In nursing education, experiential learning is an important part of the curriculum and accounts for almost half of the requirements for the nursing programmes. A positive relationship with and collaboration between the training institutions and clinical placement facilities are vital for student achievement. Nurse educators are also expected to involve themselves in clinical accompaniment to bridge the theory-practice gap. Student nurses placed in midwifery clinical learning environments experience difficulty in meeting their experiential learning outcomes and programme requirements. Due to the overcrowded clinical facilities, they compete for the limited learning opportunities and resources which make the integration of theory and practice difficult. Therefore, this leads to delay in the commencement of community service by some of the nursing students as they do not graduate because of not achieving midwifery clinical outcomes and programme requirements. The purpose of the study is to assess factors affecting experiential learning for midwifery students at the public college of nursing in the Eastern Cape and the main objectives of the study were to: • Identify the challenges affecting the quality of learning in the clinical learning environment. • Determine the nature of supervision for experiential learning of midwifery students. • Determine the role of a nurse educator in the experiential learning of student nurses in midwifery clinical learning environment. Methods and analysis A quantitative, descriptive survey was conducted by making use of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale. The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 115 student nurses within the selected sites. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the learning environment (2) the supervisory relationship and (3) the role of the nurse teacher (lecturer).

Submitted in fulfilment of the requirements for the Doctor of Nursing in the Faculty of Health Sciences, Durban University of Technology, Durban, South Africa, 2017. / Background In recent times, the internationalization of nursing education and the collaboration with international academic partners has become a priority of academic institutions’ strategic plans and visions. This coupled with the fact that the world has entered a critical period in terms of addressing health and preparing nurses to address health needs has made this study timeous. In view of these historical challenges, nursing education institutions, nursing colleges and universities with nursing faculties in South Africa have, in recent years, engaged in international partnerships. These collaborative partnerships have influenced the delivery and facilitation of transnational nursing education (TNE) or cross-border nursing programmes, both nationally and internationally. Challenges raised with regards to TNE delivery systems are often related to issues revolving around academic design and implementation. Further issues such as the differences between the host institution’s general goals, the academic programs, student characteristics and social and cultural dimensions as compared to the awarding institution, add to these challenges. Aim The aim of this study was to explore the perspectives and practices and experiences of nursing education institutions, academic leaders and graduates, who were involved in TNE. Based on the findings of this study, the ultimate aim was to develop guidelines for the implementation of TNE in NEIs. Methodology A qualitative multiple case-study approach was employed to explore institutional perspectives and practices related to TNE. The population comprised nursing education institutions, academic leaders and nursing graduates that were involved in TNE programs. In order to draw comparison between South African TNE practices and perspectives with international best operating practices relating to TNE, other global academic leaders and institutions involved in this type of education were invited to participate in the study. Institutional records were analysed for descriptions and patterns related to conceptual issues, structures and processes that are known to impact either negatively or positively on TNE. Results The study findings revealed that access to ‘importing’ and ‘exporting’ of nursing programs are still faced with many challenges by all stakeholders. It was also revealed that the lack of guidance during TNE ventures allude to cross-border nursing education being a ‘for profit’ arrangement. From the findings the researcher was able to propose and develop guidelines for the implementation of TNE for nursing education institutions, academic leaders and students. It is hoped that these guidelines will be considered as a tool to improve TNE delivery in terms of quality assurance, accreditation, registration, and qualification recognition. / D

M.Cur. (Professional Nursing Science: Nursing Education) / One of the strategic priorities for the National Health System 2004-2009 is to have a 15-20% increase in the number of nursing students to address both equity requirements and changing human resources, and to meet the health needs of the nation (National Plan of Higher Education, 2001:2). At the nursing college under study, this increase in nursing student numbers has led to a number of teaching and learning problems, as reported in the college study (Waterson, Harms, Qupe, Maritz, Manning, Makobe & Chabeli, 2006 b:70). Nurse educators encourage students to arrange individual consultations to attend to their learning problems. The purpose of the study was to explore and describe the perceptions of nursing students and nurse educators on factors they perceive to be contributing to ineffective teaching and learning in large groups, and to describe strategies to improve this situation at a nursing college in Johannesburg. A qualitative, exploratory, descriptive, and contextual research design was employed to obtain a deeper understanding of nursing students’ and nurse educators’ perceptions that contribute to ineffective teaching and learning in large classes. A purposive sampling method was used for the first-year nursing students in a Johannesburg nursing college. Focus group interviews with nursing students and nurse educators were conducted by the expert interviewer. Open coding qualitative data analysis methods were used in accordance with Tech’s qualitative method (Creswell, 2012:186). Credibility, transferability, dependability, and confirmability were used to ensure trustworthiness in accordance with Lincoln and Guba’s model (1985:290-326). The study followed the ethical standards set by the South African Nursing Council (SANC, 1992:2). The results were conceptualised within the relevant literature, and strategies to facilitate effective teaching and learning in large classes at a Johannesburg nursing college was be formulated (Burns & Grove, 2001: 55). A purposive sampling method was used for the R425 first-year nursing students and educators at a Johannesburg nursing college. Participation in the study was on a voluntary basis. During the study the researcher used focus groups as a method to collect data. An expert interviewer was used to encourage participants to interact with each another freely regarding the topic.

