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published_or_final_version / Nursing Studies / Master / Master of Nursing in Advanced Practice

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It is against the background of new developments and initiates taking place in various countries to make basic nursing education systems more responsive and relevant to the ever-changing nature of society that a cross-national study of the current systems of basic nursing education of francophone African countries of WHO Afro Region was undertaken. The aim of the study was to describe and analyze the current systems of basic nursing education in Francophone African countries of WHO Afro Region with 'a view to providing guidelines for change toward a basic nursing educatian system that is in line with the recommendations of WHO (1994, 1985, 1984, 1966) and the various countries' health care delivery systems' policies. In the first phase, data was generated by means of a self-completion mailed questionnaire, administered to the members of the national regulatory bodies of nursing and nursing education from eighteen countries. The design of the above named questionnaire was based on the WHO (1994, 1985, 1984, and 1966) recommendations pertaining to basic nursing education systems. The main results of the findings of this phase showed two major trends. Firstly, more differences than similarities existed between the WHO (1994, 1985, 1984, and 1966) recommendations and the current basic nursing education systems of the countries under study. Secondly, discrepancies existed between the various countries' health care delivery systems' policies and the existing systems of basic nursing education. Finally, all the respondents expressed the views that the current basic nursing education systems are faced with educational and organizational changes and they agreed that there is a need to change the current basic nursing education systems. In the second phase, data was generated by means of three rounds Delphi questionnaires, administered to the national members of the regulatory bodies of nursing and nursing education as well as the members of national nursing associations from eighteen countries. The design of the first round Delphi questionnaire was based on the results of the first phase of this study, while the preceding round informed the design of the questionnaire of the next round. The main results of the findings showed similarities between the future orientation of the basic nursing education systems and the recommendations of the WHO as well as the global trends in the development of the basic nursing education. The stakeholders expressed the view that the national governments, the National Associations of Nurses and the Regional Office of WHO Afro Region need to play an active role in the transformation and the development of the basic nursing education systems in the Region. They suggested that the systems of educating nurses should move toward meeting the demands of the health care services and the global trends in the development of nursing and nursing education. / Thesis (Ph.D.)-University of Natal, Durban, 2001.

Background: Reviewed literature revealed a number of responses to the calls to reform nursing education to respond to the priority health needs of the country. The 1997 National Health Care Policy served as the basis for the reforms in nursing education. Some of the nursing schools in South Africa embarked on a process of recurriculating to community based, problem based education long before the tabling of the 1997 National Health Care Policy with the aim to respond to priority health needs. Literature however showed that no research has been conducted to explore the concept responsive education within the South African context, especially in nursing education and whether nursing programmes are responding to the needs of the South Africa population. Therefore the purpose of the study was to explore the concept responsive education and responsiveness of the Nursing Education Programmes at Lilitha College of Nursing to the health needs of the Eastern Cape population. Research Methodology: A qualitative research approach with an ethnography design was used to guide the research process in this study. Purposive and convenient sampling was used to select the participants. The participants included policy makers from the Department of Health (Eastern Cape), lecturers and campus heads of Lilitha's three campuses (Umthatha, Port Elizabeth and East London), the professional nurses and the graduates at the primary health clinics, as well as the college principal. Initially, data collection and data analysis took place concurrently, Findings: Responsive education in this study was characterized by relevance to the health needs of the community, responding to national policies, community involvement and participation, use of health priorities to update the curriculum and graduates who can provide quality care. Cultural themes that emerged under responsive nursing programmes included; the special nature of the curriculum used, the innovative teaching strategies used, clinical learning sites which are congruent with the programme outcomes, the role played by all stakeholders in the programme, and assessment strategies used which are in line with the programme outcomes. A number of factors emerged as barriers to the production of responsive graduates. The findings in this study also revealed competencies of graduates from a responsive nursing programme, which included practical and transferable life skills. Recommendations: These included reviewing of existing nursing programmes with the aim of ensuring that they respond to the health needs of the community, revisiting teaching strategies used, building capacity of lectures in the area of innovative teaching and revisiting graduate competencies in nursing programmes to that they are in line with what the community demands. / Thesis (M.Nursing)-University of KwaZulu-Natal, 2008.

