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A learning programme for nurses for the prevention of ventilator-associated infections in adult patientsVan der Merwe, Juliana 12 1900 (has links)
Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2005. / Ventilator-associated infections contribute to most of the fatal infections in the intensive care.
Considerable intensive care resources are also consumed in the treatment of ventilatorassociated
infections. Not only economic costs, but also expenditure of staff energies, physical
resources, treatment expenses and admission to the intensive care contribute to the complexity
of the problem. Despite the large progress in medical treatment over the past decades, the
incidence and case fatality rates of health-care-associated ventilator-associated infections
remain high. Patients who require mechanical ventilation have a particularly high risk of healthcare-
associated infections.
Ventilator-associated infections have been a major complication for years, but the researcher
has found that no formal attempts, except for inclusion of the concept as part of critical care
nursing curricula, have been made to educate nurses with regard to the active prevention of
ventilator-associated infections in adult patients. There are also limited data available
regarding infection control education-based interventions targeting healthcare systems, e.g.
intensive care units.
The research goal was to establish and evaluate a learning programme for nurses caring for
adult patients with ventilator-associated infections (Learning Programme). This took place in two
Australian hospitals during 2003 and 2004. The objectives of the research were divided into
three phases. Evidenced-based literature on the above concepts was utilised by the researcher
and deductively implemented and validated by a focus (specialist) group to develop the Learning
Programme in Phase One.
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Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraintsMelville, Hestelle Ronette 03 1900 (has links)
Thesis (MEd (Curriculum Studies))--University of Stellenbosch,2007. / This mini-thesis documents a Narrative Inquiry as a phenomenon with special focus on reflective accounts of my experiences, opportunities and constraints in the process of self development as an environmental education practitioner in an environmental education centre situated in a nature reserve.
I provide some background information on the environmental education centre, the reserve and the broader structure in which it functions. Through the process of reflection I try to clarify some of the issues that I grappled with in my practice as an environmental educator in nature conservation. A critical discussion of the projects, activities and programmes offered through the centre provide clarity and insight into the work I am doing as well as my role as environmental education officer in the broader context of my job and the organisation for which I work.
Reflection of my personal experiences over a period of time is weaved throughout this study in order to contribute to/or provide a sense of clarity and understanding of my believes as an environmental educator responsible for an environmental education centre situated in a nature reserve. Through this study the importance of training for education officers, engaging with research and the need for clearly defined aims and objectives for the centres funded by nature conservation became apparent. The study demonstrates that the implementation of environmental education is possible and can be achieved, but with the necessary capacity.
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Ontwikkelingstrategiee vir die bemagtiging van jeugleiers: 'n indersoek na enkele Suid-Kaapse skoleJoubert, Francois 12 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / Leadership development is a life-long process, but support for this process should be
started at an early stage. All learners have the gift for leadership, but most do not realise
this gift. Adolescence is a time when the leadership potential of individuals must be
awakened – it provides an opportunity to help adolescents to became the leaders they
already are.
The main aim of this study was to devise strategies – through structured survey studies –
that could be used by schools and individuals to enhance youth leadership development.
The aims that emerged were to determine and describe the current state of affairs
regarding youth leadership development in certain schools. Obstacles in the way of
effective leadership development were identified and strategies for effective leadership
development were formulated.
A combination of qualitative and quantitative research methods, undertaken from a
structured survey study perspective within an interpretivistic research paradigm, was used.
The problem that was researched was the absence of purposeful youth leadership
development and how this shortcoming could be addressed in the context of a high school
environment, with the support of the necessary development strategies.
This study attempted to identify new knowledge that can be used to address the
challenges related to youth leadership. The research confirmed the research question that
deficient purposeful leadership development strategies exist at school level. This formed
the basis for the implementation of a dynamic and flexible leadership development model
that includes aspects of both the Quality Leadership and Stage model of youth leadership
development. The proposed youth leadership strategies can be applied effectively to
address youth leadership development within the current South African context.
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Dialogue as facilitation strategy : infusing the classroom with a culture of human rightsDu Preez, Petro 12 1900 (has links)
Thesis(PhD)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: In this dissertation the proposals made by the Department of Education towards the infusion of a culture of human rights and using dialogue as a facilitation strategy are problematised. It is argued that the lack of professional development programmes to assist educators in dealing with these proposals is one of the reasons why the infusion of a culture of human rights and dialogue as a facilitation strategy have not transpired as desired. Another apparent reason for the non-realisation of these ideals is that the classroom is not generally seen as an ethical community that has the propensity to anthropomorphise the ideal of infusing a culture of human rights through dialogue.
