Die doel van die studie was om vas te stel hoe die verpleegkundedosent die begeleiding van verpleegstudente in die praktyk ervaar. In die verlede was begeleiding van verpleegstudente met praktika in gesondheidsorginstansies deur ʼn professionele verpleegkundige gedoen wat deel was van die personeel se verantwoordelikhede. Die verpleegstudente doen hul teoretiese kennis op by ʼn tersiêre instansie en verkry hul praktiese kennis by ʼn geakkrediteerde gesondheidsorginstansie soos vereis deur die Suid-Afrikaanse Raad op Verpleging (SARV). Een van die take van ‘n verpleegkundedosent van die privaat opleidingskool is om die kliniese begeleiding van verpleegstudente in geakkrediteerde instellings te doen. Omdat verpleging ʼn beroep is waar vaardighede belangrik is, is praktiese inoefening van prosedures en evaluering van die verpleegstudente se vaardigheid daarin noodsaaklik. Die verpleegstudente is heeltyd besig met die pasiënte in die vorm van prosedures waarby die teorie wat in die opleidingskool verkry was, gekorreleer moet word met die prosedure om die hele prentjie te vorm. Dit is dus nodig dat begeleiding van die verpleegstudente gedoen moet word om vaardigheid en toepassing van kennis te verseker. Die navorser het ʼn kwalitatiewe, ondersoekende, beskrywende en kontekstuele studie gedoen waarvan die populasie die geregistreerde dosente van verskeie provinsiale en privaatverpleegskole in die Klein-Karoo en Suid-kaapdistrikte was. Die navorser het gebruik gemaak van ʼn nie-waarskynlike steekproef. Inligtingryke data was ingesamel deur semi-gestruktureerde onderhoude wat aangevul was met veldnotas soos verkry tydens onderhoude. Data-ontleding was reeds begin met data-insameling en Tesch se inhoudsontleding was gebruik om ʼn mening te vorm. ‘n Literatuurkontrole was gedoen om te bepaal wat vorige navorsing oor begeleiding bevind en aanbeveel het. Lincoln en Guba se model was gebruik vir betroubaarheidsversekering volgens die kriteria wat hulle aanbeveel het, naamlik geloofwaardigheid, oordraagbaarheid, betroubaarheid en bevestigbaarheid. Uit die data-ontleding het vier belangrike temas en subtemas te voorskyn gekom. Die temas was dat die verpleegkundedosente aspekte van die begeleiding van verpleegstudente in die gesondheidsorginstansie as positief en ook as negatief beleef. Die wyse waarop die gesondheidsorginstansies bestuur word, het die begeleiding beïnvloed en daar was riglyne voorgestel wat die kliniese personeel en dosente kan rig wanneer hulle betrokke raak by die begeleiding van verpleegstudente. Die begeleiding van verpleegstudente deur verpleegkundedosente, kliniese dosente en die gesondheidsorginstansie se opgeleide personeel, is ʼn belangrike deel van verpleegopleiding en bepaal uiteindelik die kwaliteit van die pasiëntsorg wat verskaf word deur die verpleegkundiges. Die navorser het riglyne daar gestel om die begeleiding van vepleegstudente te rig. Die riglyne moet nou geïmplementeer en getoets word binne die konteks van die bepaalde verpleegskole en dan weer geëvalueer word. Beperkings wat ondervind was in die studie was dat die steekproef ʼn klein groepie verpleegkundedosente op die platteland was, wat veralgemening bemoeilik, veral in die stedelike konteks. Die begeleiding van die verpleegstudente is gedoen met die ingeskrewe verpleegstudente (Die Suid-Afrikaanse Raad op Verpleging Regulasies, Regulasie 2176 en 2175 van 19 November 1993), naamlik die kategorie met die minste status en verantwoordelikheid onder verpleegstudente. Veralgemening na alle kategorieë, veral verpleegstudente besig met professionele verpleegprogramme, mag dus nie sinvol wees nie.