There is a great deal of literature and a number of research studies that have been carried out on reflective practice, models and frameworks of reflection and teaching strategies that successfully promote reflective thinking. This study addresses the need to adopt teaching - learning approaches in nursing education that develop a link between theory and practice in a meaningful way. Reflective thinking is one such approach which is gaining popularity. Reflection is claimed as a goal in many teacher education programmes but the application of reflective teaching strategies has been problematic. This study was aimed at exploring how nurse educators of the Nursing Colleges in KwaZulu-Natal promoted reflective thinking in their teaching. Three of the four Nursing Colleges chosen for data collection were from the greater Durban Metropolitan area because of the accessibility of the participants. There were seventy-two participants in the study. A quantitative design was used, followed by statistical analysis of the data. Data was collected by means of a questionnaire which included structured and semi-structured questions. What emerged in this study is the need for Nurse Educators to take cogniscance of determining appropriate teaching strategies that would develop reflective thinking skills amongst learners. However, the findings indicate that most Nurse Educators do utilize teaching strategies that promote reflective thinking, but a large percentage still use the lecture method as the primary teaching strategy. / Thesis (M.A.)-University of KwaZulu-Natal, 2007.

This study is about the professionalization of nursing. Nursing leaders at the national level and in New Brunswick initiated a new education policy requiring the baccalaureate degree as entry to practice. The new education policy would eliminate the diploma programs which are two to three years in length in favour of the baccalaureate degree which is four years in length. This study demonstrates that the case of upgrading nurse education was a carefully planned event requiring the acceptance of groups within nursing and the government, and was not part of the occupation's natural evolution. / Publicly, nursing leaders argued that the increase in work complexity necessitates a more qualified and educated workforce. Less publicized reasons for the change were the desire to be perceived as a profession, the hope for more respect from other occupations, increased autonomy, and increased financial rewards. There was, as well, the desire to expand nursing tasks which would address the belief that traditional, valued nursing tasks were being taken on by other health care workers. / Four competing theoretical perspectives were used to interpret the education change in nursing: functionalist, human capital theory, the interactionist perspective, and conflict theory. The findings from this study support the explanatory power of both the interactionist perspective and conflict theory. The interactionist perspective, focusing on intra-occupational processes, suggests that the conflict between the professional nursing association in New Brunswick, who initiated the education policy change, and the provincial nursing union, who vehemently opposed the policy change, stems partially from differences in organizational memberships, beliefs about nursing roles and broader occupational goals. Conflict theory (in particular closure theory), describes how occupations pursuing a 'professional project' may define membership in such a way to exclude other subordinate groups (e.g. the use of credentials). Thus, the baccalaureate entry to practice may be interpreted as an exclusionary strategy which will close off opportunities to diploma nurses in an attempt to enhance nursing's status. In order to achieve this goal, nursing leaders needed the support of the provincial government.

This study describes how new graduate nurses learn to practice in a trauma setting. The research questions focused on how new graduate nurses learn the skills necessary to work in a trauma setting, what were the best methods of introducing new graduate nurses to performing nursing interventions in a trauma setting, and how can this learning be facilitated. The grounded theory research approach was used. The sample was drawn from a population of emergency room nurses working in a level one trauma center. The core category that emerged from the data was overcoming anxiety. Working in a trauma setting is an anxiety provoking experience. New graduate nurses used learning as a method of overcoming the anxiety faced in this setting. Learning methods included observing, discussing, practicing, and rehearsing. Preceptors, mentors, and models helped new graduates learn. Learning took place in three areas: psychomotor learning, conceptual learning, and self-learning. / School of Nursing

Caring has been linked with the practice of nursing throughout history. As modern nursing strives to establish itself as a profession of caring, the need to identify the basic components of caring and how caring components are learned or transmitted has evolved. The purpose of this study was to determine if caring attitudes and behaviors were learned during the vocational educational process.Madeline Leininger's theory of caring provided the theoretical framework for this study. A comparative descriptive research design was employed. The Caring Ability Inventory (Nkongho, 1990) was used to assess a baseline for student caring and to determine any changes in the caring ability over time. The Nursing Clinical Teacher Effectiveness Inventory (Knox & Mogan, 1985) was used to establish student and faculty perceptions of caring attitudes and behaviors in the nursing faculty. A curriculum survey designed by Slevin and Harter (1987) was used to examine the nursing curriculum for various aspects of caring. Demographic data sheets were completed by students and faculty.Descriptive and multivariant statistics were used to analyze the data. The sample consisted of basic and advanced level nursing students (N = 142) and full time nursing faculty (N = 12) in a midwestern vocational nursing program. The results indicated that caring behaviors were not significantly changed during the program Faculty rated utilization of caring behaviors higher than did the students, particularly behaviors related to student evaluation. Faculty had difficulty identifying caring theory, caring concepts, and methods of teaching caring to students. The conclusion was that faculty lacked sufficient information about caring to effectively utilize the concept in curriculum presentation. / School of Nursing