An increase in reports of undesirable professional behaviour in the nursing profession has prompted the question: How could the internalisation of skills, knowledge, values and beliefs be guided in student nurses to help them become effectively socialised as professional nurses? Using a sequential exploratory mixed-methods approach, the study addressed the above question. The researcher used focus-group interviews and field notes to explore and describe the perceptions of professional nurses and experiences of student nurses regarding the professional socialisation of students. The data generated from these findings were further used to determine and describe educators’ (N=128) perceptions on their teaching and facilitation of professional socialisation of students, using a self-administered questionnaire. The findings of both the qualitative and quantitative data were integrated to develop and validate guidelines to support educators and professional nurses in the professional socialisation of students. To establish rigour, the researcher applied measures of trustworthiness and performed validity and reliability tests. The qualitative data were analysed by utilising Tesch’s method of data analysis. The themes that emerged as influential in the professional socialisation of students were related to the professional nurse as role model, clinical supervisor, the educator, clinical learning environment, values and beliefs of the nursing profession and cultural and gender orientations. The quantitative data were analysed using descriptive and inferential statistics. Educators’ teaching and facilitation strategies revealed that the educator as a role model, the clinical environment, teaching approaches and cultural awareness were important social determinants in the professional socialisation of students. The qualitative and quantitative data were integrated to develop guidelines that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and clinical supervisor, the creation of a positive clinical learning environment, the educator as role model, the teaching and support of students, the work ethic of the professional nurse and educator, the students’ behaviour and cultural awareness. These guidelines propose recommendations for educators and professional nurses to support the professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)

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The aim of this study was to determine the role of the nurse educator in supporting pupil nurses. A quantitative, descriptive survey design was used with a questionnaire as data collection instrument. The sample included pupil nurses following the two year programme for enrolment as a nurse at one of the sub-campuses in Kwa-Zulu Natal. The results revealed that support was offered in the classroom and in the clinical field, though some of the pupil nurses were not happy with the clinical allocations. It was revealed that they were sometimes used as part of the workforce. There was a significant difference between means for the four aspects of support (classroom teaching, clinical teaching, assessment and motivation). The mean ranking for classroom and clinical teaching, were significantly higher than for assessment and motivation. Recommendations with reference to nursing education and further research regarding specific aspects of pupil nurse support were made. / Health Studies / M.A. (Health studies)

The aim of the study was to investigate motivation, job satisfaction and attitudes of nurses in the public health services of Botswana. The objective was to discover how nurses felt about a wide range of variables in their work environment and ultimately to distil them into what they conceived as the mainstay motivators, job satisfiers and positive attitudes. The non pariel (unrivalled, unique) role of the government in creating both the hardware and the software of national health services was acknowledged and recognised with a particular reference to the primacy it placed on developing the human resources in the form of nurses, in order to realize the goals of administering the public health services efficiently and effectively. It was noted that nurses were the change agents and the axis in promoting quality standards of healthcare but in partnership with the government, which must be seen to be responsive and proactive in discharging its fiduciary responsibilities, in respect of both the content and the context of nurses’ occupational ambience. For the purposes of constructing a database from which both the government and the nurses can draw, the most salient thematic details of the theories of motivation, job satisfaction and attitudes were studied and examined and were used as a scaffolding for the empirical survey of nurses. Nine hundred questionnaires were distributed to both registered and enrolled nurses with a minimum of two years work experience in the public health sector and 702 of these were returned constituting a return rate of 78%. The findings indicated that a majority of nurses enjoyed job satisfaction in certain areas of their work namely autonomy, participating in decision-making, choice of type of nursing, change of wards or departments or work units, interpersonal relationships amongst nurses themselves and between nurses and their supervisors. Nurses also perceived the hospital as an environment in which they could continually learn and they were moreover satisfied with the nursing job or the work itself. The other end of the spectrum revealed an overwhelming majority of 92.2% of nurses who were dissatisfied with the level of pay and 88.5% who were not happy with the fringe benefits including the provision of accommodation. Working conditions were viewed as generally disliked by 67.3% of the nurses. Low pay, workload, lack of viii recognition for outstanding performance and or delayed promotional chances were singled out as being particularly disliked by 67.2%, 64.9%, 42.6% and 44.4% of the nurses respectively. Interviews held with 31 nurses yielded similar results. The research further showed that the most important motivators to nurses were dominated by competitive salary which was mentioned by 80.9% of the respondents, attractive or sufficient working conditions which were stated by 71.2% of the nurses, opportunity for continuous education which was rated by 63.8% of the nursing candidates, reduced workload which was claimed by 59.3% of the nursing cadres, opportunity for the recognition of outstanding performance and opportunity for promotion which were scored by 54.1% and 53.4% of the nurse respectively. Job satisfiers were also represented by competitive salary which received 76.1% of the nurses’ votes. Risk allowance occupied the second position with 69.1% and competitive working conditions were awarded a third ranking by 68.2% of the nurses. Those nurses who derived job satisfaction from the fact of each nursing shift being manned by an adequate number of nurses accounted for 63.1% of the sample. Competitive fringe benefits attracted 60.1% of the nurses. Opportunity to attend workshops and the need for high morale in nursing team-work were chosen as job satisfiers by 53.7% and 49.6% of the nurses respectively. In the section on recommendations the government was exhorted to invoke corrective or remedial measures in view of the detailed exegesis of the satisfactions and dissatisfactions in the nurses’ work environment and the ensuing problematique (doubtful, questionable) of raising the standards of health care in the public health services. Living up to these sanguine expectations should be the cherished longterm vision of the government if it is to meet and quench the soaring aspirations of its modernizing society for quality health care delivery and the escalating needs of the nurses. / Public Administration / D.P.A.

