This qualitative study explores the facilitators, barriers, benefits, and limitations of the mentoring relationship between recently graduated nurse mentees and their mentors. These nurses participated in a seven-week New Nurse Internship Mentoring Program in an urban hospital. The study sample consisted of twenty inexperienced and nineteen experienced registered nurses who represented diverse racial, cultural, and clinical nursing specialties. Focus group and open-ended personal interviews were used to gather data. Findings were reported by open coding, domain and thematic analyses. Major findings of the study were related to four research questions accompanied by important information regarding the mentoring experience in general. Four research questions which guided the study included: (1) What are the facilitators of the mentoring relationship? (2) What are the barriers to the mentoring relationship? (3) What are the benefits of the mentoring relationship? and (4) What are the limitations of the mentoring relationship? Findings suggested the relationships were viewed as good to excellent. The transition from student nurse to graduate nurse was seen as both difficult and smooth. Mentoring was defined in relation to mentor characteristics. positive mentor traits were identified as patient, supportive and knowledgeable. Facilitators to mentoring were identified as factors which were helpful including mentor and mentee personality characteristics and institutional factors. Barriers to mentoring were identified based on debilitating factors, personality conflicts, scheduling conflicts, mentor dislike for the job and mentor lack of knowledge. Means to overcoming barriers included matching team schedules I rewarding the mentor and increasing mentor training. Benefits were defined as advantages to the mentor, mentee, institution and profession. Respondents were reluctant to identify limitations. Findings verified that a nurse mentoring relationship is an important factor in assisting the transition of graduates into the nursing profession. Findings offer implications for nursing education and professionals responsible for providing a work environment supportive to developing clinically competent nurses. / Ph. D.

The impression existed that nurses were not always compassionate and caring when they had to nurse terminally ill patients and the question arose whether they were adequately trained for this task. This study focused on the most frequent diseases that cause the death of patients in a province of Angola, and set out to determine what preparation nurses in a specific hospital received to equip them to care for terminally ill patients. A quantitative approach was adopted, using an exploratory and descriptive design, and a self-developed questionnaire was applied as data-collection instrument for a sample of 100 medium- and basic level nurses in a specific hospital in a province of Angola. From the results of the study it was evident that the nurse respondents were well informed as to what it entailed to be terminally ill, which factors affected the patient's comfort, safety and self image needs but only half of the respondents indicated that they received training pertaining to palliative care. Recommendations were made in view of better preparing nurses to care for the terminally ill patient. / Health Studies / M.A. (Health Studies)

The impression existed that nurses were not always compassionate and caring when they had to nurse terminally ill patients and the question arose whether they were adequately trained for this task. This study focused on the most frequent diseases that cause the death of patients in a province of Angola, and set out to determine what preparation nurses in a specific hospital received to equip them to care for terminally ill patients. A quantitative approach was adopted, using an exploratory and descriptive design, and a self-developed questionnaire was applied as data-collection instrument for a sample of 100 medium- and basic level nurses in a specific hospital in a province of Angola. From the results of the study it was evident that the nurse respondents were well informed as to what it entailed to be terminally ill, which factors affected the patient's comfort, safety and self image needs but only half of the respondents indicated that they received training pertaining to palliative care. Recommendations were made in view of better preparing nurses to care for the terminally ill patient. / Health Studies / M.A. (Health Studies)

Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.

M.Cur. / The student nurse is primarily an individual undergoing personal and professional development towards becoming a competent and creative professional nurse. The presence of the student nurse in the clinical practice during her term of training is aimed at the realisation of this development. Consequently it appears essential that the student nurse be granted the opportunities for gradual personal and professional growth. This constitutes the basis for the advancement of her status as student. On the basis of a literature study a conceptual framework has been developed to serve as the basis for granting student status in South Africa. A descriptive, exploratory survey was undertaken by means of a questionnaire submitted to student nurses registered with a nursing college in the Transvaal. The purpose of the survey was to determine to what extent o student status is being advanced in the clinical practice, and o the service component of the student's training programme possibly obstructs advancement of her student status. From the survey it appears that frequently much of the sparkle attached to being a student is not realised in the clinical practice. This can be ascribed to the dominant utilisation of the student nurse as the primary service unit in the clinical practice. The research results indicate that in the clinical practice student status is only advanced to a limited degree due to the fact that the service component, which requires the student nurse to act as primary service unit during her term of training, greatly obstructs the advancement of her student status. Based on these results certain recommendations have been made.