The main focus of this enquiry was therefore to propose a normative theory of dialogue as a facilitation strategy as constitutive to the infusion of a culture of human rights in the context of an ethical community, aiming towards applying this theory in the form of an intervention research programme for selected in-service educators in the Mafikeng/Mmabatho area. The application assisted in determining the viability of the programme, specifically in terms of its theoretical underpinning, and the possibility of further developing it for the purpose of professional development of in-service educators beyond the scope of this target group. The theoretical underpinning of the intervention research programme consisted of a normative theory of dialogue as facilitation strategy characterised by: providing a dialogic stimulus, allowing for moments of deconstruction, critique and reconstruction, and finishing with debriefing and reflection. With regard to the human rights components, the focus was more on the infusion of a culture of human rights on a moral level than on an epistemological level.
The intervention research process revealed how diverse groups of educator-participants responded to the intervention research programme. In addition, the research process demonstrated how and why the intervention research process could serve as a possible methodological framework for the design and development of professional development that is inclusive to a variety of education stakeholders. From this study it seems that the participating educators approved of and assimilated the intervention research programme and its underlying theory, albeit in different stages of the research process and with different concerns in mind.
The work presented in this dissertation contributes firstly to a refined understanding of dialogue as a facilitation strategy in the South African context and secondly to an understanding of the frequently used notion of infusing the classroom with a culture of human rights in terms of its moral significance. Finally, it also focuses on and addresses the challenge of educator development and the organisation of facilitation strategies that are required to prevent human rights from being assimilated in inept educational paradigms. / AFRIKAANSE OPSOMMING: Hierdie proefskrif poog om die voorstelle van die Departement van Onderwys rakende die infusie van ʼn kultuur van menseregte in die klaskamer en die gebruik van dialoog as fasiliteringstrategie te bevraagteken. Daar is geargumenteer dat die tekort aan professionele ontwikkelingsprogramme ter ondersteuning van onderwysers om hierdie voorstelle te implementeer een van die redes is waarom die infusie van ʼn kultuur van menseregte in die klaskamer en die gebruik van dialoog as fasiliteringstrategie nie tot sy reg kom nie. Die feit dat die klaskamer meestal nie gesien word as ʼn etiese gemeenskap wat oor die potensiaal beskik om die ideaal van die infusie van ʼn kultuur van menseregte in die klaskamer en die gebruik van dialoog as fasiliteringstrategie te verwesenlik nie, is nog ’n rede waarom hierdie voorstelle oënskynlik geen effek het nie.
Die hooffokus van hierdie ondersoek was dus om ʼn normatiewe teorie ter ondersteuning van dialoog as fasiliteringstrategie wat bevorderlik is vir die infusie van ʼn kultuur van menseregte in die konteks van ’n etiese gemeenskap te ontwikkel. Hierdie teorie is toegepas in die konteks van ’n intervensie-navorsingsprogram vir geselekteerde indiens-onderwysers in die Mafikeng/ Mmabatho-omgewing. Die toepassing het gehelp om vas te stel wat die praktiese waarde van die program is, veral ten opsigte van die program se teoretiese onderbou. Die moontlikheid om die program verder te ontwikkel as ’n professionele ontwikkelingsprogram vir indiens-onderwysers buite die bereik van die studie, is sodoende ook ondersoek. Die teoretiese onderbou van die intervensie-navorsingsprogram het bestaan uit ʼn normatiewe teorie van dialoog as fasiliteringstrategie wat gekenmerk word deur ’n dialogiese stimulus, wat ruimte laat vir oomblikke soos dekonstruksie, kritiek en rekonstruksie, asook vir ontlonting en refleksie. Met betrekking tot die menseregtekomponent, was die fokus meer op die morele infusie van ʼn menseregtekultuur as op die epistemologiese infusie daarvan. Die intervensie-navorsingsproses het openbaar hoe diverse onderwyser-deelnemers op die intervensie-navorsingsprogram reageer. Die navorsingsproses het ook gewys hoe en waarom intervensie-navorsingsprosesse kan dien as ʼn moontlike metodologiese raamwerk vir die ontwerp en ontwikkeling van professionele ontwikkelingsprogramme wat ʼn verskeidenheid van onderwysbelanghebbendes in ag neem. Van die resultate kon daar afgelei word dat die deelnemende onderwysers die intervensie-navorsingsprogram en onderliggende teorie goedgekeur en geassimileer het. Dit was egter duidelik dat elke groep deelnemers die program verskillend geassimileer het en dat hul verskillende probleemareas ervaar het.
