Magister Curationis - MCur / Information and Communication Technologies (ICT) are for information storage, retrieval, display and transmission through electronic means in our day-to-day life. The use of technology in education has made both learners and educators to achieve new possibilities because life is made easy for them due to its inherent advantages which range from support of conventional classroom work, design, development of learning materials to accessing virtual libraries. Harnessing these benefits places a great deal of demand on nurse educators to improve the teaching-learning experience of learners. However, the major players, especially the nurse educators in Nigeria, have not been properly investigated to find out if they use technology in teaching, and if they do, what types they use. The study aimed to explore and describe the nurse educators‟ use of Information and Communication Technologies in teaching and learning in nursing schools in Edo State, Nigeria. It focused on the type of Information and Communication Technologies used by nurse educators, how they use them, and the challenges they face, if any, in the use of technologies with a view to suggesting ways of overcoming the identified challenges. An exploratory descriptive quantitative research design with the use of self-administered questionnaires was adopted. The population was all the 36 nurse educators in the three universities that offer the Bachelor in Nursing Science programmes in Edo State. Validity and reliability of the study questions were ensured and a pilot study was done to ensure internal consistency by measurement with the Cronbach‟s alpha consistency measure that yielded 0.85. Descriptive analysis was employed with the aid of frequencies, tables and graphs. Findings of the study indicate that the nurse educators use technology for teaching and learning. They all use the laptop 34(100%); desktop computer iii accounts for 33(97.1%). The respondents use these technologies in conjunction with word processing and spreadsheet for direct classroom teaching, preparation of lectures and students‟ results as well as classroom facilitation. Twenty-five (25) respondents (73.5%) use the mobile technologies such as cell phones and emails to send and receive messages from students. Thirty (30) respondents (88.2%) store information as well as browse the Internet. The use of these applications is quite high, unlike video transmission to receive recorded lectures from out-stations which amounted to 7(20.6%) and video conferencing to dialogue with nursing experts 6(17.6%). The CD ROMS are used for direct classroom teaching, storage of course materials and for rehearsal and revision purposes by less than 50% of the respondents each. The respondents identified erratic power supply, unstable connectivity and inadequate ICT facilities as some of the major challenges they encounter. In conclusion, the study recommends among other things that the various departmental and personal offices of the lecturers be equipped with modern technology facilities. The university management is urged to explore other alternative power supply like solar energy. Furthermore, all the role players are urged to play their part effectively to make ICT for teaching and learning beneficial and effective.

This quantitative, retrospective, multivariate, non-experimental study examined the first-time performance of 2,673 academic nurse educators who took the CNE examination between September 28, 2005 and September 30, 2011. Post-positivism and Abbott's system of the professions theory served as the philosophical and theoretical underpinnings of this original research which attempted to determine if a relationship existed between educational preparation or years of full-time faculty employment (independent variables) and first-time pass/fail performance on the CNE examination and in each of content areas (dependent variables). The Chi-square test of independence revealed the lack of a statistically significant relationship between educational preparation and first-time pass/fail performance on the CNE examination. Independent t-tests revealed a statistically significant relationship between Option B study participants and content area three (use assessment and evaluation strategies), (t[2,671] = -2.20, p = .03); four (participate in curriculum design and evaluation of program outcomes), (t[2,671] = -2.06, p = .04); and six (engage in scholarship, service, and leadership), (t[2,671] = -2.34, p = .02). Binary logistic regression revealed that a one year increase in full-time employment resulted in a 1.05 times greater likelihood of passing the CNE examination (OR = 1.05; 95% CI 1.03, 1.06; p = .00). Last, simple linear regression revealed that years of full-time faculty employment contributed to 3.2% of the variability within content area four, 2.8% within content area six, and 2.1% within content area three. The results of this study provide insight about faculty development and mentoring needs, present evidence to policy makers and nursing education leaders, and offer guidance to curricula developers.

