D.Cur. / Intensive nursing science in the Republic of South Africa has become so comprehensive and has gained momentum to such an extent the curriculum for the diploma in intensive nursing science no longer suffices. This study has attempted to identify the scope of intensive care for the professional nurse within the context of the community need for intensive care and to develop the curriculum in accordance. To achieve this purpose a theoretical framework was compiled out of the literature according to which the curriculum was evaluated. The task of the professional nurse in intensive care was identified by means of a literature study, observations and interviews. In addition, a statistical survey was done of the diseases with which the patients are admitted into intensive care units. It is obvious that the prescribed curriculum has, to a large extent achieved its aim but an explicit need was indicated for more training schools and trained professional nurses in intensive care. The evaluation practices for the diploma in intensive nursing science must be placed upon a scientific basis.

M.Cur. (Professional Nursing) / Nursing as a humanistic profession has a responsibility to train expert practitioners with a responsibility towards the community. A variety of factors necessitate the cooperation between distance education an~ contact education. Some residential universities are planning, or are involved in, the presentation of courses through distance education. For the purpose of this study, a descriptive contextual investigation was undertaken of the profile of distance learning nursing students; and with a view to provide guidelines to residential universities for .the preparation and presentation of distance education courses. Relevant literature pertaining to distance education and contact education was studied and the Nursing for the Whole Person Theory as 'Nell as Holmberg's theory on guided didactic discussion formed the basis for compiling a conceptual framework for this study. A questionnaire was handed out to distance learning respondents at an Institute for Nursing and findings were obtained from them. It appears that the older, more adult person who has job and household responsibilities, is involved in distance education. It also appears that guidance by the tutor, especially by indirect means through the use of stUdy guides and assignments, is important. Supporting services, such as student counselling and accessible libraries, are needed. A variety of support groups can either have a positive or negative influence on the student's motivation level as well as success in her studies. Closer contact between educational institution and employer is recommended. All the facilities which are conducive to the studenfs learning should be functional and supportive guidance by the tutor, especially through indirect contact, is important for the student's success and motivation level. In the recommendations and guidelines possible solutions to problems are suggested. This accommodates the conceptual framework for interaction between the tutor, system and student to facilitate positive patterns of interaction between student's internal and external environment. A responsible, expert and independent practitioner can thus develop.

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

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Purpose. This study was designed to determine the perceptions of the Oregon-certified nurse practitioners (NPs) with respect to their usage, competency, and preparation for selected functions. Clarification of what NP's perceive themselves doing and with what degree of competence could give structure and direction to their preparation. In Oregon, NPs provide specialized primary care in collaboration with physicians and other health care professions and agencies. The performance of an NP may vary according to the specialty, setting, and needs of the consumer. If some functions of the NP could be brought into clearer focus, then not only could benefits come to the health care consumer, but also health care professionals could work together more efficiently and productively. Furthermore, educators could build programs with a clearer sense of purpose and structure. Procedure. The data were obtained through a survey of 574 NPs certified in Oregon. A four-part questionnaire was adapted from instruments developed by researchers of NPs in North Carolina, Arkansas, and Colorado. The analysis of service diaries provided by Oregon nurse practitioners, additions by the Oregon State Board of Nursing, and pretesting in the field resulted in statements about selected characteristics and attitudes, practice settings, and clinical and community functions of Oregon nurse practitioners. Questionnaires were mailed, and 386 were analyzed. Summary of Findings and Conclusions. Three research hypotheses were formed and tested by chi-square. The following findings and conclusions were identified: (a) Some relationships did exist between NP functions and specialty groups with respect to competency, frequency of performance, and preferred preparation. (b) Most nurse practitioners serve a large number of consumers in low or very low economic circumstances through community or home health agencies. (c) Some functions of high competency and usage are needed in the preparation of all nurse practitioners at the baccalaureate and master's level. (d) Higher education is preferred for preparation of nurse practitioners in a sequence of baccalaureate in nursing followed by a master's degree which qualifies for certification in a nursing specialty. (e) For the functions of lower competency and usage, reduced emphasis or deletion from nurse practitioner preparation is desirable. (f) Some functions are suitable for major emphasis in continuing education programs with the standards of higher education.

