The primary purpose of this study was to examine nurses including student nurses perceptions of death education in southern Alberta as one way of improving futrue nursing curricula. Five nurse subgroups were included, as follows: college and university students, hospital nurses, community nurses, and nurse educators. A questionnaire was developed and piloted prior to distribution to 450 nurses in six locations, including two urban and four rural sites, in southern Alberta. Completed, useable returns numbered 373 (83%). Descriptive statistics, ANOVA, and t-tests were used to analyze the data from scaled questionnaire items; content analysis was used to interpret written response items. Theoretical and conceptual frameworks were developed and utilized to guide the interpretation of findings. Generally, nurses perceived that existing death education remains inadequate as preparation for sound clinical nursing practice. Several statistically significant findings related to the provision of professional terminal care were reported amon the five nurse subgroups. Nurses identified concerns and deficits within existing nursing death educaiton and offered several specific suggestions for improvement. The improvement of death education for nurses will most likely result in the delivery of safe, effective, quality nursing care practice to the dying person and family. / xi, 160 leaves : ill., charts ; 28 cm.

The purpose of this study was to explore with fourth year nursing baccalaureate students, their perceptions of experiences of caring using ethnographic design, and examine the phenomenon of caring and whether the development of caring relationships occurs among students and faculty members. Furthermore, the study sought to understand how nursing students perceive these relationships as influential in their learning, and ability to cope with stress. The sample consisted of ten fourth year nursing students who volunteered to be interviewed as well as one focus group of seven faculty members. The major findings of the study illuminated five general constructs: (1) The caring art of nursing in large part is a way of being in the world, an attitude that is inherent in the personality; (2) the caring science of nurse doing can indeed be taught and learned; (3) non-caring behaviors, experiences and relationships negatively impact the learning environment and therefore the learning outcomes for students; (4) Problem Based Learning (PBL) method cultivates a safe and caring learning environment; (5) caring is valued by students and positively impacts their educational experience, including learning outcomes, clinical experiences and their ability to cope with stress. The findings of the study may be utilized as a component of faculty growth and development as well as internal curriculum review. / x, 131 leaves ; 29 cm

The objective of this study was to examine the perceptions of students and faculty regarding the concept of multiculturalism and its relevance in nursing education in two Montreal English nursing programs. A 40 item questionnaire and interview tool were developed for students and faculty, respectively, to elicit data concerning demographic information, general perceptions regarding multiculturalism and its relevance in nursing education and perceptions about cultural concepts within their respective nursing curricula. It was concluded that students and faculties believed that multicultural concepts are relevant to nursing education in order for nurses to provide holistic health care in a non-discriminatory way to a culturally diverse society. However, the extent of multicultural content varied in the nursing programs with several relevant areas lacking in both, including exploration of personal biases.

A three-phased, cross-sectional study was conducted in the nursing schools in two Arab Gulf countries (the UAE and Bahrain) to assess the process of change in Nursing education. The illuminative approach to evaluation using a case study design was used. Different methods were utilized to collect data, namely interviews, documentary analysis and self-administered questionnaires. In the initial phase of the study, the directors of the Schools of Nursing were involved. A theoretical sample of a wide range of tutors, students and counselors was included. The interviews were conducted using a semi-structured interview format. Seventeen faculty members from Bahrain, and seventeen from two institutes of nursing in the UAE, namely Abu Dhabi and Sharjah, were interviewed. Students were interviewed from three academic levels of the program. Thirteen students in Bahrain and nineteen in the UAE participated in the interviews. The N-Vivo qualitative program was used to analyze the qualitative interviews. In the second phase of the study, all faculty who taught case-based courses in Bahrain and the UAE were asked to participate in the study; 24 from the UAE and 30 from Bahrain. A 20% random sample of students from the three academic levels in the UAE and 25% from the two academic levels in Bahrain was used. Sixty-four students from the UAE and forty-six from Bahrain answered the self-administered questionnaire. The questionnaire used data extrapolated from the qualitative interviews. The SPSS (version 11) was used to analyze the self-administered questionnaire. T-test and correlation tests were employed at this stage to analyze data. In both countries, innovation attributes, especially complexity and incompatibility with the students' and the faculty's background, were perceived by both faculty and students as hindering the dissemination of innovation. In both countries a strong training program that tackled concerns of both old and new faculty members was lacking. Planning for a sustainable system and team approach to change was lacking in both countries to varying degrees. Differences were noted between the UAE and Bahrain in the introduction and implementation of change. The UAE faculty perceived their involvement in the choice of a case-based curriculum as a major facilitating factor. Other factors perceived by the UAE faculty as facilitating the process of change were the planned series of workshops, involvement of the faculty in decision-making and the secondment of an external expert during the implementation of the innovation. The Bahrain faculty perceived the leadership style of forcing change as deterring the process of change. The institutional context, the lack of planning, the lack of a common meaning of change among faculty and other stakeholders, and the lack of structured professional development program were other factors perceived as hindering change. The study led to the development of a framework for introducing educational change in the Arab Gulf region. It is hoped that the framework would help decision-makers and leaders of educational institutions understand change better and be able to introduce and monitor change effectively. The major recommendations tackled developing a continuing staff development program, building multidisciplinary teams, planning and monitoring the change process and establishing a common meaning of change from the beginning of any change. Conducting further research on the perceptions of key political stakeholder towards change and researching the managerial practices of nursing leaders could serve as an initial step towards the validation of the suggested framework. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

