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 this quantitative, descriptive study was to describe how registered nurses utilise teachable moments to enhance students' learning in the clinical setting. The research questions were: What are the problems faced by registered nurses when they teach students in the clinical setting? and How do registered nurses utilise teachable moments to teach students? A pilot study was conducted in the clinical setting involving the respondents who had similar characteristics than the population. The sample consisted of 45 registered nurses who provided direct patient care in the clinical setting. A self­ administered, structured questionnaire was used to collect data. Data analysis was done by using descriptive statistical tests. The findings brought to light strengths and weaknesses with regard to the utilisation of teachable moments by registered nurses, and problems faced by registered nurses with regard to clinical accompaniment in general. Recommendations to improve clinical accompaniment by registered nurses through effective utilisation of teachable moments were made. Further research was recommended to explore some problematic areas that emerged from this study. / Health Studies / M.A. (Nursing Science)

This study explored and described the impact of the rights and obligations of nurses on the delivery of quality patient care in a clinical setting. Quantitative research approach was utilised. Data was collected using a self-administered questionnaire. The research results revealed that respondents who participated in this study were aware of their rights and obligations, the effects and impact of factors influencing such rights and obligations on patient care. It was established that “patient abandonment” observed when nurses embark on a strike as their constitutionally enshrined right is not due to a lack of insight about their rights and obligations, but on how such rights and obligations are implemented. The researcher recommends that further research be undertaken to explore the causes of nurses embarking on strike actions despite their high level of knowledge concerning the impact of such actions on patient care in a clinical setting / Health Studies / M.A. (Health Studies)

Det finns många människor med nedsatt funktion som hindrar deras mobilitet i vardagen. Sister Kenny Research Center är ett forskningscenter inom rehabilitering i Minneapolis, USA, där man utvecklar produkter och tjänster tillsammans med kliniker och patienter för att förbättra rehabiliteringen. Ett pågående projekt på centret är ett utvecklingsarbete av en uppfinning kallad Gravity Bed vilken tränar balans för människor med gang‐ och balanssvårigheter. Hur Gravity Bed bör vara konstruerad för att passa i en hemmiljö är den fråga detta examensarbete har i uppgift att undersöka. Metoden består i att med hjälp av en produktutvecklingsprocess ta fram ett koncept och en fungerande funktionsprototyp. I arbetet användes en manual kallad Innvotaion Handbook, framtagen av Sister Kenny Research Center. Att utvärdera Innvotaion Handbook är även det en del av examensarbetet. Examensarbetet utfördes på plats vid Sister Kenny Research Center i ett så kallat Clinical Innovation Team , bestående av centrets forskningledare, två kliniker, en patient, tre MBA‐studenter från Carlson School of Management samt författarna själva. Gruppen genomgick arbetsmetoden beskriven i Innovation Handbook, vilket resulterade i ett värdefullt beslutunderlag för produktutvecklingen. Resultatet av projektet är ett konceptförslag som redovisas dels i en vision, illustrerad i bilder, dels i en fungerande funktionsprototyp. Erfarenheterna av Innovation Handbook och Clinical Innovation Teams redovisas i en utvärdering. / There are many people with disabilities that affect their mobility in every day life. At Sister Kenny Research Center, which is a research center within the area of rehabilitation in Minneapolis USA, products and services are being developed together with clinicians and patients with the goal of improving health care. One project is the development of an invention called Gravity Bed, a device that trains balance for people with gait and balance issues. How the Gravity Bed should be designed in order to suit a home environment is the question that this master thesis has as an assignment to investigate. The method of doing this by is the help of undergoing a product development process to develop a concept and a fully functional prototype. The thesis was carried with the help of a manual called Innovation Handbook. Evaluating the manual is also a part of this thesis. The thesis was carries out at Sister Kenny Research Center in a so‐called Clinical Innovation Teams consisting of the research director, two clinicians, one former patient, three MBA students from Carlsson School of Management and the authors themselves. The result of the project is the concept that is presented both as a vision illustrated in imagery and a fully functional prototype. The experiences from working according to the Innovation Handbook and a Clinical Innovation Team are presented in an evaluation.