The purpose of this study was to ascertain if nurses-in-training in today's vocational schools are receiving instruction which capably prepares them to meet the needs and exigencies demanded by the medical profession in our rapidly changing society. The study also purports to demonstrate the need for in-service training of nurses already in the profession as well as the mandate for change which had to be carried out by all nursing trainers in light of the rapidly evolving technological advances of the medical field of the nineties.

Thesis (M. (Nursing Science )) -- University of Limpopo, 2017 / The aim of the study was to determine the utilization of simulation by nurse educators and learner nurses at LCN. The objectives of the study were to describe the utilization of simulation by nurse educators and learner nurses at the LCN and to develop strategies that would improve the utilization of simulation by nurse educators and learner nurses at the LCN. A qualitative research method and exploratory, descriptive and contextual research design was used with a purposive sample of fourty two participants from LCNCs. Tesch’s eight steps of qualitative data analysis were followed. The study found and concluded that there was poor utilization of simulation in clinical laboratories by both the nurse educators and learner at LCNCs. The results of the study recommends that LCNCs should have clinical laboratories managers, to be conducive in order to accommodate the number of learner nurses, to have sufficient and useful simulators, and also accessed at any time of the year by learner nurses. To employ well advanced simulators at the college through buying. Simulation sessions should be given enough time and learner nurses to be allowed to do return demonstration, and continuous practice / University of Limpopo

Thesis (Ph.D. (Nursing Science)) -- University of Limpopo, 2022 / The purpose of this study was to develop a training programme to facilitate the implementation of the 6 Ministerial Priorities by Professional Nurses in the Health Care facilities in Limpopo Province. The purpose of the training programme was to capacitate the Professional Nurses to enable them to facilitate the implementation of the 6 Ministerial Priorities in the Health Care facilities of Limpopo to improve the provision of quality service. The study was conducted in three phases, namely, qualitative, quantitative and development of a training programme. Phenomenological semi structured one-to-one interviews were conducted to explore the perceptions of Professional Nurses on the implementation of the 6 Ministerial Priorities in the public hospitals in Limpopo Province. Interviews were conducted until saturation was reached. Themes and sub-themes were coded manually. The results of the qualitative phase were used to develop a questionnaire for the quantitative phase. Self-administered quantitative questionnaires were given to Professional Nurses to describe their experiences, knowledge and perceptions on the implementation of the 6 Ministerial Priorities in the Health Care facilities of Limpopo. The results that emerged from the integration of qualitative and quantitative results revealed that 6 Ministerial Priorities were not implemented effectively in the Health Care facilities due to challenges such as shortage of Professional Nurses and cleaners, shortage of cleaning material, linen and patients clothing. Shortage of medication, lack of in-service training on the 6 Ministerial Priorities and lack of orientation programme for the newly appointed Professional Nurses. These challenges affected the implementation of 6 Ministerial Priorities negatively thus compromising the provision of quality patient care. The training programme was developed for Professional Nurses to capacitate them on the facilitation of the implementation of the 6 Ministerial Priorities to improve quality care.

The purpose of this study was to explore and describe the perceptions of registered nurses with regard to facilitating the learning of student nurses during clinical placement. Focus group interviews with fifteen registered nurses were done, followed by participant observations in two clinical areas, to gain a clearer picture of obstacles, as well as the strategies employed during placement of student nurses in the clinical area. The :findings indicate that facilitation of the learning of student nurses during clinical placement is achieved by guidance, involvement, assisting and supervision of student nurses in the clinical area by nurses of all categories, and medical and paramedical personnel. Many obstacles were identified which obstruct the employment of strategies that are suitable for facilitation in the clinical area. Guidelines for the facilitation of learning of student nurses were recommended, to improve facilitation in the clinical area. / Health Studies / M.A. (Nursing Science)

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)