The Minister of Education's public statement In August 1999, that South African citizens should mobilize and build an education and training system for the 21'st century . among other things emphasized the application of procedures for recognition of prior learning as part of the restructuring process. On the other hand the resolution taken by the South African nursing Council at the beginning of 2000. that enrolled nurses should be upgraded through the process of recognition of prior learning further increased the urgency for nursing education institutions to develop and implement RPL policies In South Africa, Recognition of Prior learning (RPL)is seen as an appropriate approach to offer equity and redress of past imbalances in the education and training system. The purpose of the study was to develop and test an appropriate model that could be used for Recognition of Prior Learning for nurses. To test the model, it was implemented in a form of pilot projects by three institutions. It was important for the model development to identify and involve all the stakeholders of the nursing education system. An appropriate design for the study was a multiphase decision oriented evaluation research . Stuffelbeam's Context. Input, Process and Product evaluation model was used to guide the research process. The first phase was the development of the model which involved the Context evaluation. During the context evaluation phase, the Education Committee of the South African Nursing Council and the evaluative researcher developed the guidelines for the RPL process. These were refined by the stakeholders during the regional workshops. The results of this phase was the RPL guidelines. The second phase was the Input and the Process evaluations. Each institution had to make planning decisions for Implementation. The result was RPL policies for each institution Thereafter. the three institutions Implemented the RPL guidelines to specific target groups of nurses that were identified for the purpose of the pilot project. Data collection instruments varied according to the phase of the model development. Checklists were used to measure the extent to which each Institution had followed the RPL guidelines Dunng the Product (evaluation) phase. candidates' scores were compared with those of other candidates who accessed the specific programs through the traditional entry routes. According to the results all RPL candidates were successful In the programs they aimed at accessing DUring the testing phase after access, the RPL candidates compared favourably with other the other candidates who accessed the programs through traditional routes . The result indicate that the self- directed approach used during RPL helped the candidates in the actual programs. A process onented and competency- focused model was developed through an inclusive process. Nursing education Institutions and policy makers can use the model to structure and evaluate RPL implementation in nursing education institutions in South Africa. / Thesis (Ph.D.)-University of Natal, Durban, 2001.

Background: 'The literature reveals that a large percentage of teachers ask questions aimed at lower cognitive levels irrespective of the underpinning philosophy. They fail to set challenging questions at higher order levels when setting examination papers. Purpose of the Study: This study is aimed at describing and analysing the examination questions set over a four year academic period, at the University of KwaZulu-Natal School of Nursing, in terms of Bloom's levels of cognitive domains. Research Methodology: A quantitative approach and content analysis was used. A total of 1319 questions were examined, SOUTCed from 39 examination papers, from 2003-2007. These questions were independently reviewed by two coders according to Bloom's taxonomy's template. Research Results: The findings revealed that all six categories of the cognitive domains in Bloom's taxonomy were used across the four levels in the Bachelor of Nursing (BN) programme. Overall about 57 % of the questions were aimed at lower level (knowledge, recall and comprehension) whilst only 43.4% were aimed at higher levels (application, analysis, synthesis and evaluation). In the first year lower order questions averaged at 62% with higher order questions at 51 %. In second year the lower order questions took up 51% of the paper \\~th higher order questions at 49%. During third year there was an equal (50/50) split between higher order and lower order questions. In fourth year there was the highest percentage of lower level questions (66%) was seen, with only 34% of questions being of the higher order. Regarding the increase in the complexity of questions within the programme, a change of 13% was seen between first and second year. Whilst there was an increase of 1% reported between second and third year. However, there was a significant drop (16%) in the complexity ofquestions in the fourth year, with lower order questions clearly dominating. Recommendations: The nursing education curriculum, and staff development progranune, should pay special attention towards developing educators in the setting of questions ensuring appropriate examination criteria are met. Exercises during the capacity building initiatives should cover aspects such as how to plan an assessment for the whole programme ensuring the appropriate increases in complexity as the programme progresses, as well as setting, or critiquing, of examination papers and coming up with recommendations to improve the quality of questions. Special attention should be given to how to align teaching and assessment in such a way that the level ofcomplexity increases as the students' progress through the programme. Lastly, further research should be conducted, using mixed methods, to explore the assessment of learning and in order to address certain questions which could not be answered quantitatively; for example questions regarding the construction of questions, because it impacts the nature of the question Also it should be noted that there was a disjuncture between the scenario and the questions in some cases. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2010.