This study is qualitative in nature. It reflects on the rich and varied experiences I encountered during training to be a psychotherapist. The content and process information around training is explored. My personal biases and prejudices towards training are made explicit. The experiences reflected upon are contextualized within the Unisa academic and the hospital clinical internship training contexts. The two contexts of training are contrasted accordingly showing their epistemological stance in their contribution to training of trainee therapists. The primary data in this research is the trainee researcher who is also the only participant subject in the study. The rest of the data is drawn from the experiences of the subject in interaction with others in different systems and subsystems. Through the creative synthesis step in the heuristic research approach the inferred theme is integrated in the analysis. Finally the research shows the limitations and implications involved. / Psychology / M.A. Psychology

INTRODUCTION: La collaboration interprofessionnelle a émergé comme étant l’un des aspects essentiels à consolider pour améliorer l’organisation de la première ligne de soins et assurer un accès adéquat aux ressources disponibles. Pour favoriser l’accroissement de la collaboration interprofessionnelle, il est suggéré que les professionnels des sciences de la santé soient formés en interdisciplinarité, particulièrement à l’occasion des stages cliniques. OBJECTIFS: Ce projet vise à mesurer le degré d’implantation du programme de formation interprofessionnelle (PFI) du Centre de santé et de services sociaux (CSSS) à l’étude comparativement au modèle proposé initialement. De plus, ce projet vise à comprendre comment les facteurs systémiques, les facteurs organisationnels et les caractéristiques du programme de formation mis en place influencent l’implantation du PFI. MÉTHODOLOGIE : Il s’agit d’une étude de cas unique effectuée au sein d’un CSSS situé dans la grande région de Montréal au Québec, Canada. Les données ont été recueillies à l’aide de 11 entrevues semi-dirigées qui ont été réalisées auprès de professionnels et administrateurs responsables de l’implantation du PFI et d’un étudiant en stage ayant participé au PFI. Une analyse des documents administratifs et cliniques écrits concernant l’implantation du PFI a également été effectuée. RÉSULTATS : L’implantation du PFI est toujours en évolution comme le traduit la présence des différentes composantes définissant la mise en œuvre du PFI qui est de moyenne à élevée et l’intensité des différentes composantes qui est généralement faible. Les facteurs systémiques, les facteurs organisationnels et les caractéristiques du programme de formation mis en place influencent l’implantation du PFI en milieu clinique et il existe des interrelations entre ces différents facteurs. L’analyse des facteurs influençant l’implantation d’un PFI en milieu clinique doit également s'attarder aux différents facteurs influençant le développement des pratiques collaboratives dans ce milieu. / INTRODUCTION: Interprofessional collaboration emerged as one of the key aspects that have to be consolidated to improve the organization of primary care and to ensure an appropriate access to available resources. In order to increase interprofessional collaboration, it has been suggested that health sciences professionals should be trained in an interdisciplinary fashion, especially during clinical training. OBJECTIVES: The aim of this research is to measure the degree of implementation of an initiative in interprofessional education (IPE) which takes place in the Health and social service centre (HSSC) studied, as compared to the initially proposed model. Furthermore, the objective of this research is to understand how systemic factors, organizational factors and the training program’s attributes influence the IPE initiative’s implementation. METHODS: This is a case study based on an HSSC located in the greater Montreal region in Quebec, Canada. Data was collected through 11 semi-structured interviews performed with professionals and administrators responsible for the IPE initiative’s implementation, together with one student who participated in the IPE initiative during his clinical training. An analysis of administrative and clinical documents regarding the IPE initiative’s implementation was also performed. RESULTS: The implementation of the IPE initiative is still an ongoing process as it is showed by the medium-high presence of the different elements which define the IPE implementation and the generally low intensity of these elements. Systemic factors, organizational factors and the training program’s attributes influence the implementation of the IPE initiative in a clinical setting and there is an interaction between all of these factors. An analysis of the different factors influencing the implementation of an IPE initiative in a clinical setting should also consider the different factors influencing the development of collaborative practice in this environment.

