Quality assurance forms an integral part of education and training programme delivery. The purpose of this research was to determine whether the quality management systems (QMS) used by nursing education institutions in Gauteng are aligned to the SAQA criteria and guidelines for education and training providers. A quantitative, descriptive and exploratory design was followed using a self-administered questionnaire as data gathering instrument. A total of 32 respondents from three selected nursing education institutions completed the questionnaire. The data were analysed by using the Statistical Package for Social Sciences (SPSS) program. The findings revealed that the nursing education institutions only partially comply with SAQA’s core criteria for quality management systems. Recommendations to improve the current QMS were made. / Health Studies / M.A. (Health Studies)

Quality assurance forms an integral part of education and training programme delivery. The purpose of this research was to determine whether the quality management systems (QMS) used by nursing education institutions in Gauteng are aligned to the SAQA criteria and guidelines for education and training providers. A quantitative, descriptive and exploratory design was followed using a self-administered questionnaire as data gathering instrument. A total of 32 respondents from three selected nursing education institutions completed the questionnaire. The data were analysed by using the Statistical Package for Social Sciences (SPSS) program. The findings revealed that the nursing education institutions only partially comply with SAQA’s core criteria for quality management systems. Recommendations to improve the current QMS were made. / Health Studies / M.A. (Health Studies)

Many factors are present in the teaching and learning environment that could influence students’ motivation positively or negatively. This study explores and describes the factors influencing motivation of nursing students in order to identify student support strategies to enhance motivation in the teaching and learning environment. A qualitative, exploratory, descriptive design was used. The accessible population was all final-year students registered for the certificate leading to enrolment as a nurse (R.2175) and studying at two campuses of a selected private Nursing Education Institution (NEI) in Gauteng province. The sample selection was non-probability, convenient sampling. Data was collected by means of semi-structured focus group interviews. The three main themes that emerged from the collected data were factors related to interpersonal relationships, factors related to the teaching and learning milieu and factors related to self-worth. Recommendations for student support in nursing education, student support in practice and for future research were made. / Verskeie faktore bestaan in die leeromgewing wat motivering van studente positief sowel as negatief beïnvloed. Hierdie studie ondersoek en beskryf die faktore wat die motivering van verpleegstudente beïnvloed om sodoende studentondersteuning-strategieë te identifiseer wat motivering in die leeromgewing sal bevorder. Die navorser het kwalitatiewe navorsing gebruik. Die toeganklike populasie was al die finale jaar studente geregistreer vir die kursus wat lei tot inskrywing as verpleegkundige (R.2175) en aan twee kampusse van ‘n geselekteerde privaatverpleegskool in die Gauteng provinsie studeer. Die nie-waarskynlikheids-, gerieflikheidsteekproeftegniek is gebruik. Semi-gestruktureerde fokusgroeponderhoude is gebruik om data in te samel. Die drie hooftemas wat navore gekom het uit die ingesamelde data was faktore geassosieer met interpersoonlike verhoudings, faktore geassosieer met die leeromgewing en faktore geassosieer met selfwaarde. Aanbevelings vir studentondersteuning in verpleegonderrig, studentondersteuning in praktyk en vir verdere navorsing is gemaak. / Ho na le dintlha tse ngata tse teng tikolohong ya dithuto tse ka bang le kgahlamelo e itseng ho baithuti ka tsela e ntle kapa e bosula. Diphuputso tsena di hlakisa dintlha tse ka bang le kabelo morolong wa baithui ba booki e le hore ho tle ho hlauwe meralo ya tshehetso e tlang ho matlafatsa tikoloho ya dithuto. Ho sebedisitswe mokgwa o nang le boleng, o batsi o hlakileng. Batho bao ho entsweng diphuputso tsena ho bona, e ne e le baithuti ba selemo sa ho qetela ba ingodiseditseng setifikeiti sa ho ya ithutela booki, ba ithutelang dikhemphaseng tse pedi tsa lekala la poraefete la Nursing Education Institution, profensing ya Gauteng. Mokgwa o sebedisitsweng wa ho kgetha, o ne o sa fane ka sephetho se hlakileng, se bobebe. Ho ilwe ha bokelletswa lesedi ka tsela ya dihlopha tse hlonngweng dipotso. Dihlooho (mokotaba) tse tharo tse ka sehlohong tse hlahellang leseding lena le bokelleditsweng, e bile dintlha tse amanang le dikamano tsa batho, dintlha tse amanang le tikoloho ya dithuto le dintlha tse amanang le boitshepo ya motho. Ho entswe dikgothalletso tsa tshehetso ya baithuti thutong ya booki, tshehetso ya baithuti kwetlisong le bakeng sa diphuputso tsa nako e tlang. / Health Studies / M. P. H. (Health Studies)

The purpose of this study was to explore and describe the experiences of Recognition of Prior Learning (RPL) nursing candidates related to the four-year comprehensive nursing training programme at a Nursing Education Institution in Gauteng. To this end an exploratory descriptive qualitative research design was undertaken. The research sample comprised of 13 purposefully selected participants. Face-to-face individual interviews, using open-ended questions (Grand tour), were used to collect data, which was analysed using Tesch’s approach. Findings from the study highlighted the challenges faced by nursing RPL candidates as adult students. These included challenges related to their theoretical learning as well as their clinical facility experiences. Based on the study results, recommendations were formulated in assisting them to successfully and timeously complete their nursing programme / Health Studies / M.A. (Nursing Science)

The purpose of this study was to explore and describe the experiences of Recognition of Prior Learning (RPL) nursing candidates related to the four-year comprehensive nursing training programme at a Nursing Education Institution in Gauteng. To this end an exploratory descriptive qualitative research design was undertaken. The research sample comprised of 13 purposefully selected participants. Face-to-face individual interviews, using open-ended questions (Grand tour), were used to collect data, which was analysed using Tesch’s approach. Findings from the study highlighted the challenges faced by nursing RPL candidates as adult students. These included challenges related to their theoretical learning as well as their clinical facility experiences. Based on the study results, recommendations were formulated in assisting them to successfully and timeously complete their nursing programme / Health Studies / M.A. (Nursing Science)