The overall purpose of this study was to explore and describe the factors that affect theory-practice integration of student nurses at a selected campus of a nursing college in the Limpopo Province. Quantitative, descriptive, explorative and cross-sectional designs were used to accomplish the objectives of the study. Data collection was done using structured questionnaires with a few open-ended questions. The respondents were student nurses (n=106) and nurse educators (n=9). The findings revealed that failure of biological and natural sciences subjects, the use of traditional teaching strategies, inadequate use of simulation laboratory, inadequate clinical supervision, a shortage of resources, nature of the assessment process, extent of interest in the subject (s) taught, inability to draw clinical experiences during theoretical teaching, overpopulation of student nurses in the clinical area, negative attitude of ward staff and differences between the simulated skills and the actual clinical procedures in the ward affect theory-practice integration. / M.A. (Health Studies) / Health Studies

Lietuvoje išimtinai kūdikius iki 6 mėn. žindo tik 25, 7 proc. motinų, o 14 proc. jau nuo 1 gyvenimo mėnesio davė arbatos. Tyrimais yra nustatyta, kad žindymo ir laktacijos valdymo mokymas nėštumo metu, gali prailginti išimtinio žindymo trukmę.Tikslas – nustatyti nėščiųjų mokymo apie žindymo ir laktacijos valdymą įtaką išimtinio žindymo(IŽ) paplitimui, papildomo maitinimo(PM) įvedimo pradžiai bei įvertinti motinų žinias ir pastangas, siekiant spręsti su žindymu susijusias problemas.Uždaviniai: 1. Įvertinti nėščiųjų mokymo apie žindymą įtaką IŽ paplitimui ir trukmei; 2.Įvertinti nėščiųjų mokymo apie žindymą įtaką PM įvedimo pradžiai; 3.Įvertinti išklausiusių ir neišklausiusių mokymo apie žindymą motinų žinias ir pastangas siekiant spręsti su žindymu susijusias problemas; 4. Išsiaiškinti motinų nuostatas apie žindymo trukmę ir veiksnius, galinčius ją įtakoti; 5. Nustatyti motinų požiūrį į personalo pagalbą pradedant žindyti.Tyrimo metodas. Tyrimas buvo atliktas VU Sporto medicinos, reabilitacijos ir slaugos instituto ir RMC bazėje 2006-2008 metais. Naudojant anoniminę anketą-klausimyną buvo apklaustos 50 moterų, auginančios 6-18 mėn. amžiaus vaikus ir išklausiusios prenatalinį žindymo ir laktacijos valdymo pagrindų kursą (poveikio grupė(PG)), ir 50 moterų (kontrolinė grupė(KG)), auginančių tokio paties amžiaus vaikus ir neišklausiusios tokio kurso. Klausimyno pirmoje dalyje buvo siekiama išsiaiškinti moterų žindymo ir papildomo maisto įvedimo praktiką, nuostatas apie sėkmingo... [toliau žr. visą tekstą] / In Lithuania only 25.7% of babies are exclusively breastfed (BF) up to 6 months. Evidence has proved that prenatal teaching on BF and lactation management(LM) can prolong exclusive BF. Objective: to determine the influence of prenatal BF training over the rates of exclusive BF and the initiation of complementary feeding(CF) and to assess the mothers‘ knowledge and efforts in solving BF-related problems. Tasks: 1.Assess the influence of prenatal BF training over the rates and length of exclusive BF. 2. Assess the influence of prenatal BF training over the initiation of CF. 3. Assess the knowledge and efforts in solving BF-related problems by mothers who have undergone and who haven‘t undergone prenatal BF training. 4. Determine mothers‘ attitudes toward the length of BF and the factors influencing this length. 5. Determine mothers’ attitudes toward the personnel’s assistance at the initiation of BF. Methods: The investigation was carried out at the IRSMN at the MF of VU and the NNC in 2006 – 2008. The survey included 50 women raising children aged 6–18 months, having completed a prenatal BF and LM course (“intervention group” IG) and 50 - raising children of the same age but having not completed such course (“control group” CG). The first part of the anonymous questionnaire was aimed at determining the practices of BF and initiating CF, the successful BF factors, the assessment of assistance in BF and trust in nurses in solving BF-related problems; the second - a test aimed at... [to full text]

