An extensive review of literature revealed that although CBE was a familiar concept and a national policy for health professionals' education in South Africa, there was, however, limited understanding of this phenomenon. Most of the existing CBE programmes were a reaction to the inadequacy of traditional nursing education and had emerged without any intellectual discourse on the phenomenon CBE. The aim of this study was to analyse the phenomenon CBE in basic nursing education and the meaning attached to it. Furthermore, the researcher aimed at developing a middle-range theory of CBE. Strauss and Corbin's (1990) grounded theory approach was used to guide the research process. The South African Nursing Council's (SANC) education committee and seven nursing education institutions with CBE programmes were included for participation in the study. Data were collected by means of observation, interviews and document analysis. Purposive and theoretical sampling was used for selecting interviewees, resulting in a total of 41 interviewees. Data collection and initial analysis took place concurrently. Descriptive analysis followed by conceptual analysis was performed using Strauss and Corbin's paradigm for qualitative data analysis. The primacy of the community as a learning environment, timing of first exposure, duration, frequency and sequencing of community-based learning experiences, as well as service provision, emerged as discriminatory core characteristics of CBE in basic nursing education. Irrelevance of traditional nursing education and political change emerged as antecedents of CBE. The need to respond to national health policies and community health needs was seen as conditions under which CBE had to operate in South Africa. The nature of the CBE educative process, which placed emphasis on active learning and curriculum relevance, emerged as essential for the realization of expected outcomes of CBE in basic nursing education. Based on these results, it was concluded that CBE in basic nursing education in South Africa is (a) relevant education, (b) responsive education, (c) education for social justice, (d) a conscious and deliberate PHC socialisation process and (e) a process and outcomes education. As this was a ground breaking study on the meaning of CBE in basic nursing education in South Africa, a number of further research studies are recommended. / Thesis (Ph.D.)-University of Natal, Durban, 2003.

The aim of this study was to describe the clients' satisfaction with Primary Health Care (PHC) Services in Lilongwe Health District with regard to client involvement in health care delivery and the accessibility of PHC services. It was hoped that the information generated would be used in the evaluation of PHC Services in Lilongwe. A quantitative and qualitative research was done using an outcome analysis evaluation design. The study utilised Kawale and Chiwamba Health Centres and their catchment population. Systematic random sampling was used for the clients making use of the health centres, convenience sampling for those not using the health centres and purposive sampling for the focus group participants. Quantitative data was collected using self-administered questionnaires while qualitative data was collected using an interview guide in focus group sessions. Quantitative data was analysed using SPSS and percentages and frequencies were calculated while qualitative data was analysed through a template style of analysis. The findings of the study revealed that in both Health Centres Clients were satisfied with some aspects of PHC such as, cultural accessibility, health education and listening abilities of health workers but there was still some evidence of dissatisfaction, and misunderstanding of the concept of Community Involvement in Health care delivery. This calls for a need to reorient communities on PHC delivery and what it means. / Thesis (M.N.)-University of Natal, Durban, 2004.

The study was designed to examine and describe mental health care provided by the nurses in the primary health care settings of Swaziland. The study sought to answer one main questions namely: • what was the nature of mental health care provided by nurses in the primary health care clinics? A sample of 31 primary health care clinic nurses was used to generate data for the study. The sample consisted of registered nurses with only one having a mental health qualification. The study used both qualitative and quantitative methods for data collection. Data analysis involved simple frequency and percentage counts using SPSSmanual as well as descriptive narratives using NVIVO computer analysis methods. Findings revealed that mental health care in the primary health care clinics was mainly traditional involving immunizations, family planning and antenatal services, Limited mental health care was provided by the only mental health nurse involved in the study, Nurses stated that the care they provided was in line with their job descriptions, The study concluded that the mental health care provided at the primary health care clinics was based on the traditional approach that did no encompass mental health care, Recommendations made were related to the promotion of the integration of mental health care into the services provided in the primary health care scttings with nurses being prepared for the role. / Thesis (M.Cur.)-University of Natal, Durban, 2000.

