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M.Cur. / Various internal and external factors exist which have an influence on effective in-house training. Nurses' perceptions of in-house training is important. These perceptions can be positive of negative and can consequently be regarded as facilitating aspects or obstacles. Nurses' internal environmental needs (physical, psychological and religious) should be addressed in the planning and execution of an in-house training program. It is also the responsibility of the education accompainent to create an external environment (physical, psychological and social) that improves education. In this study guidelines for facilitating effective in-house training was explained, after the nurses' perceptions of in-house training was explored and explained and related to literature control. The most common findings regarding perceptions is that facilitating aspects exist which have a positive influence on in-house training as well as obstacles which are negative. Methods for the meaningful presentation of in-house training was also suggested. Recommendations for further research regarding nursing practice, education and research was also made.

A training program was developed to help registered nurses in an acute care facility to learn nursing process theory and to transfer that theory to nursing practice. A total sample of 102 newly-hired nurses who had participated in this training program were pre- and post- tested on class content; they also filled out a questionnaire which provided demographic and attitudinal data related to the use of nursing process as a model for nursing care. An audit sample of 82 nurses, who were a part of the total sample, were audited one month after the training program to collect data on documentation in patients' charts of the understanding and utilization of nursing process; 246 audits were completed. Concomitantly, an audit was performed to determine total nursing staff compliance with requirements that the nursing process be used and documented in patients' charts. Performance behaviors, i.e., pre- and post-test scores, common test scores, self-perceived understanding scores, and percent complete on audit were collected and analyzed. Additionally, data on age, experience, and type of nursing education were collected and analyzed. Results indicated that the nurses who attended this training program evidenced an understanding of nursing process theory and documented their implementation of the process into nursing practice. Despite differences in age, experience, and educational programs which appeared to be statistically significant, the performances of nurses who had attended this training program showed no significant differences in practice.

M.Cur. / There is a tendency that the registered nurse migrate from the public health sector to the private hospital. In the private hospital the registered nurse is faced with demands to render a consumer orientated service. The greater demands on the registered nurse within the independent nursing practice has the result that her striving for professional and personal wholeness is impaired, leading to ineffective functioning as an independent nursing practitioner. The purpose of this study is to develop an orientation programme for registered nurses. This will facilitate professional and personal wholeness. The purpose is operationalized by means of a qualitative descriptive study, that explore and describe the experience of the registered nurse in the private hospital, as well as the expectations of the doctor (as consumer)). From these two aspects the obstacle were identified that can encumber the registered nurse to function as independent nursing practitioner. Three sets of premises were drawn up out of which the contents of the programme were differentiated by means of inductive logic. The subjacent philosophical elements of the. orientation programme are the Nursing Theory for the Whole Person (whole person), the adult as learner and accompanied self study.

Nurses teach to maintain health and prevent disease. Rapport and good communication skills are especially required when teaching such sensitive subjects as prevention of sexually transmitted diseases, including acquired immune deficiency syndrome (AIDS). Neurolinguistic programming (NLP) is a communication technique that proposes to enhance rapport. Rapport is enhanced by the use of a combination of verbal and nonverbal techniques where the individual is matched and mirrored by the interviewer and verbal communication follows the sensory system most preferred by the speaker. The study investigated the effect of NLP as a rapport builder and teaching technique in one-on-one nurse-client teaching transactions including client satisfaction with the relationship and retention of knowledge of AIDS prevention information. A quasi-experimental design was used. Volunteer nurses were trained to teach AIDS prevention. Their adult volunteer clients were the treatment group. The control group of clients were taught by the nurses using the basic AIDS prevention curriculum. The two groups were compared according to the results of pre-test/post-test knowledge scores and satisfaction ratings for the nurse teacher. Data was analyzed using analysis of covariance and analysis of variance. There were no statistically significant differences between the two groups. Qualitative A data was collected after the completion of the teaching that supported usefulness of the techniques for teaching. Further studies were recommended. / Ed. D.

M.Cur. / Please refer to full text to view abstract