M.Cur. (Professional Nursing Science: Nursing Education) / The Nursing Strategy for South Africa calls for nursing colleges to increase the intake of new nursing students by 25% without the proportional increase of nurse educators. This has created an unacceptable increase in the number of nursing students leading to increased workload of nurse educators. Other compounding problems that relate to classroom teaching, clinical, personal and organization, hinder performance and contribute to the frustration of the nurse educator. The purpose of this study is to explore and describe the factors influencing nurse educators’ teaching and learning performance at a nursing college in Gauteng in order to develop supporting strategies to improve their performance in teaching and learning. The research design is qualitative, explorative, descriptive and contextual in nature. A non-probability purposive sampling method was used to select a sample of 12 nurse educators to participate in individual semi-structured interviews. A qualitative open coding data analysis method was used. To ensure the trustworthiness of the study, the researcher used Lincoln and Guba’s four criteria and strategies of establishing the trustworthiness of qualitative data namely credibility, transferability, dependability and confirmability. Four main themes and sub-themes emerged as follows: (1) Large student numbers - difficulty in recognizing students as individuals and identifying ‘at-risk’ students, difficulty in managing a large class, concerns about quality of nursing students in a large class, content-delivery process is a challenge in a large class; (2) Language and cultural barriers - language barrier and diverse cultural groups of students in one class; (3) Competence of nurse educators - inadequate knowledge / subject didactics, ineffective skills and negative attitude and inappropriate values; and (4) Ineffective management practices - inadequate orientation and mentoring and lack of human and material resources. The themes and sub-themes were conceptualized within the relevant literature and supporting strategies to improve nurse educators’ teaching and learning performance were described. Recommendations were made with regard to nursing education, nursing practice and nursing research.

M.Cur. (Psychiatric Nursing Science) / Please refer to full text to view abstract

M.Cur. (Nursing Education) / Although all students planning to do the B.Cur.-degree at the Rand Afrikaans University are subjected to a selection procedure, the attrition rate for the course is considerable. In 1975, only nine of the original 23 students graduated, and in 1976 only ten of the original 31 students were able to complete the course. An attempt was made to evaluate the present selection process which consists of a slidingscale and a structured interview. The sample consisted of all students registering for the B.Cur.-degree from 1975 to 1980. Findings are based on data gathered from selection records and records of academic achievement as well as a structured interview with all applicants. The findings consist of the following - if the slidingscale is to be used in future, students in the catagories 50-59 and 60-69 may be reconsidered for entrance - in the catagories 90-99 and 100+, 46,9 per cent of the students resigned in their first year and research in this connection would be of value the fact that a course is selected as a major, does not seem to be related to academic success, especially during the first year of study - there seems to be a significant positive relationship between the structured interview and academic success. Although research of this specific nature has not yet been replicated, the findings could, however, be seen as representative of B.Cur. students in the Republic of South Africa.

This descriptive study was done to provide information on the number of hours and clinical experience students received during nursing education which might equip them with skills required for mental retardation nursing. Registered Nurses Associations for each province assisted in the study by providing lists of nursing schools in their province. Of the 142 nursing schools having a graduating class in 1969, 140 were studied. The urgency of the problem was shown when it was noted that an estimated 3 percent of the population of Canada were mentally retarded. Several commissions have been done on this topic in the past decade in Canada. Some studies of this general nature have been done in the United States. Review of the literature indicated that no previous studies had been done on this topic in Canada. A questionnaire was constructed to obtain data relating to placement of mental retardation experience, hours of theory and clinical experience provided and the year of nursing education in which the experience occurred. Questionnaires were mailed to the schools, completed by them, and returned. It was found that diploma schools tended to provide between 0 to 8 hours of theory and clinical experience in mental retardation whereas university schools tended to offer up to 12 hours of experience. Most nursing education in mental retardation occurred in pediatrics or psychiatric programs or in combinations of these and other courses. Mental retardation nursing education tended to occur in the next to the last year of the program for all schools. Many schools, however, indicated that mental retardation experience was not included in the school curriculum at all. It appeared that very little theory and clinical experience in mental retardation was being given students enrolled in nursing schools in Canada. The relative lack of planned clinical experience with retarded individuals was surprising. Several problems and limitations were encountered in conducting the study, particularly concerning data collection and the tool used for data collection. The data had to be collected in two phases from two different sources, home schools and affiliate schools, to obtain accurate data. Studies could be done to focus attention on current problems in nursing the mentally retarded, related to the need for inclusion of theory and clinical experience in the curriculum of nursing schools. Studies could also be done to determine time allotment, placement and specific mental retardation content in current nursing programs. Qualitative studies could be done to show the possible effect of staff knowledge of mental retardation on the care provided to mentally retarded patients. This study was an attempt to show the need for review of nursing education programs in relation to the inclusion of mental retardation theory and clinical experience in the curriculum of nursing schools. / Applied Science, Faculty of / Nursing, School of / Graduate

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.

The purpose of this study was to compare the relative priority rankings assigned by educators and practiontioners of activities performed by school nurses. It examines the factors that under lies the differences in priorities assigned.

PURPOSE Explore the competencies required by the child nurse practitioners in the child nursing practice in order to refine the current competencies in a programme for Child Nursing Science presented at a Nursing Education Institution in Gauteng. DESIGN AND METHOD A quantitative, non-experimental, descriptive, exploratory and applied research design was used. A structured self reported questionnaire was constructed based on the competencies derived from the current programme for Child Nursing Science used at the Nursing Education Institution, the Specialist Paediatric and Child Health Nurse by the Australian Confederation of Paediatric and Child Health Nurses and the World Health Organization Children’s Nursing Curriculum. The structured self reported questionnaire was distributed to 110 child nurse practitioners working in child nursing practices in Gauteng and a total of 82 responded. FINDINGS All competencies were regarded as important, except for competencies related to research, family-centred child care, complementary and traditional child care practices, evidence-based practice, mentoring and play activities. CONCLUSION Findings were used to refine the current competencies in a programme for Child Nursing Science / Health Studies / M.A. (Health Studies)