Die werk wat in hierdie proefskrif weergegee word het eerstens ʼn bydrae gemaak tot die begrip van dialoog as fasiliteringstrategie in die Suid-Afrikaanse konteks, en tweedens tot die verstaan van die idee rakende die infusie van ’n menseregtekultuur in die klaskamer waarna telkens verwys word. Laastens het dit ook gefokus op die uitdaging van onderwyserontwikkeling en die organisering van fasiliteringstrategieë wat benodig word om te verhoed dat menseregte geassimileer word in paradigmas wat onvanpas is vir die onderwys.
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Verhoging van laerskoolleerlinge se vlak van bewustheid van die distributiewe eienskap in rekenkundeVermeulen, Cornelis Franz January 1995 (has links)
Thesis (DEd)--Stellenbosch University, 1995. / ENGLISH ABSTRACT: The rationale for this study essentially is the perceived and reported misconceptions in
algebra that exist within pupils in the Junior Secondary phase. These misconceptions are the
direct result of the incomplete mastery of algebra.
The purpose of this research is to attempt to contribute towards pupils' complete mastery of
algebra and the ensuing elimination of certain pupil misconceptions, by trying to increase
primary school pupils' level of awareness of the general number properties.
Primary school pupils who learn arithmetic in a problem based environment intuitively use
the general number properties to execute arithmetical calculations, while pupils in the
traditional teaching approach are taught standard algorithms which they must apply, often
without comprehension.
In the latter, the existence of the number properties is concealed. When these pupils officially
encounter the general number properties for the first time in standard 4 or 5, they are
probably not capable of integrating these new concepts into their existing knowledge
structure. This may lead to incomplete mastery and ensuing misconceptions, which can
become worse when pupils must apply exactly the same number properties in algebra to
execute algebraic manipulations.
The fact that primary school pupils in the problem based approach intuitively apply the
number properties, earlier led to the hypothesis that these pupils possess a higher level of
awareness of the number properties. However, research has indicated that these pupils
possess only a moderately higher level of awareness. This has led to this study during which
a specific attempt is made to take pupils' intuitive knowledge of the number properties,
which they spontaneously apply, as a point of departure, and to develop it to such an extent
that they become explicitly aware of the existence and nature of these fundamental concepts
in mathematics.
The technique how to link up with pupils' intuitive knowledge and to increase their level of
awareness of the number properties inside a problem based environment, was developed during the first two years of this study. At the end of this period, a suitable teaching strategy
was formulated. This strategy is essentially based on the following parameters: Group
discussion, the use of calculators, and creating a cognitive disequilibrium. During the third
year of this study this strategy was implemented at a number of schools. During this phase
research concentrated on the distributive property only. Judging by the results, it appears as
if a considerable increase in level of awareness has taken place within these pupils.
During this study a hierarchical model of levels of awareness was also formulated. This
model was used as a guide in the attempt to increase pupils' level of awareness of the
number properties. / AFRIKAANSE OPSOMMING: Die rasionaal vir hierdie studie is hoofsaaklik gelee in die waargenome en gerapporteerde
wanbegrippe in algebra wat by leerlinge in die Junior Sekondere fase bestaan. Hierdie
wanbegrippe is die direkte gevolg van die onvolledige beheersing van algebra.
Die doel van hierdie navorsing is om 'n hydrae te probeer lewer tot leerlinge se volledige
beheersing van algebra, en die gepaardgaande uitskakeling van bepaalde leerlingwanbegrippe,
deurdat gepoog word om laerskoolleerlinge se vlak van bewustheid van die algemene
bewerkingseienskappe te verhoog.
Laerskoolleerlinge wat probleemgebaseerde rekenkunde-onderrig ontvang, benut intu'itief die
algemene bewerkingseienskappe ten einde rekenkundige berekeninge uit te voer, terwyl aan
laerskoolleerlinge in die tradisionele onderrigbenadering standaardalgoritmes onderrig word
wat hulle dikwels sonder begrip moet toepas.
