quantitative, descriptive non-experimental design was used to identify the factors that influence clinical teaching of midwifery students in selected postnatal clinical settings in Tanzania. Structured questionnaires were used to collect data from midwifery tutors/preceptors. The major findings of the study showed that both the professional and educational qualification of tutors was low; tutors and preceptors were overworked due to shortage of staff; the school skills laboratory and postnatal wards lacked equipment and necessary supplies; there were no clinical accompaniment guidelines, and overcrowding of postnatal patients. Recommendations included developing the clinical teaching guidelines, employing more tutors, preceptors and clinical staff; improving the tutors'/ preceptors' educational and professional qualifications and updating the qualifications of ward supervisors and clinical facilitators. / Health Studies / M.A. (Health Studies)

The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

Introduction : En tenant compte des particularités de l'apprentissage en milieu clinique, l'évolution des connaissances scientifiques, les besoins des étudiants 21e siècle et les attentes de la société, l'autonomisation de l'apprentissage devient une nécessité. Les objectifs sont de comparer les résultats quantitatifs des items et des scores globaux de « Motivated Strategies for Learning Questionnaire » (MSLQ) en suivant l'approche systémique expérimentée, en comparaison aux résultats de l'approche par objectif conventionnelle et de confronter les résultats quantitatifs aux résultats qualitatifs afin de déterminer laquelle des deux approches est susceptible d'agir positivement sur l'autonomisation de l'apprentissage. Type et devis d'étude : nous avons opté pour l'approche mixte (qualitative quantitative) et un devis séquentiel explicatif. Nous commençons par la collecte et l'analyse des données quantitatives pour enchaîner après l'intervention pédagogique avec la collecte et l'analyse des données qualitatives. Population de l'étude : la recherche a ciblé tous les étudiants des troisièmes années d'études en sciences de la santé inscrits à l'école supérieure des sciences et techniques de la santé de Tunis, durant l'année universitaire 2017. L'échantillon a concerné huit filières : Anesthésie et réanimation, Hygiène, Bloc opératoire, Nutrition humaine, Orthophonie, Obstétrique, Pédiatrie et imagerie médicale. Un nombre de 172 étudiants a participé à la première collecte des données (pré-test), 162 étudiants à la deuxième collecte des données (posttest) et 12 étudiants pour le « Focus group ». Intervention pédagogique : l'approche systématique (AS), inscrite dans le courant sociocognitif a été expérimentée. Elle est fondée sur les principes de l'approche par compétence avec quelques particularités. Elle impose de nouvelles pratiques pédagogiques différentes de l'approche conventionnelle. Outils de collecte des données : pour les données quantitatives, le questionnaire MSLQ dans sa version traduite et validée selon Vallerand (89) a été utilisé avant (pré-test) et après l'intervention pédagogique (post-test). Pour les données qualitatives, nous avons opté pour la méthode de l'entretien par « Focus group ». Méthodes d'analyse des données : pour les données quantitatives, nous avons eu le recours au logiciel « Statistical Package for the Social Sciences », version 20. 0, quant aux données qualitatives nous avons procédé à une analyse thématique. Résultats : l'étude montre une prédominance féminine, la moyenne d'âge est de 21,2. Pour les résultats de MSLQ, à l'exception de l'échelle de « l'anxiété aux tests » tous les résultats de la section motivation ont enregistré une amélioration en post-test. Le score moyen global de la motivation est nettement meilleur avec l'AS. Ce score a été de l'ordre de 3,93 en suivant l'APO pour atteindre un score de 4,94 en suivant l'AS. Les résultats des focus groups ont confirmé les résultats statistiques avec émergence des sous thèmes comme : l'engagement, la régulation identifiée le sentiment d'amélioration des performances et des résultats. Pour les stratégies d'apprentissage, à l'exception de l'échelle de la gestion du temps et de l'environnement, les résultats ont enregistré une augmentation de tous les items et les scores moyens en post-test. Les étudiants ont argumenté et confirmés les résultats quantitatifs par un approfondissement de la réflexion dans l'action et sur l'action, du raisonnement clinique, de la mobilisation des connaissances et la reconnaissance de l'expertise d'autrui. Le score global des stratégies d'apprentissage a été