INTRODUCTION: La collaboration interprofessionnelle a émergé comme étant l’un des aspects essentiels à consolider pour améliorer l’organisation de la première ligne de soins et assurer un accès adéquat aux ressources disponibles. Pour favoriser l’accroissement de la collaboration interprofessionnelle, il est suggéré que les professionnels des sciences de la santé soient formés en interdisciplinarité, particulièrement à l’occasion des stages cliniques. OBJECTIFS: Ce projet vise à mesurer le degré d’implantation du programme de formation interprofessionnelle (PFI) du Centre de santé et de services sociaux (CSSS) à l’étude comparativement au modèle proposé initialement. De plus, ce projet vise à comprendre comment les facteurs systémiques, les facteurs organisationnels et les caractéristiques du programme de formation mis en place influencent l’implantation du PFI. MÉTHODOLOGIE : Il s’agit d’une étude de cas unique effectuée au sein d’un CSSS situé dans la grande région de Montréal au Québec, Canada. Les données ont été recueillies à l’aide de 11 entrevues semi-dirigées qui ont été réalisées auprès de professionnels et administrateurs responsables de l’implantation du PFI et d’un étudiant en stage ayant participé au PFI. Une analyse des documents administratifs et cliniques écrits concernant l’implantation du PFI a également été effectuée. RÉSULTATS : L’implantation du PFI est toujours en évolution comme le traduit la présence des différentes composantes définissant la mise en œuvre du PFI qui est de moyenne à élevée et l’intensité des différentes composantes qui est généralement faible. Les facteurs systémiques, les facteurs organisationnels et les caractéristiques du programme de formation mis en place influencent l’implantation du PFI en milieu clinique et il existe des interrelations entre ces différents facteurs. L’analyse des facteurs influençant l’implantation d’un PFI en milieu clinique doit également s'attarder aux différents facteurs influençant le développement des pratiques collaboratives dans ce milieu. / INTRODUCTION: Interprofessional collaboration emerged as one of the key aspects that have to be consolidated to improve the organization of primary care and to ensure an appropriate access to available resources. In order to increase interprofessional collaboration, it has been suggested that health sciences professionals should be trained in an interdisciplinary fashion, especially during clinical training. OBJECTIVES: The aim of this research is to measure the degree of implementation of an initiative in interprofessional education (IPE) which takes place in the Health and social service centre (HSSC) studied, as compared to the initially proposed model. Furthermore, the objective of this research is to understand how systemic factors, organizational factors and the training program’s attributes influence the IPE initiative’s implementation. METHODS: This is a case study based on an HSSC located in the greater Montreal region in Quebec, Canada. Data was collected through 11 semi-structured interviews performed with professionals and administrators responsible for the IPE initiative’s implementation, together with one student who participated in the IPE initiative during his clinical training. An analysis of administrative and clinical documents regarding the IPE initiative’s implementation was also performed. RESULTS: The implementation of the IPE initiative is still an ongoing process as it is showed by the medium-high presence of the different elements which define the IPE implementation and the generally low intensity of these elements. Systemic factors, organizational factors and the training program’s attributes influence the implementation of the IPE initiative in a clinical setting and there is an interaction between all of these factors. An analysis of the different factors influencing the implementation of an IPE initiative in a clinical setting should also consider the different factors influencing the development of collaborative practice in this environment.

This study is qualitative in nature. It reflects on the rich and varied experiences I encountered during training to be a psychotherapist. The content and process information around training is explored. My personal biases and prejudices towards training are made explicit. The experiences reflected upon are contextualized within the Unisa academic and the hospital clinical internship training contexts. The two contexts of training are contrasted accordingly showing their epistemological stance in their contribution to training of trainee therapists. The primary data in this research is the trainee researcher who is also the only participant subject in the study. The rest of the data is drawn from the experiences of the subject in interaction with others in different systems and subsystems. Through the creative synthesis step in the heuristic research approach the inferred theme is integrated in the analysis. Finally the research shows the limitations and implications involved. / Psychology / M.A. Psychology

No description available.

The purpose of midwifery nursing education is to prepare midwives who are fully qualified to provide high-quality, evidence-based mother and child health care services. A quantitative descriptive explorative design was used to identify and explore midwifery students’ experiences of clinical teaching at Sovenga Campus, (Limpopo College of Nursing), Limpopo province. Structured questionnaires were used to collect data. The research sample consisted of fifty (50) midwifery students from Sovenga Campus. Ethical principles were adhered to. Validity and reliability were maintained. The findings showed that learning opportunities are being utilised and clinical accompaniment by tutors has improved. The findings indicated that clinical teaching in midwifery units does not include implementation of the maternity guidelines and protocols’ being used .A recommendation was that tutors be included in student orientation and the planning of monthly unit in-service programmes. / Health Studies / M.A. (Nursing Science)