In laasgenoemde geval word die bestaan van die bewerkingseienskappe erg versluier.
Wanneer hierdie leerlinge in standerd 4 of 5 vir die eerste keer amptelik met die algemene
bewerkingseienskappe in aanraking kom, is hulle waarskynlik nie in staat om hierdie nuwe
begrippe met hul bestaande kennisstruktuur te integreer nie. Dit kan tot onvolledige
beheersing en gevolglike wanbegrippe lei, wat kan vererger wanneer leerlinge presies
dieselfde eienskappe in algebra moet benut ten einde algebra!ese manipulasies uit te voer.
Die feit dat laerskoolleerlinge in die probleemgebaseerde benadering intu'itief die
bewerkingseienskappe toepas, het tevore reeds tot die hipotese dat hierdie leerlinge oor 'n
hoer vlak van bewustheid van die bewerkingseienskappe beskik, aanleiding gegee. Navorsing
het egter aangetoon dat daar slegs 'n matige hoer vlak van bewustheid by hulle bestaan. Dit
het tot hierdie studie aanleiding gegee waartydens spesifiek gepoog word om leerlinge se
intuitiewe kennis van die bewerkingseienskappe wat hulle spontaan aanwend ten einde
rekenkundige bewerkings uit te voer, as vertrekpunt te neem, en te ontwikkel sodat hulle
eksplisiet bewus sal raak van die bestaan en wese van hierdie grondliggende waarhede in
wiskunde.
Die tegniek hoe om by laerskoolleerlinge se intui'tiewe kennis aan te sluit en hul vlak van
bewustheid van die bewerkingseienskappe binne 'n probleemgebaseerde omgewing te
verhoog, is gedurende die eerste twee jaar van hierdie studie ontwikkel. Aan die einde van
hierdie periode is 'n toepaslike onderrigstrategie geformuleer. Hierdie strategie steun sterk
op die volgende parameters: Groepsbespreking , die benutting van sakrekenaars, en die skep
van 'n kognitiewe disekwilibrium. Gedurende die derde jaar van hierdie studie is hierdie
onderrigstrategie in verskeie skole toegepas. Daar is gedurende hierdie fase slegs op die
distributiewe eienskap gekonsentreer. Volgens die resultate wil dit voorkom asof daar 'n
aansienlike verhoging in die betrokke leerlinge se vlak van bewustheid van die distributiewe
eienskap plaasgevind het.
Gedurende hierdie studie is ook 'n hierargiese model van vlakke van bewustheid geformuleer
aan die hand waarvan die poging aangewend is om leerlinge se vlak van bewustheid van
bewerkingseienskappe te verhoog.
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The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary projectLotz, Heila Betrie 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 1996. / One copy microfiche. / ENGLISH ABSTRACT: The We Care Primary project is a participatory materials development research project,
grounded through a socio-historical location of the research question in the assumptions and
ideals of the critical inquiry paradigm and socially critical environmental education. This
research represents an atlemptto clarifY the assumptions and orientations of socially critical
environmental education as a possible 'tangible alternative' to modernist models of
environmental education and educational change in a South African context.
Through this project environmental education materials development emerged as a reflexive and
responsive process of change in which I was able to work with teachers with in local contexts
to develop resource materials which may contribute to the development of quality education and
the transformation of the junior primary school phase. The emerging central thesis of this report
is an ongoing questioning of the notion of participation, and a realisation of the complexities of
establishing conditions for authentic participation in materials development, curriculum
development and research contexts,
Phase one of this research report describes a journey of inquiry toward" socially critical
environmental education. This phase portrays a growing understanding of environmental
education and is focused on the development of a participatory orientation to materials
development. Phase two of this research journey illustrates a critical and reflexive stance to the
'weaknesses' identified in the first phase of the project. The interdependence of curriculum
development, materials development and in service teacher education is explored. This phase
of the research is presented as a journey with in socially critical environmental education and
reflects ongoing praxis and engagement with in the assumptions of critical theory and socially
critical environmental education. In phase two and three, the development of a critically
reflexive stance to the assumptions guiding this study is described, and a shift in possible
research orientations is highlighted. Further possibilities for research journeys beyond socially
critical environmental education are presented in phase three through a tentative critique of the
first two phases of this research project.