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This study described the registered nurses (RNs) who do and the RNs who do not pursue a BSN. The constructs of motivational orientations, Locus-of-Control, and perceived educational barriers guided the study. The subjects consisted of 102 RNs who lived/worked in the same geographical region. Fifty-three of the subjects were enrolled in a BSN program and included three male students. Forty-nine of the subjects were not enrolled. On average the RNs pursuing a BSN were younger, employed fewer years, and a slightly lower percentage held management positions than the RNs not pursuing a BSN. A pilot study aided in the design of the questionnaire for this study which consisted of four parts; the modified 48-item Education Participation Scale, the modified Reid-Ware Three-factor Locus-of-Control instrument, a modified barriers-to-education section, and a personal profile questionnaire. Follow-up interviews were conducted individually with four randomly selected RNs from each group. RNs pursuing a BSN identified barriers to education that were program or school related. In contrast, RNs not pursuing a BSN identified barriers to education that were personal i.e., cost. Both groups identified "time required to complete the program" as one of the three most notable barriers. RNs pursuing a BSN do so for Professional Advancement and Self-esteem. RNs pursuing a BSN indicated they had more control in their successes or failures and in the school and work setting than did RNs not pursuing a BSN. Motivational orientations (Professional Advancement and Self-esteem) and Internal Locus-of-Control (Social-System and Fatalism) were correlated with group membership of RNs pursuing a BSN. External Locus-of-Control Fatalism and age were correlated with group membership of RNs not pursuing a BSN. Recommendations included further research and a RN-BSN program to reduce identified barriers under the control of the educational system. / Ed. D.

M.Cur. / The learning accompanists (nurse educator), in the didactic situation within the context of a nursing college, is midst a process of transformation. This transformation has a direct influence on the learning accompanists didactic role fulfilment. Didactic support systems enables the learning accompanist to fulfil her/his didactic role. These didactic support systems should be managed during the process of transformation, in such a way that it enables the learning accompanist to fulfil her/his didactic role. A new creative approach to the management of the didactic situation is necessary. The goal of this study is to describe guidelines for the management of didactic support systems, at a nursing college, to enable the learning accompanist to fulfil her/his didactic role. An inductive, qualitative, contextual, exploring, descriptive strategy is used to reach the goal of the study. The background and rationale of the study are described, the problem is stated as well as a central theoretical statement. The assumptions of the study are described within the framework of the nursing theory for the whole person. No explicit theoretical assumptions are made, so that the researcher is open to empirical findings and to prevent pre-conceived ideas. The methodological assumptions is based on the Botes research model. No explicit conceptual framework is used as point of departure. Because the participants are midst a process of transformation, their knowledge and experience are used as source of data, as they can express their needs and views the best. The goal of this study is reached by setting four objectives. Objective I is to explore and describe the learning accompanists need for didactic support systems, within the context of a nursing college. Objective II is to explore and describe the managements views with regard to the way they can give didactic support, within the context of a nursing college. Objective III is to describe a conceptual framework. Objective IV is derived from objective I, objective II and objective III. Objective IV is the description of guidelines for the management of didactic support systems at a nursing college. To attain objective I, exploring is done by means of interviews with learning accompanist's. One semi-structured question is: "What are your needs for didactic support systems in the college?" To attain objective II, exploring is done by means of individual interviews with role players. One central question is set: "How can you give didactic support to the learning accompanist?" The interviews are conducted by an independent moderator/interviewer and assistant. Data is recorded by means of audio tapes and field notes, whereafter transcription takes place. Data is coded by the researcher and an assistent coder. The data analysis is done through a systematic approach of text analysis, as described by Tesch (in Cresswell, 1995:155). Thereafter the empirical findings of objective I and objective II are described. The interpretations are grounded by statements from the empirical data. Statements (n = 57) are formulated from the empirical findings of objective I and objective II. From these statements (n = 57) a list of concepts are generated. These concepts are utilized to attain objective III, the describing of a conceptual framework. The survey list of Dickoff, James and Wiedenbach (1968) is utilized to describe the conceptual framework in a structured manner. Data collection is done through a literature search to correlate the empirical findings with the literature. During the description of the conceptual framework conclusion statements (n = 15) are made. These conclusion statements are utilized to attain objective IV. Objective IV is to describe guidelines for the management of didactic support systems at a nursing college. Through logical inferention 12 guidelines and possible operationalisation of each are described. The uniqueness of the study lies in the relevance within the current time frame context and that it expresses the needs of the learner accompanists and the views of the managers at a nursing college. An abundance of possibilities for further research are created.