No description available.

No description available.

No description available.

No description available.

This qualitative study examined the influences on the development of competence in newly qualified nurses and is in two parts. The first part uses focus groups and interviews with a total of 105 new and experienced nurses across three health care Trusts and explored their experiences of the development of new nurses. The emergent themes were then considered alongside a review of the literature and this, in turn, informed the completion of a concept analysis of the development of competence. The concept analysis was supplemented with some fieldwork interviews with new practitioners from other disciplines. This analysis, combined with the focus group data, enabled the preparation of a model clarifying the influences of competence in new nurses. The second part of this study explored the model by testing the component parts. A number of clinical areas within one large acute hospital Trust in the south of England were identified and non-participant observations were carried out. A total of twenty newly qualified nurses and their specific preceptors were interviewed separately and the data analysed providing a rich source of information regarding this crucial period of practice and the context in which new nurses operate. Whilst the model of development of practice was largely supported, there were some challenges to it including aspects of safety and reflection on practice, therefore the model was revisited and revised. The context in which nurses' practice was crucial and the quality of the support offered varied, with some being more 'learner friendly' than others, showing echoes from earlier work on learning environments. The passage to competent practice is depicted as a journey, and this journey is made easier with the provision of a supportive and challenging guide for the first part of this journey, which is crucial to the development of confident and more skilled practitioners. As most practitioners do not feel ready for practice at the point of qualification they attempt to mask this and adopt a cloak of competence to cover their perceived vulnerability.

The arrival of lifelong learning within nursing constitutes a major conceptual shift that every qualified nurse is expected to adopt to be able to function as a Registered Nurse (RN) throughout their career. In the 1990s, lifelong learning had been appearing sporadically within nursing literature as a fait accompli, and with a seemingly general assumption that there was a shared understanding and acceptance of the concept amongst all nurses. The literature review revealed that lifelong learning is closely linked to the evolving nature of healthcare delivery in the National Health Service (NHS), and that it comprises of a number of related components. However, there was a dearth of empirical literature with regards to its application to day-to-day nursing practice at the time this study started. The study focused on examining the assumptions that seemed extant at the time and the areas that were not documented in the literature. It sought to ascertain the nature of RNs' perceptions of lifelong learning, and took into consideration the underlying philosophy, principles and practicalities of the concept. It also sought to identify both the formal structures required for effective implementation of lifelong learning as well as the day-to-day factors that might facilitate uptake and continuation of learning. Furthermore, the study endeavoured to ascertain the current and likely future impact of lifelong learning on nursing. To explore these issues, the study involved collecting, analysing and interpreting data from twenty-six individual interviews and two focus group discussions along with a comprehensive documentary analysis. The findings revealed that there are positive perceptions as well as reservations about lifelong learning amongst RNs, the latter mainly because mandatory continuous professional development (CPD) is resented by a number of nurses. This could be due to their lack of experience and apprehension related to studying in a university. The study found that structural mechanisms could be more firmly anchored and equitably available. Numerous day-to-day factors such as profession-based and personal networks tend to influence levels of engagement in formal learning. For instance, CPD in the form of workbased formal and informal learning is relatively widely utilised. Additionally, the impact of attitude change towards continuing development of own knowledge and competence yields favourable outcomes for the RN and for patient care.

The aim of this study is to determine the effectiveness of simulation training in improving the clinical competence of pupil nurses. A quantitative, quasi-experimental, non-equivalent control group before-after design is used. The method of data collection is observation using check lists. The population for this study includes the second-year pupil nurses (N=43) following the two-year programme leading to enrolment as a nurse at the Gauteng learning centre of a private hospital group during 2011-2012. The results reveal that although there is proof that clinical training in simulation improves the competence levels of the experimental group in the procedure administration of oral medication over a period of time, there is no proof that this is true for the procedure observation of patients’ neurological functions and, therefore, the researcher cannot come to a definite conclusion about the effectiveness of simulation training / Health Studies / M.A. (Health Studies)

The aim of this study is to determine the effectiveness of simulation training in improving the clinical competence of pupil nurses. A quantitative, quasi-experimental, non-equivalent control group before-after design is used. The method of data collection is observation using check lists. The population for this study includes the second-year pupil nurses (N=43) following the two-year programme leading to enrolment as a nurse at the Gauteng learning centre of a private hospital group during 2011-2012. The results reveal that although there is proof that clinical training in simulation improves the competence levels of the experimental group in the procedure administration of oral medication over a period of time, there is no proof that this is true for the procedure observation of patients’ neurological functions and, therefore, the researcher cannot come to a definite conclusion about the effectiveness of simulation training / Health Studies / M.A. (Health Studies)

The study investigated the perceptions of student nurses and supervisors with regard to the block system used in the general nurse diploma programme in Zimbabwe. Their perceptions were elicited so that the researcher could identify the positive and negative aspects of the blook system which respectively promote and inhibit or obstruct the teaching and learning of student nurses. The study was conducted at the Harare, Parirenyatwa, Mpilo and United Bulawayo Schools of Nursing and in Mashonaland East province. A cross·sectional descriptive survey research design was used to obtain accurate information about the block system. Data was collected from nurse teachers, clinical teachers and sisters in charge of wards/units by means of structured interviews and from community health nurses and student nurses by means of self-administered questionnaires. The following positive aspects of study blocks were identified: the availability of time for student nurses to acquire knowledge, skills and attitudes without fear of hurting patients, the availability and willingness of nurse teachers to teach, the attendance of study blocks as groups and straight off duties. During clinical area placements, the integration of theory and practice took place, and there were opportunities for student nurses to apply the knowledge and skills they learnt during study blocks and to work as members of health teams. The negative aspects of the study blocks that were identified included too much theory content taught in each study block, inadequate demonstrations, a shortage of nurse teachers, no periods for individual study, a theory-practice gap and the too-frequent use of the formal lecture teaching method. The negative aspects of the clinical area placements included the inadequate teaching/supervision of student nurses, excessive night duties for student nurses, a shortage of qualified staff: clinical allocation of student nurses not based on study block content, inadequate clinical teaching by nurse teachers, and unplanned clinical teaching. Most clinical teaching was performed by peers and the most junior professional nurses. / Health Studies / D.Litt. et Phil. (Advanced Nursing Sciences)

Aim: The aim of the study is to explore the perceptions of the nurses’ CPD and its contribution to quality patient care in the Gauteng province of the Republic of South Africa. Significance of the study: The significance of the study is to highlight the importance of CPD as one of the contributing factors to the quality of patient care through on-going competence. The researcher hopes the recommendations from the study may serve as a motivation to health institutions that are not actively involved in continuing professional development. Method and data analysis: Quantitative descriptive explorative design was used to achieve the objectives of the study. The study involved registered professional nurses (n =105) and enrolled nurses (n=56) employed in a state health institution. Data was collected by means of a structured questionnaire.A total of 200 questionnaire were distributed and 162 completed questionnaires were returned, giving a response rate of 162/200=81%. Statistical analysis was conducted using the SAS software version 9.3.The internal and external validity was enhanced by selecting a large homogenous sample. Ethical issues: An information leaflet indicating the key elements of the study such as the research title, the purpose of the study, voluntary participation and when to withdraw from the study was distributed to all the participants. Results: The study found that nurses participate in CPD activities to maintain their professional competence, thereby contributing to quality patient care. The findings are consistent with the findings from other studies / Health Studies / M.A. (Health Studies)