Purpose: The purpose of this study was to develop a visual concept map that could assist nurse educators in explaining the concept ‘nursing’ so that students have a similar understanding, meaning and interpretation thereof. Methodology: An exploratory and descriptive qualitative study was conducted to develop a visual conceptual map that can help in the common understanding and interpretation of the concept ‘nursing’. Research approach: A qualitative research approach was used. The research approach consisted of four phases: Phase 1: A self-designed online questionnaire was used to obtain information from the nurses, registered with South African Nursing Council (SANC) and members of Democratic Nursing Organisation of South Africa (DENOSA), about their interpretation of the meaning of ‘nursing’. Phase 2 included the integrative review that was used to obtain in-depth meaning of the concept ‘nursing’ from relevant literature and documentation. Phase 3: The two sets of analysed data from Phase 1 and Phase 2 were combined and used to develop the visual conceptual map. Phase 4: The developed visual concept map was validated by the nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, in order to provide a validated visual concept map based on their expertise in Africa. The outcome of the study: A validated visual concept map, agreed upon by nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, based on their expertise in Africa, is available and may be of great benefit for nurse educators in teaching the meaning of the concept of nursing to student nurses in their institutions. As a teaching tool, this concept map might assist educators in explaining the meaning and interpretation of the concept ‘nursing’. / Health Studies / Ph. D. (Nursing)

The purpose of this study was to establish if, and to what extent, management of nursing colleges enhanced personnel development with regard to the professional and personal development of nurse educators and clinical preceptors. From the literature survey, it was concluded that an effective personnel development programme that included all nursing personnel involved in the education and training of student nurses, was imperative for the rendering of continuous quality nursing education. The importance of co-operation between management of nursing colleges and nursing management of clinical facilities regarding the development of personnel involved in the education and training of student nurses, was emphasised. A programme for personnel development in nursing colleges was developed. The programme included suggestions for the educational development of both nurse educators and clinical preceptors/ registered nurses involved in the education and training of student nurses. It was suggested that nursing colleges should initiate the programme. Research consisted of an in-depth literature review about the management of personnel development in the educational milieu and a survey with regard to the management of the development of personnel involved in the education and training of student nurses. Principals of nursing schools, nursing educators, nursing directors of health services and clinical preceptors in clinical settings formed the population for the study. The theoretical framework used in this research with regard to personnel development in nursing schools, was Donabedian's theory on structural, process and outcomes standards as applied to quality improvement, as well as Alspach's theoretical foundation of nursing staff development. The focus of this study was to use data generated through research to develop a personnel development programme for all registered nurses involved in the education and training of student nurses. The most important conclusions of this research were as follows:  Personnel development was provided for nurse educators and clinical preceptors/ registered nurses involved in the education and training of student nurses in the clinical setting, but it did not necessarily meet the personal and professional developmental needs of these professionals.  The specific developmental needs of nurse educators and clinical preceptors/ registered nurses were related to educational skills, higher cognitive skill and skills related to research.  Available resources at nursing colleges did not facilitate and support the development of nurse educators and clinical preceptors involved in the education and training of student nurses. The main conclusion was that the establishment of a Department of Personnel Development at nursing colleges could provide for the educational needs of both nurse educators and clinical preceptors/ registered nurses, would benefit the personal and professional development of all learners involved and, ulitmately, would enhance the quality of patient care rendered by student nurses. / Advanced Nursing Sciences / D.Litt. et Phil. (Advanced Nursing Sciences)

