Continuous professional development (CPD) is used to support the development and progression of professions. As nursing regulated by the South African Nursing Council (SANC), has no CPD system, the study’s aim was to describe critical care nurses opinions regarding CPD, their current participation in CPD programs and what they perceive as their potential barriers to CPD. It is envisaged that this study will provide information to consider in developing a CPD framework to support critical care nurses with life long learning. The research design was quantitative using a non experimental, descriptive survey approach, comprised of two phases using Lynne’s model (1986). Data results showed similarity with international literature: significant needs for knowledge and skills related to new technology, attitudinal improvement and professional networking with critical care nurses internally driven to participate in CPD programs and significant barriers to being lack of knowledge in how to access CPD events communication and a lack of communication.

The study was conducted at the largest public sector nursing college in the Gauteng province. The South African Nursing Council (SANC) regulation, R425 paragraph (f) stipulates that Biological Nursing Science (BNS) shall be included in the curriculum taught in the four-year diploma nursing programme, leading to registration as a professional nurse. BNS is an ancillary subject in the four year diploma programme in nursing. However, SANC does not stipulate that Biology should be a prerequisite for entry into the nursing programme. Biology as a school subject is neither a prerequisite nor a selection criterion for entry into the four year diploma nursing programme. Since the selection criteria have been widened for entry into nursing, the funders of nursing education seem to consider Biology even less important than before. Hence, the entry criteria are based on the matric score that the applicant achieves following the consideration of symbols obtained in different subjects. Poor performance in Biological Nursing Science (BNS) of students registered for the 4-year Diploma in Nursing is of grave concern to educators, students and funders of nursing education. A preview of nursing students’ summative results in BNS over a two year period showed a drop in the overall pass rate from 89% to 50%. It was hypothesised that prior biology knowledge or lack thereof might be a reason why BNS is difficult for first and second level nursing students; there is, however, no evidence to support this. Hence, it was intended to establish the factors that contribute to or are related to the performance of students in BNS in their first and second years of the four year diploma in nursing. The purpose of the study was to analyse the performance in BNS 1 and BNS 2 of student nurses at a public nursing college. In this study the sample comprised two groups of third and fourth year nursing students who have studied BNS 1 in their first year and BNS 2 in their second year of the programme (N=424); 312 (73.6%) agreed to participate; 175 were third year students and 137 fourth year students. A quantitative, survey research design was used. A retrospective record review and a questionnaire were used to collect data.. Students’ academic records were used to obtain BNS 1 and BNS 2 tests and summative examination results. Students’ admission records were used to obtain the socio-demographic data. A total of 364 records were reviewed and constituted the records sample (n=364). Data were entered onto an Excel spread sheet. Descriptive and inferential statistics were used to analyse the data and to present the results. Chi square (X²) was used to test for significant differences between study variables. The p-value was set at 0.05 level of significance. The study found that age is the only demographic variable that influences BNS performance; with the age range between 17 to 50 years, older students have lower mean scores in BNS than younger students. The results showed that for every 1 year increase in age, a 0.28% mark decrease in the BNS 2 main examination mark could be expected. The most popular subject choices in high school are Biology and Physics, however, only Physics was shown to have a significant positive influence on the performance of students in BNS examinations. Among the least chosen subjects are Business Studies and Business Economics which were also shown to have a positive effect on BNS performance. It may be concluded that the subjects Physics, Business studies and Business Economics enhance students’ performance in BNS. On the contrary Biology, was shown not to have an effect on the performance of students in BNS (p=0.15). Previous Biology knowledge did not significantly influence lecture attendance and students’ use of prescribed material but those who had studied Biology more than five years ago or not at all, were more inclined to use recommended material.

<p> Heart failure readmissions place a significant financial burden on the healthcare system. Stakeholders of this system have utilized many approaches to reduce the number and costs of heart failure readmissions, without significant improvement. The purpose of this practice improvement project was to determine whether education on the financial impact associated with readmissions improved a patient&rsquo;s measured quality of life, encouraged adherence to a therapeutic regimen, and thereby reduced readmission rates in Medicare and Medicaid patients diagnosed with heart failure. Theoretical support is derived from the theory of self-care of chronic illness, which recognizes the complex self-care processes a patient with chronic illness negotiates. The project used a quantitative methodology with a pre-test/post-test design. A convenience sample was enrolled of 10 Medicare and Medicaid patients who had recurrent heart failure readmissions. The Minnesota Living with Heart Failure Questionnaire (MLHFQ) was used to collect pre/ post-intervention data which was then analyzed by two-tailed paired t-test. There was no statistically significant difference from the intervention to determine any impact on the participant&rsquo;s measured quality of life (<i>p</i> = .953; &alpha; = .05). However, none of the participants were readmitted during the 30 day period of this project. The findings indicate heart failure patients acknowledge their financial constraints but quality of life is not as impacted by finances as anticipated. Polypharmacy and uncertainty with managing daily regimens during symptom exacerbation were the greatest concerns. It is recommended that heart failure patient education should be persistent and individualized to address the patient&rsquo;s unique needs. </p><p>