de l'ordre de 4,11 en pré-test pour aboutir à un score de 4,56 en post-test. Le score global de MSLQ a enregistré une amélioration favorable pour l'AS. Il a été de 4,02 en suivant l'APO pour évoluer à 4,75 en adoptant l'AS [etc...] / Introduction: taking into account the particularities of learning in clinical environment, the evolution of scientific knowledge, the needs of 21st century students, the expectations of society, the empowerment of learning becomes a necessity. Goals: Mainly: to compare the quantitative results of the items and the overall scores of Motivated Strategies for Learning Questionnaire (MSLQ) by following the systemic approach tested, to the results of the conventional objective approach. Type and study quote: we opted in our study for the mixed approach (quantitative qualitative) and an explanatory sequential estimate. We start with the collection and analysis of quantitative data to follow up after the educational intervention with the collection and analysis of qualitative data. Population of the study: A number of 172 students participated in the first data collection (pretest), 162 students at the second data collection (post-test) and 12 students for the « Focus group ». Pedagogical intervention: the systematic approach (AS), inscribed in the socio-cognitive current, has been experimented. It is based on the principles of the competency-based approach. This approach imposes new pedagogical practices different from the conventional approach. Data collection tools: for the quantitative data collection tool, the MSLQ questionnaire, translated and validated according to Vallerand (89), was used for the collection of data before (pre-test) and after the pedagogical intervention (post-test). For the collection of qualitative data, the focus group interview method was conducted using a semi-structured interview guide. Data analysis methods: for the quantitative data, we used the software "Statistical Package for the Social Sciences", version 20.0, for the qualitative data we carried out a thematic analysis. Results: our study showed a female predominance, the average age is 21.2 standard deviations of 0.7. For the results of MSLQ except for the "test anxiety" scale, all results from the motivation section showed an improvement in the post-test. The overall mean score of the motivation is much better with AS. This score was of the order of 3.93 following the APO to reach a score of 4.94 following the AS. The students' comments confirmed the statistical results with the emergence of the sub-themes as: commitment, regulation identified the feeling of improvement of performances and results. For learning strategies, with the exception of the time and environmental management scale, the results showed an increase in all items and mean post-test scores. The sayings students have argued and confirmed the quantitative results through a judicious deepening especially reflection in action and action, clinical reasoning, mobilization of knowledge and recognition of the expertise of others. The overall score of the learning strategies was of the order of 4.11 in pre test to reach a score of 4.56 in post-test. MSLQ's overall score showed a favorable improvement for AS. It was 4.02 following the APO to evolve to 4.75 by adopting AS. Finally, the students' comments show that the current conventional APO, applied in the context of the CMA, poses pedagogical constraints to take charge of its own learning. Conclusion: The experienced systemic Learning model in the competency-based approach is likely to have a positive impact on both the Motivational Profile and Learning Strategies and on the empowerment of Learning

A quantitative, descriptive non-experimental design was used to identify the factors that influence clinical teaching of midwifery students in selected postnatal clinical settings in Tanzania. Structured questionnaires were used to collect data from midwifery tutors/preceptors. The major findings of the study showed that both the professional and educational qualification of tutors was low; tutors and preceptors were overworked due to shortage of staff; the school skills laboratory and postnatal wards lacked equipment and necessary supplies; there were no clinical accompaniment guidelines, and overcrowding of postnatal patients. Recommendations included developing the clinical teaching guidelines, employing more tutors, preceptors and clinical staff; improving the tutors'/ preceptors' educational and professional qualifications and updating the qualifications of ward supervisors and clinical facilitators. / Health Studies / M.A. (Health Studies)