Recognition of prior learning, better known as RPL, was introduced to training institutions in South Africa after the fall of Apartheid. The objective of RPL was to redress inequalities brought about by Apartheid when disadvantaged groups had less access to training opportunities. RPL was introduced with a combination of associated training and education initiatives such as the National Qualification Framework and the South African Qualifications Authority, all directed for a similar purpose. The South African Nursing Council agreed with the principles of RPL and published a policy document aimed to guide nurse educators to enhance RPL implementation in South African nursing education institutions. Despite the support from accessible legislative and regulatory documentation, RPL is implemented insufficiently in nursing education institutions. The lack of RPL implementation was also identified by the researcher in the Limpopo College of Nursing. This College of Nursing can be described as a symbol of post-Apartheid re-integration whereby nursing colleges centralised into one administrative management office with campuses, satellite campuses and over 120 nurse educators. The research question asked was what are nurse educators’ perceptions of the implementation of RPL in nursing colleges in Limpopo Province? The aim was to support nurse educators to enhance the implementation of RPL in nursing colleges in Limpopo Province. A qualitative, phenomenological, explorative, descriptive and contextual research design was followed. Seven (n=7) individual, in-depth, unstructured interviews were conducted with nurse educators employed at the X Campus and Y Satellite Campus of the Limpopo College of Nursing. Transcribed interviews were analysed and resulted in three main themes and nine sub-themes. Firstly, the participants voiced their agreement that RPL should be implemented and identified specific benefits and challenges thereof. Secondly, there should be a RPL assessment package that should be open and transparent, be able to assess academic performance against college standards and should minimise inequalities. The third main theme was the need for enhanced awareness of RPL implementation in nursing colleges. Nurse educators lack knowledge about RPL and should therefore be more awareness thereof. In addition RPL should be promoted as a beneficial mechanism to the learning process. These results were discussed with a literature integration and in the majority of results literature confirmed these findings. Conclusion statements were formulated from the research results and served as the basis for the formulation of recommendations to support nurse educators with the implementation of RPL in nursing colleges in Limpopo Province. The recommendations were directed to firstly the policy makers in nursing education; secondly to the nursing education institutions and thirdly to the nurse educators. Areas for further research were listed. Strategies to enhance trustworthiness and the adherence of ethical considerations were supported throughout this study. / MCur, North-West University, Potchefstroom Campus, 2014

The aim of nursing practice is to provide evidence-based care that ensures quality outcomes for patients, families, healthcare providers and the health care system. This may only occur with increased exposure to nursing research. Nursing education institutions should therefore ensure that students are prepared to provide evidence-based care by participating in and conducting research. The purpose of the study is to explore and describe the challenges faced by nurse educators in teaching research methodology and supervising undergraduate nursing students at a university in order to make recommendations to support nurse educators in teaching research and supervising research projects. Qualitative, explorative, contextual and descriptive research was conducted to explore and describe the challenges experienced by nurse educators. Data were collected through a focus group discussion. Nine nurse educators participated in the research study. Participants acknowledged that they faced challenges in teaching research methodology and supervising research projects. The challenges described pertained to human resources; research experience, competencies and guidelines; physical resources; and a lack of support from their institution’s management. Based on the challenges, recommendations were made to address the lack of specific competencies, research guidelines, student/educator ratios, physical resources and technology issues / Health Studies / M.A. (Health Studies)

Recognition of prior learning, better known as RPL, was introduced to training institutions in South Africa after the fall of Apartheid. The objective of RPL was to redress inequalities brought about by Apartheid when disadvantaged groups had less access to training opportunities. RPL was introduced with a combination of associated training and education initiatives such as the National Qualification Framework and the South African Qualifications Authority, all directed for a similar purpose. The South African Nursing Council agreed with the principles of RPL and published a policy document aimed to guide nurse educators to enhance RPL implementation in South African nursing education institutions. Despite the support from accessible legislative and regulatory documentation, RPL is implemented insufficiently in nursing education institutions. The lack of RPL implementation was also identified by the researcher in the Limpopo College of Nursing. This College of Nursing can be described as a symbol of post-Apartheid re-integration whereby nursing colleges centralised into one administrative management office with campuses, satellite campuses and over 120 nurse educators. The research question asked was what are nurse educators’ perceptions of the implementation of RPL in nursing colleges in Limpopo Province? The aim was to support nurse educators to enhance the implementation of RPL in nursing colleges in Limpopo Province. A qualitative, phenomenological, explorative, descriptive and contextual research design was followed. Seven (n=7) individual, in-depth, unstructured interviews were conducted with nurse educators employed at the X Campus and Y Satellite Campus of the Limpopo College of Nursing. Transcribed interviews were analysed and resulted in three main themes and nine sub-themes. Firstly, the participants voiced their agreement that RPL should be implemented and identified specific benefits and challenges thereof. Secondly, there should be a RPL assessment package that should be open and transparent, be able to assess academic performance against college standards and should minimise inequalities. The third main theme was the need for enhanced awareness of RPL implementation in nursing colleges. Nurse educators lack knowledge about RPL and should therefore be more awareness thereof. In addition RPL should be promoted as a beneficial mechanism to the learning process. These results were discussed with a literature integration and in the majority of results literature confirmed these findings. Conclusion statements were formulated from the research results and served as the basis for the formulation of recommendations to support nurse educators with the implementation of RPL in nursing colleges in Limpopo Province. The recommendations were directed to firstly the policy makers in nursing education; secondly to the nursing education institutions and thirdly to the nurse educators. Areas for further research were listed. Strategies to enhance trustworthiness and the adherence of ethical considerations were supported throughout this study. / MCur, North-West University, Potchefstroom Campus, 2014