This research report offers a brief insight into some of the complexities of change in the formal
education sector. It demonstrates that confronting the challenges and complexities of change in
realistic and meaningful ways is possibly one of the most daunting realities facing South
Africans as we begin to respond to the many legacies of apartheid ideologies, modernisation, a
history of mis-education and poor education, decades of social separation and increasing socioecological
degradation and risk. / AFRIKAANSE OPSOMMING: Die Ons Gee Om Primer-projek is 'n navorsingsprojek in deelnemende hulpbronontwikkeling,
gegrond op die sosio-historiese plasing van die navorsingsvraag binne die aannames en ideale
van die kritiese navorsingsparadigma en sosiaal-kritiese omgewingsopvoeding. Die navorsing
verteenwoording 'n poging om die aannames en orienlasies van sosiaa/-kriliese omgewingsopvoeding
as moonllike 'Iasbare a/lemalief' vir modemisliese modelle van omgev.'ingsopvoeding
and opvoedingsverandering binne 'n Suid Afrikaanse konleks Ie verk/aar.
Deur hierdie projek het hulpbronontwikkeling na yore gekom as 'n refleksiewe en responsiewe
proses van verandering, waardeur ek mel onderwysers kon werk mel in plaaslike kontekse om
hulpbronmateriaal te ontwikkel wat moontlik kan bydra tot die ontwikkeling van die kwaliteit
van opvoeding en die transformasie van die junior primere skoolfase. Die sentrale tese van
hierdie verslag is 'n voortdurende bevraa!:,rtekening van die idee van deelname, en 'n hesefvan
die komp/eksileile daarvan om loeslande Ie skep wal ware dee/name verseker in hulpbronontwikkeling,
kurrikulumontwikkeling en navorsingsverbande.
Fase een van hierdie navorsingsverslag beskryf 'n reis van ondersoek op weg 110 sosiaal-kritiese
omgewingsopvoeding. Die fase skets 'n toenemende begrip van omgewingsopvoeding en fokus
op die ontwikkeling van 'n deelnemende orientasie tot hulpbronontwikkeling. Fase Iwee van
hierdie navorsingsreis illustreer 'n kritiese en refleksiewe houding ten opsigte van die 'swak
plekke' wat in die eerste fase ge"identifiseer is. Die interafhanklikheid van kurrikulumontwikkeling,
materiaalontwikkeling and die indiensopleiding van onderwysers word ondersoek.
Hierdie fase van die navorsing word voorgestel as 'n reis mel in sosiaal-kritiese omgewingsopvoeding
en weerspieel voortdurende praksis en 'n betrokkenheid by die aannames van kritiese
teorie en sosiaal-kritiese omgewingsopvoeding. Infases Iwee en drie word die ontwikkeling van
'n krities-refleksiewe houding ten opsigte van die aannames van hierdie studie beskryf, en 'n
verskuiwing in moontlike navorsingsorientasies word uitgelig. Verdere moontlikhede vir
navorsingsreise verby sosiaal-kritiese omgewingsopvoeding word infase drie uitgewys deur 'n
tentatiewe kritiek op die eerste twee fases van die navorsingsprojek.
Hierdie navorsingsverslag bied 'n vlugtige kykie na van die kompleksiteite van verandering in
die formele onderwyssektor. Dit wil blyk dat 'n realistiese en betekenisvolle reaksie op die
uitdagings en kompleksiteite van verandering moontlik een van die gedugste realiteite is
waarmee Suid-Afrikaaners te kampe het in ons pogings om te reageer op die vele nalatings van
apartheidsideologiee, modernisasie, 'n geskiedenis van wanopvoeding en swak opvoeding,
dekades van sosiale skeiding en toenemende sosio-ekologiese degradasie en risiko's.
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An evaluation of a professional development programme in environmental educationChiroma, Jane Adhiambo 12 1900 (has links)
Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: This thesis is an interpretive formative evaluation of a Professional Development Programme in Environmental Education. The specific aim of the study was to evaluate the extent to which the programme has enabled professional development of teachers; the degree to which the processes of this specific Professional Development Programme (PDP) has enabled implementation and the nature and the amount of take- up of the PDP processes.
The data for this research were generated through semi structured interviews, focus group discussions and observations of teachers‘ projects. Thematic analysis was used as a method of data analysis. Constructivist, formative evaluation informed the epistemology and ontological perspectives that guided data analysis and interpretation and discussions that were made in this research.