The purpose of the study was to explore and describe the perceptions of the pupil nurses at their second year level towards clinical support at the private hospital in the Limpopo Province. Qualitative approach including exploratory, descriptive and contextual study design was followed. The target population for this study included pupil nurses at their second year level (n=20) following a two year programme leading to enrolment as a nurse from a private nursing education institution in the Limpopo Province. Data was collected utilizing written narratives, and focus group interviews. Field notes and audio tape were used to capture data. Data saturation was reached on twelve participants. Data were thematically analysed using Tesch’s method of open coding. The results revealed lack of clinical support. Lack of clinical support was attributed to inadequate educators for accompaniment, registered nurses’ uncaring attitude and not fulfilling their mentorship role, and pressure on pupil nurses to meet the high clinical demands. Pupil nurses were found not to be assuming full responsibilities over their practical learning. Therefore, it is mandatory as nurse educators, managers and researchers to take note of the gaps identified and intervene utilising recommendations provided to enhance clinical support. / Health Studies / M.A. (Nursing Science)

Background: The Continuing Professional Development (CPD) Framework established by the South African Nursing Council (SANC) states that organisations have a responsibility to create enabling environments in which the development of nurses can take place. Aim: The aim of this study is to assess the CPD of nurses at a public hospital in KwaZulu-Natal. Method: A quantitative descriptive design was followed. Convenience sampling yielded a sample of 166 nurses consisting of the registered nurse (63.2%) and enrolled nurse categories (36.8%). Data collection was done using a self-designed questionnaire. Statistical analysis was done using the Statistical Analysis System (SAS) Version 9.4 programme. Results: The findings revealed that CPD was ranked the least important area in terms of management priorities. Key barriers to development included staff shortages, lack of funding, poor resources and competing personal responsibilities. The study found that CPD had positive outcomes for nursing practice. / Health Studies / M.A. (Nursing Science)

Using the right method of evaluation for clinical competence in nursing education plays a major role in obtaining appropriate results and making correct judgements. Nurse educators favour the Objective Structured Clinical Assessment (OSCA) for this purpose. The objective of this study was two-fold; firstly to explore and describe the experiences of nurse educators and student nurses of the OSCA within a private nursing college in Gauteng. The second objective was to develop implementation guidelines for the use of the OSCA as an assessment method. A qualitative, exploratory, descriptive, and contextual design was used and employed individual in-depth interviews, as well as field and direct observations to collect data. A purposive sampling method was used to select participants for the study and the sample comprised of ten nurse educators and ten student nurses to represent the population. Data were analysed thematically and resulted in seven themes and eighteen categories relating to nurse educators’ and student nurses’ experiences of the OSCA. Nurse educators had a predominantly negative view of the OSCA as an assessment method related to the ability of the OSCA to assess all learning assessment method related to the ability of the OSCA to assess all learning domains, the quality, structure, and organisation of the assessment, the simulated nature of OSCA, the availability of resources, as well as the feedback, communication and remedial action during the process. Challenges were experienced with the assessment tools as well as the educator as instrument. Educators raised a concern regarding the students’ readiness for evaluation. Student nurses related their experiences prior to the OSCA, their experiences of the educator, the structure and organisation of the OSCA, and their experience related to the communication and feedback of the results. Students related mixed emotional experiences as recipients of the assessment, as well as the relevance and benefits of the OSCA / Health Studies / M.A. (Nursing Education)

The aim of this study was to determine the role of the nurse educator in supporting pupil nurses. A quantitative, descriptive survey design was used with a questionnaire as data collection instrument. The sample included pupil nurses following the two year programme for enrolment as a nurse at one of the sub-campuses in Kwa-Zulu Natal. The results revealed that support was offered in the classroom and in the clinical field, though some of the pupil nurses were not happy with the clinical allocations. It was revealed that they were sometimes used as part of the workforce. There was a significant difference between means for the four aspects of support (classroom teaching, clinical teaching, assessment and motivation). The mean ranking for classroom and clinical teaching, were significantly higher than for assessment and motivation. Recommendations with reference to nursing education and further research regarding specific aspects of pupil nurse support were made. / Health Studies / M.A. (Health studies)