The purpose of this study was to establish if, and to what extent, management of nursing colleges enhanced personnel development with regard to the professional and personal development of nurse educators and clinical preceptors. From the literature survey, it was concluded that an effective personnel development programme that included all nursing personnel involved in the education and training of student nurses, was imperative for the rendering of continuous quality nursing education. The importance of co-operation between management of nursing colleges and nursing management of clinical facilities regarding the development of personnel involved in the education and training of student nurses, was emphasised. A programme for personnel development in nursing colleges was developed. The programme included suggestions for the educational development of both nurse educators and clinical preceptors/ registered nurses involved in the education and training of student nurses. It was suggested that nursing colleges should initiate the programme. Research consisted of an in-depth literature review about the management of personnel development in the educational milieu and a survey with regard to the management of the development of personnel involved in the education and training of student nurses. Principals of nursing schools, nursing educators, nursing directors of health services and clinical preceptors in clinical settings formed the population for the study. The theoretical framework used in this research with regard to personnel development in nursing schools, was Donabedian's theory on structural, process and outcomes standards as applied to quality improvement, as well as Alspach's theoretical foundation of nursing staff development. The focus of this study was to use data generated through research to develop a personnel development programme for all registered nurses involved in the education and training of student nurses. The most important conclusions of this research were as follows:  Personnel development was provided for nurse educators and clinical preceptors/ registered nurses involved in the education and training of student nurses in the clinical setting, but it did not necessarily meet the personal and professional developmental needs of these professionals.  The specific developmental needs of nurse educators and clinical preceptors/ registered nurses were related to educational skills, higher cognitive skill and skills related to research.  Available resources at nursing colleges did not facilitate and support the development of nurse educators and clinical preceptors involved in the education and training of student nurses. The main conclusion was that the establishment of a Department of Personnel Development at nursing colleges could provide for the educational needs of both nurse educators and clinical preceptors/ registered nurses, would benefit the personal and professional development of all learners involved and, ulitmately, would enhance the quality of patient care rendered by student nurses. / Advanced Nursing Sciences / D.Litt. et Phil. (Advanced Nursing Sciences)

The purpose of this exploratory study was to measure the cultural competence of nurse educators in accredited baccalaureate (BSN) nursing programs in Tennessee (TN) and investigate the relationship, if any, between nurse educators' cultural competence and the percentage of minority nursing students recruited into and graduated from these schools in the previous 5 years. With the rapid rise of the minority population in the United States, more minority healthcare providers, including nurses, are needed to provide culturally congruent care in underserved communities. Literature has implied that nurse educators' lack of cultural competence and sensitivity regarding minority nursing students' educational needs could be a contributing factor to minority nurses' underrepresentation. Nurse educators in 9 accredited colleges of nursing in TN completed the "Cultural Diversity Questionnaire for Nurse Educators." Some of the participating schools and the American Association of Colleges of Nursing Research Data Center provided the percentage of students recruited and graduated in each school by ethnicity. The findings revealed that the majority of respondents were at least moderately culturally competent. There was no correlation between Tennessee schools' mean cultural competence scores and their percentages of minority students recruited into BSN programs in the past 5 years. But there was a significant statistical correlation between Tennessee schools' mean cultural competence scores and their percentages of minority students graduated from BSN programs in the past 5 years (p = .015). There was a statistically significant difference between the mean cultural competence score of respondents who had lived in a culture different from the United States and those who had not (p = .01). There was also a statistically significant difference between the mean cultural competence score of respondents who had attended multicultural education seminars in the past 5 years and those who had not (p = .0005). The researcher recommended that nursing faculty engage in activities that would increase their cultural competence, enabling them assist students from diverse cultural backgrounds stay in school and graduate.

No description available.