Data indicate that professional development programmes involving various stakeholders need to be well controlled and co-ordinated. Communication and motivation need to be integrated into the PD programme by the leadership. The Professional Development Programme was done in isolation and lacked a deep epistemological and ontological grounding, showing minimal research in the process therefore, the communication and motivation need to be integrated into the PD programme by the leadership. Department of Education officials indicated that they were not involved in the planning stage and fulfilled more of a management and co-ordination role. They were not able to monitor the process because they were not informed or assisted to develop a monitoring tool and besides their workload prohibited them from doing so. Teachers reflected various dimensions of take-up from the programme but they were not able to realize the action project (except in two schools). Teachers expressed difficulties in implementing the programme because of full schedules and curriculum commitments in school programmes.
This research has presented the sentiments of the respondents (participants) in this PDP and has come to the conclusion that this Professional Development Programme has potential and improving aspects of it (see chapter 6) will go a long way towards improving the sustainability of this programme, and improving the quality of teachers that are trained in this kind of programme and even beyond. The PDP has enabled professional development in many ways (See chapter 4 on take-up). However, monitoring and implementation came out clear as those aspects of professional development in the programme that require much attention if the programme is to improve and become more sustainable. / AFRIKAANSE OPSOMMING: Hierdie tesis behels 'n verklarende, formatiewe evaluering van 'n Professionele ontwikkelingsprogram in Omgewingsonderwys. Die hoofdoel van die studie was om die mate waarin die program onderwysers in staat gestel het om professioneel te ontwikkel, te evalueer insluitende die mate waarin die prosesse van die spesifieke Professionele Ontwikkelings Program(POP), implementering in staat gestel het, asook die aard en hoeveelheid opnames van die POP-prosesse.
Die data van die navorsing is verkry deur semi gestruktureerde onderhoude, fokusgroep besprekings en waarnemings van onderwysers se projekte. Tematiese analise is as metode van die data analise gebruik. Konstruktivistiese-, formatiewe evaluering het die Epistemologiese en Ontologiese perspektiewe bekend gestel wat data analise en interpretasies en besprekings wat tydens die navorsing gemaak is, gelei het.
Data dui daarop dat Professionele ontwikkelingsprogramme wat verskeie belanghebbendes insluit, goed beheer en gekoördineer moet wees. Kommunikasie en motivering moet ingesluit word in die POP-program deur die leiers. Die Professionele ontwikkelingsprogram is in isolasie uitgevoer en het 'n aansienlike gebrek aan Epistemologiese en Ontologiese begronding gewys wat minimale navorsing in die proses getoon het. Kurrikulum Adviseurs het aangedui dat hulle nie betrokke was vanaf die beplanningstadium nie en dat hulle ‘n bestuur en koördineringsrol vertolk het. Hulle was nie in staat gewees om die proses te monitor nie, aangesien hulle nie ingelig of gehelp is in die ontwikkeling van 'n moniteringsinstrument nie, wyl hul werklading hulle ook verhoed het om dit te doen. Onderwysers het verskeie dimensies van opnames vanuit die program getoon maar kon nie die aksie projek laat realiseer nie (behalwe in twee skole). Onderwysers het probleme in die implementering van die program getoon weens vol programme en kurrikulum verpligtinge binne die skool programme.
Hierdie navorsing het deur om die sentimente van die respondente (deelnemers) in die POP te vertoon, tot die gevolgtrekking gekom dat hierdie professionele ontwikkelingsprogram die vermoë het en met die verbetering van sekere aspekte daarvan (sien hoofstuk 6), ver sal gaan in die verbetering van volhoubaarheid van die program, en deur die verbetering van die huidige onderwysers se kwaliteit wat opgelei is in hierdie program. Die POP het in baie opsigte professionele ontwikkeling tot gevolg gehad (sien hoofstuk 4 oor opnames). Nietemin het monitering en implementering duidelik na vore gekom as professionele ontwikkelings aspekte,wat indien nie genoegsame aandag verkry, die program geweldig kan laat misluk.
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Continuing professional development in nursingDavids, Julia M. 03 1900 (has links)
Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2006. / The problem identified by the researcher, points to the fact that professional nurses in
South Africa are not aware that it is their responsibility to continue learning and to seek
learning opportunities in order to address their learning needs after obtaining a basic
nursing qualification. Continuing professional development (CPD) has been defined as
lifelong learning that takes place in a professional career after the point of qualification
and/or registration. The primary aim of continuing professional development (CPD) in
nursing is improvement of patient care. CPD in nursing enables professional nurse
practitioners to provide quality nursing care and service delivery to their patients and
clients.