The purpose of the study was to determine and understand the challenges that student nurses encounter in the clinical learning environment (CLE) in Limpopo Province, South Africa and how these challenges can be addressed. A quantitative, descriptive, cross-sectional survey was used. The population consisted of levels 2, 3 and 4 year student nurses from three campuses of Limpopo College of Nursing. The researcher used a self- developed questionnaire for data collection. Out of 206 questionnaires, 152 were returned fully completed, yielding 74% effective response rate. The study revealed some of the challenges which negatively affect students’ education and clinical learning and strategies were devised to address these challenges / Health Studies / M.A. (Nursing Science)

Qualified nurses cannot perform tasks and procedures with confidence due to ineffective mentoring by a clinical nurse during training. Effective mentoring by the clinical nurse, with an additional accredited qualification in his/her field should assist in the development and confidence of the student nurse. The purpose of this study was to explore the learner’s experience of mentoring and facilitation by the clinical nurse, challenges and their view of the clinical nurse, and if this could be a predictive factor to their level of an independent nurse practitioner at the end of training. A non-experimental, descriptive qualitative design was used to identify the experience of the students and newly qualified nurses regarding the amount and quality of facilitation given by the clinical nurse in practice. The research population consisted of all categories of student nurses currently in training as well as qualified nurses within the past year from different facilities. An online semi-structured questionnaire survey was distributed among 45 participants and feedback received by 32 anonymous participants in the public and private sector. The findings of the study indicated that not all newly qualified nurses are able to practice as independent nurses, there’s a lack in mentoring and facilitation by clinical nurses during training and that a clinical nurse should have an additional qualification to better the learner experience. / Health Studies / M.A. (Nursing science)

The purpose of this study was to explore and describe the perceptions of registered nurses with regard to facilitating the learning of student nurses during clinical placement. Focus group interviews with fifteen registered nurses were done, followed by participant observations in two clinical areas, to gain a clearer picture of obstacles, as well as the strategies employed during placement of student nurses in the clinical area. The :findings indicate that facilitation of the learning of student nurses during clinical placement is achieved by guidance, involvement, assisting and supervision of student nurses in the clinical area by nurses of all categories, and medical and paramedical personnel. Many obstacles were identified which obstruct the employment of strategies that are suitable for facilitation in the clinical area. Guidelines for the facilitation of learning of student nurses were recommended, to improve facilitation in the clinical area. / Health Studies / M.A. (Nursing Science)

The research question the researcher set out to answer was: How do student nurses experience learning in the clinical field? The research question stemmed from years of experience in nursing education and a concern about student nurses' involvement in the clinical area. A phenomenological investigation was embarked upon involving principles from Wertz's (1983, 1984, 1985) empirical psychological reflection. The existential base-line for the research was stated as: Human experience results in learning. The base-line also supported the assumptions underlying the current research and are in line with phenomenological philosophy. Participants were selected from the student nurse population in the Limpopo Province via convenience and purposive sampling. Five students from second through fourth year of training according to SANC Regulation R425 were selected. Data were collected through in-depth interviews. One initial and one follow-up interview were conducted with each participant. Interviews were audio-taped and transcribed verbatim. Data analysis at the idiographic and nomothetic levels was conducted through open coding, categorisation and constant comparative analysis. Four major themes emerged from the data namely: * Descriptive overview of clinical learning * The lived experience of student nurses * Motivational factors in clinical learning * Erosive factors in clinical learning Awareness figured as an all accommodating concept to theme and categories. It figured as a multi-dimensional concept that positions and orientates student nurses in the clinical setting. Awareness answers the student nurse's existential question: Where am I? Based on the findings OF the current research and guided by the concept of an integrated holistic awareness, conclusions were drawn and recommendations and guidelines were formulated relating to: nursing education, nursing management, cooperation between education and services, clinical teaching, future research and theory development. / Health Studies / D.Litt. et Phil. (Health Studies)