The purpose of the study was to explore the perceptions of professional nurses on student mentorship. A qualitative, explorative, hermeneutic phenomenological research was conducted to determine the meaning of mentoring as perceived by professional nurses and to identify the successes and challenges encountered by professional nurses with regard to student mentorship during clinical practice. A face-to-face semi-structured interviews were done to collect data from operational managers (n=16) who were managing all unit activities, student mentoring included. Each interview lasted for ± 45 minutes. A hermeneutic data analysis (hermeneutic circle) was followed for data analysis. Four (4) themes and 15 sub-themes emerged from data collected from operational managers. The findings revealed that mentoring was perceived as a valuable phenomenon to apply in the preparation of student nurses for future professional role. In the process of mentoring, the caring attitude is revealed. Factors found to drive mentoring process successful was amongst other commitment, interest and partnership which guarantee the mutual efforts to the process. Though it is beneficial to mentor, mentee and the organisation as according to findings, challenges were also seen impacting on this process limiting its intentions / Health Studies / M.A. (Health Studies)

Thesis (MCur (Nursing Science))--University of Stellenbosch, 2008. / ENGLISH ABSTRACT: Clinical teaching and training is undertaken to correlate theory and practice (Mellish et al., 1998:211). Clinical teaching is the means by which student nurses learn to apply the theory of nursing in a clinical situation so that an integration of theoretical knowledge and practical skills in the clinical situation becomes the art and science of nursing. (Mellish et al., 1998:207). The role of the lecturer/facilitator is to bridge the theory-practice gap between nursing education and practice. Since the merger of the nursing colleges in the Eastern Cape Province (South Africa) and the abolishment of the clinical department in the hospital it became essential to evaluate the clinical facilitation needs of students and tutors. For the purpose of this study the researcher evaluated the clinical facilitation, with the focus area being on the clinical needs and problems of nursing tutors and nursing students at a nursing college in the Eastern Cape Province. The objectives of this study were to determine the following: the clinical facilitation needs of student nurses of the Nursing College, clinical facilitation needs of tutors of the Nursing College, clinical facilitation related problems facing student nurses and tutors in the Nursing College and associations between the clinical facilitation of the campuses of the Nursing College. The following research question was evaluated: What are the needs and problems of nursing students and tutors in clinical facilitation at the Lilitha Nursing College? The research methodology was a descriptive exploratory design with a quantitative approach. The population for this study was the fourth-year nursing students, and all tutors of the nursing college. A convenient sample was drawn. All students available at the time of data collection were included in the study. A structured questionnaire was used to collect the data. The final sample of students was N =100 (45%) of a total population of 222 students. The final sample of tutors was N=35 (36%) of a population of 97. Reliability and validity were assured by means of a pilot study and the use of experts in nursing education, research methodology and statistics. Data were collected personally by the researcher. Ethical approval was obtained from Stellenbosch University, Department of Health ECP, and Head of the Nursing College and Principals of the campuses. Informed written consent was obtained from the participants. Statistical associations with reference to clinical facilitation between the various campuses of the nursing college were determined using the Chi-square tests. The results of this study are presented in percentages, tables and histograms. On completion of the study the following recommendations were made: standardization of policies and procedures; preplanning and publishing of clinical placement dates; manuals, rules, student needs and outcomes be available before clinical placement; improvement of communication between clinical staff, facilitators and students; improvement of infrastructure, equipment and materials.

The purpose of the study was to explore the perceptions of professional nurses on student mentorship. A qualitative, explorative, hermeneutic phenomenological research was conducted to determine the meaning of mentoring as perceived by professional nurses and to identify the successes and challenges encountered by professional nurses with regard to student mentorship during clinical practice. A face-to-face semi-structured interviews were done to collect data from operational managers (n=16) who were managing all unit activities, student mentoring included. Each interview lasted for ± 45 minutes. A hermeneutic data analysis (hermeneutic circle) was followed for data analysis. Four (4) themes and 15 sub-themes emerged from data collected from operational managers. The findings revealed that mentoring was perceived as a valuable phenomenon to apply in the preparation of student nurses for future professional role. In the process of mentoring, the caring attitude is revealed. Factors found to drive mentoring process successful was amongst other commitment, interest and partnership which guarantee the mutual efforts to the process. Though it is beneficial to mentor, mentee and the organisation as according to findings, challenges were also seen impacting on this process limiting its intentions / Health Studies / M.A. (Health Studies)