The purpose of this research was to assess the need for continuing professional
development for professional nurses in order to develop criteria that would assist with the
provision of these programmes. The objectives of this research were to:
assess whether professional nurses are aware of their responsibility to
continue their education beyond their initial pre-service training;
assess the extent to which professional nurses participate in continuing
educational activities;
ascertain whether professional nurses support the introduction of
mandatory continuing professional development; and
determine the barriers to participation in continuing professional
development.
A survey, as a quantitative research design, was used in this research to collect the data
from a sample of professional nurses working at two public hospitals in the Western Cape
Province. A random sampling technique was used to select one hundred professional
nurses from a population of professional nurses that was dispersed over a wide
geographical area. This design enabled the researcher to use a questionnaire in order to
obtain the information needed for this research from the participants. The researcher also
conducted semi-structured interviews, which constitutes a qualitative approach to research, with ten professional nurses. The reason for using both research approaches was
that the quantitative approach helped the researcher to measure the responses from the
professional nurses objectively while the qualitative approach enabled the researcher to
describe the professional nurses’ own experience of their CPD activities.
A questionnaire, as the data collection instrument, was informed by the literature review.
It enabled the researcher to obtain the information from the sample of professional
nurses. The data collected included the demographic information of the sample, the
nurses’ participation in formal education, non-formal education and in-service education
as well as the reasons for and the barriers to participating in these programmes and their
views about mandatory continuing professional development. The questionnaire was selfadministered
and anonymous. The data obtained from the questionnaires and interviews
was analysed with the use of the Statistica program and a hand calculator. The process of
triangulation was used in this research to assess the reliability and the validity of the
research process.
The findings of this research indicated that the professional nurses included in this
research are aware that they have a responsibility to continue their education beyond their
initial pre-service training. Although these nurses are therefore aware that they have to
continue learning and that they have a responsibility to pursue lifelong learning, and even
though there are a significant number of professional nurses who have already
participated in CPD activities there are also a significant number of professional nurses
who have not yet participated in the CPD activities. Financial and accommodation
constraints, family responsibility, lack of advanced notification and staff shortages have
been identified as the barriers to CPD participation.
The researcher has identified that the professional nurse is in need of CPD. The findings
have indicated that the nurses in the sample do not support mandatory continuing
professional development but have indicated that they will use all formal and non-formal
learning opportunities to improve their knowledge and skills. According to the literature review, various authors have stressed that the concept of adult
learning should be incorporated in the provisions of the CPD programmes for nurses,
including the criteria on which these programmes should be based. Teaching and learning
strategies are to be employed that would ensure that nurses have the skills to learn and
relearn as knowledge develops. This will enable nurses to develop the skills that are
necessary for lifelong learning. Innovative strategies also referred to as self-directed
approaches to learning, such as problem-based learning, group discussions or projects
and learning contracts that will promote the development of lifelong learning skills.
CPD activities in nursing include formal, non-formal and in-formal learning
opportunities. Based on the literature review and the findings, the researcher recommends
that all professional nurses be granted the opportunity to attend a formal course to help
them to obtain a post-basic nursing qualification and that all professional nurses further
be encouraged to attend the hospital’s in-service education programmes and workshops
provided by the professional nursing societies.
The findings indicated that the sample professional nurses believed it is the individual
professional nurse’s responsibility to identify and evaluate his or her own learning needs
and be accountable for ensuring that those needs are met. Failure on the part of
professional nurses to accept that the responsibility to learn continually is theirs could
result in the inadequate delivery of nursing care.
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Inkorporering van die omgewing in die wetenskapkurrikulum : ‘n gevallestudie met ‘n tros skole.Petersen, Neal Theo 03 1900 (has links)
Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006. / This study investigates the degree to which Physical Science teachers (grades 10-12) are ready for the implementation of the new curriculum (NCS) and to what degree they, as well as the grade 9 Natural Science teachers, are capable of incorporating environmental issues in the curriculum. Data was collected by means of questionnaires and semi-structured interviews.
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Guidelines for the development of an English learning programme for tourism workers in TaiwanDu Plessis, Joleen 12 1900 (has links)
Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.
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