M.Cur. / In line with the requirements of the National Plan for Higher education, The Skills Development Act (Act 97 of 1998), The eight Batho Pele Principles 1997, The South African Qualifications Authority Act (Act 58 of 1995), The National Qualifications Framework, Outcomes Based Education and The South African Nursing Council, it is clear that there is a need for critical thinking in clinical nursing education in general and in professional nurses as preceptors in particular. The researcher has observed that the preceptors of a clinic in Region 7 Gauteng Province, use the traditional method of teaching (lecture method) during accompaniment of learners allocated to the clinic for their practica which hinders the facilitation of critical thinking. There is a need for preceptors to re-visit their teaching strategies and methods in order to facilitate critical thinking in clinical nursing education. Central to facilitation of critical thinking is the learner, and preceptors should create a climate where interactive facilitation takes place through dialogue and discourse. The aim of the study is to develop a programme to facilitate critical thinking of preceptors in clinical nursing education. For this aim to be realised the following objectives were met: To conceptualise in order to develop a programme to facilitate critical thinking of preceptors in clinical nursing education To implement and evaluate a programme to facilitate critical thinking of preceptors in clinical nursing education. A qualitative, exploratory, descriptive research design that is contextual in nature was followed according to two phases. In phase one of the study, conceptualisation of the main concepts namely critical thinking, interactive facilitation, clinical nursing education, preceptor, nursing process and the programme was done to ensure theoretical validity (Gift, 1997: 76).ii Organisation of South Africa (DENOSA, 1998: 3-6). Evaluation, limitations and conclusion of the study was described. Recommendations were discussed as they apply to nursing education, nursing research.

M.Cur. / The aim with this study is to describe guidelines for curriculation, with primary health care as departure point. This study is based on the Judeo-Christian human and world premise and philosophy. The Nursing Theory for the Whole Person serves as meta-theoretic departure point, while the theoretic assumptions are based on: The Nursing Theory for the Whole Person (Oral Roberts University, Anna Vaughn School of Nursing, 1990). Van Niekerk's, Accompaniment Guidelines for Theory - Practice Correlation (1993). Curriculation Models of Malan & Jorrisen (1990) and Uys (1983). Klopper's Model for Accompanied selfstudy in Nursing Science (1994). The Botes's Model for Research in Nursing Science serves as methodological departure point (1991). Emphasis is placed on participative decision making regarding basic needs, including health care, within the ideology of the new Government of National unity (ANC, 1994:45) The Reconstruction and Development Programme, (RDP) accepted within the new political dispensation of South Africa, supports primary health care as total departure point, such as the National health Plan (ANC, 1994: 45). This, however, is not a new concept in health care services. The South African Nursing Council (SANC) has been supporting this principle for a considerable time. However there is little or no existing literature regarding the curriculation of the four year diploma programme, with primary health care as the departure point. This Qualitative study is executed in four phases. The first and second phase explore and describe the perceptions and interpretations of the share holders of the curriculum, in respect of primary health care as departure point, within curriculums, in terms of focus group interviews. The third phase describes a conceptual framework, according to a comprehensive literature study. Phase four describes guidelines for the facilitation of meso and micro curriculation, with primary health care as departure point, in respect of inferential data obtained from focus group interviews, the literature study and conceptual framework. The study's unique contribution, within the context of the Mpumalanga region is embodied in the manner in which the researcher succeeds to describe guidelines for curriculation for the four year diploma programme, that leads to registration as Professional Nurse (General-, Psychiatric-, and Community-) and Midwife, with primary health care as the departure point. This was achieved through inductive deliberation and cross triangulation in all four phases, which increases the trustworthiness of the study.