The purpose of this study was to describe current tube feeding knowledge and practices to target appropriate quality improvement interventions. This study was important because literature has demonstrated gaps in nurses' knowledge and practice in this area. The Synergy model of patient care was used as a conceptual basis for this study. Two data collection methods were used. A quantitative descriptive survey of nurses, using a questionnaire to collect information about knowledge and practice was undertaken concurrently with a retrospective review of case files between June and July, 2010. Ethical approval was sought from the relevant authorities. The whole population of nurses available was used, and a sample of 51 nurses that met the inclusion criteria responded to the questionnaire (100% response rate). A total of 78 eligible case files were reviewed using a checklist. SPSS Version 15 was used to analyse the data. The findings revealed that most nurses (98%) had received tube feeding training while at college. However, nearly the same number of nurses (96%) reported having received no in-service training on tube feeding. The findings showed variability in the levels of knowledge. Furthermore, the use of outdated method, to confirm proper tube placement was reported. The majority of respondents reported that they document the care given, but this was not evident in the review of the case files. Environmental aspects such as tube/feed shortage, lack of guidelines and patients/ guardian refusal of tube feeding were reported as common problems affecting nurses' practice. The standards for tube feeding suggested from literature are not attained. The characteristics of a nurse and the environment of care have an implication in tube feeding practices and can ultimately help to eliminate the gap in practice. The nurses' current knowledge and practice is a cause for concern. Recommendations include education, evidence based protocols and other efforts to improve tube feeding practice. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2011.

Thirty years after the concept of primary health care (PHC) was declared the path to health for all, a crisis continues in human resources for health in Africa. This involves the low prioritisation of education and training for primary health care personnel (PHCP) which is crucial to effective practice in severely under-resourced settings. The curriculum required for this education, involving pictures and textual materials, must meet the needs and capacities of the learners so that learning transfer can occur and community health needs are met. This research set out to establish the basis upon which text and pictures should be incorporated into curriculum to address the requirements of community health nurses (CHNs) in The Gambia. A pragmatic, three phased, mixed methodological design was selected for this study. Curricula for African PHCP were first collected and examined using content analysis to determine the rationale for pictures and text. The second phase employed psychometric testing and statistical analysis to establish if learning style preferences for pictures and text were important in Gambian CHN learning. In the final phase, interviews with CHN students explored their preferences for pictures and text and how these preferences should be accommodated in curriculum. The research found that much of the PHCP curriculum analysed was generic, used traditional didactic approaches and focused on written knowledge-based assessment. Learning style preferences were not found to be a consideration and were unidentifiable in this context. Socio-cultural factors significantly impacted upon student CHN learning, but were not adequately addressed in the curriculum materials examined. In addition, CHNs preferred practical learning through primary, multi-sensory experiences. These findings support the conclusion that the localisation of CHN curriculum is required in order to provide a socio-cultural context for learning that is meaningful, rich, interactive and responsive to learner needs. This demands a reconnection with PHC principles of equity and participation which should underpin this curriculum. The thesis argues that an ecological framework better articulates the link between PHCP education and training, practice, and community needs, and should serve to guide curriculum design. Six strategies are identified that could be extended to African PHCP course design.

Bibliography: leaves 252-270. / 275 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Events of sadness from their daily routine are described by sixteen participants and retold as stories. Inspired by philosophical and methodological ideology situated firmly within the interpretive paradigm, an analysis of these stories is undertaken using an interpretive, hermeneutical lens. / Thesis (Ph.D.)--University of Adelaide, Dept. of Clinical Nursing, 1999

Licentiatavhandling (sammanfattning) Stockholm : Karol. inst., 2005. / Härtill 2 uppsatser.

Diss. (sammanfattning) Linköping : Univ., 2001. / Härtill 5 uppsatser.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Nancy Lovejoy. Dissertation Committee: Marvin Sontag. Includes bibliographical references (leaves 58-71).

Report (Ed. D.)--Teachers College. / Issued also on microfilm. Includes bibliographical references.