Luk Suet Ching (Weety). / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 100-114). / Questionaire also in Chinese. / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.ii / TABLES OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / CHAPTER / Chapter 1. --- INTRODUCTION / Chapter 2. --- LITERATURE REVIEW --- p.6 / The definition and characteristics of distance education --- p.6 / Five groups of distance education programme --- p.8 / The advantages of distance education --- p.10 / The two characteristics of distance education --- p.10 / The flexibility in study of distance education --- p.13 / Adult education --- p.15 / The disadvantages of distance education --- p.16 / Dropout rates --- p.16 / The cognitive style --- p.21 / Field-dependent/field-independent cognitive style --- p.22 / The body adjustment test --- p.23 / The rod and frame test (RFT) --- p.23 / The Group Embedded Figures Test and Embedded Figures Test --- p.24 / Field-dependence/field-independence and academic achievement --- p.26 / The characteristics of field-dependence/field-independence --- p.26 / Cognitive style and academic achievement --- p.28 / Learning approaches associated with field- dependence/field-independence --- p.31 / Instructional package --- p.31 / non-contiguous communication --- p.32 / Learning approaches associated with adult students --- p.34 / Intrinsic factors --- p.35 / The acquirement of field-dependent/field-independent cognitive style --- p.35 / Extrinsic factors (interest to be self-directed) --- p.36 / Motivation --- p.36 / Commitment --- p.37 / Learning approach associated with Asian students --- p.38 / Conclusion --- p.39 / Chapter 3 --- RESEARCH METHODOLOGY / Research questions --- p.41 / Hypothesis --- p.42 / Population and sample --- p.44 / Instruments --- p.45 / Cognitive style --- p.45 / Academic achievement --- p.49 / Data collection procedures --- p.49 / GEFT --- p.49 / Academic achievement --- p.50 / Pilot study --- p.51 / Data analysis --- p.52 / Level of measurement --- p.53 / Sample size --- p.54 / Normal distribution --- p.55 / Ethical considerations --- p.57 / Chapter 4. --- RESULTS / The first hypothesis --- p.59 / The field-dependent cognitive style (GEFT) and the academic achievement scores --- p.60 / The second hypothesis --- p.65 / The field-dependent cognitive style (GEFT) and the academic achievement scores --- p.66 / The third hypothesis --- p.71 / The GEFT scores --- p.72 / The fourth hypothesis --- p.75 / Summary --- p.79 / Chapter 5. --- DISCUSSION / Relationship between academic achievement and field- independence --- p.83 / To change the impersonal learning environment of distance education --- p.86 / Level of field-dependent cognitive style in students over time --- p.87 / LIMITATIONS --- p.89 / IMPLICATIONS --- p.94 / RECOMMENDATIONS --- p.95 / The impersonal style of study --- p.95 / Instructional package --- p.96 / Supporting services --- p.96 / Study groups --- p.97 / CONCLUSION --- p.98 / REFERENCES --- p.100 / APPENDICES --- p.115 / Chapter I. --- The cover letter / Chapter II. --- The instructions for the GEFT

Thesis (MCur (Nursing Science))--University of Pretoria, 2009. / Summary in English. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / "August 2001." Typescript. Vita. Includes bibliographical references (leaves 57-60). Also available on the Internet.

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

Thesis (Ph. D.)--University of Wisconsin--Madison, 2003. / Includes bibliographical references (leaves 156-182). Also available on the Internet.

Thesis (M.H.A.)--University of Michigan, 1961.

Thesis (Ed.D.)--Teachers College, Columbia University, 1967. / Typescript; issued also on microfilm. Sponsor: Margaret G. Tyson. Dissertation Committee: Margaret Lindsey. Includes bibliographical references (leaves [183]-191).