The purpose of the study was to describe the nature of clinical supervision and support provided to bridging programme students in the clinical settings. A descriptive and an exploratory design were most appropriate. There were one hundred-and-twenty-two participants in the study. Data was collected by means of a questionnaire and a critical incident report. The questionnaires included semi-structured questions where the respondents were able to discuss the effects of clinical supervision and teaching behaviours that would enhance learning during clinical accompaniment. The subjects were the second year students in the bridging programme. Only those students who consented participated in the study. The campuses that were used were the Prince Mshyeni College of Nursing, Netcare Nursing Academy and Afrox College of Nursing. These campuses were conveniently selected because they were in the greater Durban area and were thus easily accessible to the researcher. Students described the positive and negative experiences they received from the clinical supervisor and the ward staff. Positive experiences included the feelings of confidence, and the gaining of interpersonal skills. Gaining self- confidence as a nurse is an essential aspect of the student nurse's professional development. The negative experiences were that the students were treated as the normal workforce because of their experience as enrolled nurses. The challenges of clinical supervision are to help the student to evaluate critically the effect of actions taken, to assist him/her to perform procedures skilfully and to enable him/her to relate to patients in an ethical and caring manner. The critical incident analysis revealed that the student nurses continued to use informal support networks as well as their supervision sessions to discuss clinical issues. Respondents reported an enthusiasm for the opportunity to talk meaningfully to a trusted colleague about personal circumstances at work. Such opportunities were particularly welcomed by nurses who wished to reflect upon their own practices with patients, especially when dealing with clinical conditions that were upsetting, or otherwise challenging. Respondents pointed out that more time would make clinical supervision sessions longer and more effective. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2005.

Assessment of clinical learning as a process for determining competence in practice is one of the underpinning principles of establishing and measuring student progress III nurse education. Literature reviewed for this study revealed that assessment of clinical learning in nursing education has been a problem for many years in the profession and it still is even today. This study was therefore aimed at investigating the current methods of assessing clinical learning used in nursing education institutions specifically as these relate to the South African Qualification Authority {SAQA)'s call for applied competence. The study was an exploratory descriptive survey. Data were collected through the use of questionnaires. Questionnaires were mailed to those institutions that were not easily accessible owing to their geographic location and questionnaires were delivered by the researcher to the geographically accessible institutions. All nurse educators employed in five nursing colleges, two university nursing departments and one technikon in KwaZulu-Natal (KZN) were asked to participate in the study. The total number of nurse educators in the above-mentioned institutions was 195. The return rate of completed questionnaires was 56%. The results of this study revealed that the Objective Structured Clinical Examination (OSCE) and continuous clinical assessments were the two methods currently most commonly used in nursing education for assessing clinical learning, The results also revealed that triangulation of assessment methods of clinical learning was prevalent in nursing education institutions, with the OSCE and continuous clinical assessments being the most favoured combined strategies in assessing clinical learning. Very few participants mentioned the non-traditional clinical assessment methods (such as the triple jump and portfolio assessments) as strategies of assessing clinical learning that were used in their institutions. This study also revealed that continuous clinical assessment as a method of assessing clinical competence allowed nurse educators to assess applied competence and was generally believed to provide a more valid, reliable and realistic form of assessment. Continuous clinical assessments were also favoured for their authenticity because they were undertaken in a real clinical setting. Within the era of outcomes-based education, the focus in assessment moves from judgmental assessment methods to developmental assessments with extra emphasis on authentic and integrated assessment methods. / Thesis (M.N.)-University of Natal, Durban, 2003.

Background: Within nursing and other health professional education, clinical mentorship is an integral part of students’ clinical learning experiences. Clinical mentorship is a widely relied upon strategy to ensure that students benefits positively in the clinical placements and is perceived as not just as a support mechanism for students but also as the main vehicle for the activities associated with learning, teaching and assessment of practice. In South Africa, mentoring in the clinical settings is not yet formalized, there are no guidelines from the regulatory body to serve as a guide to mentors in clinical settings and mentors do not undergo special preparation and it is not yet a common practice in South African nursing. Purpose: This study was aimed at exploring and describing the phenomenon of clinical mentoring as perceived and experienced by the student nurses and clinical mentors in a selected hospital in Durban. Methodology: A qualitative approach guided by the naturalist interpretive paradigm was used in this study. The research designed used was a descriptive phenomenological approach. The total population for this study was 48 registered nurses working in medical and surgical wards at a selected nursing college campus in Durban, and 47 first and second year students who were doing the Diploma in Nursing (General, Psychiatry, Community) and Midwifery. The sample size consisted of eight mentors and eight mentees working at the selected wards in the selected hospital. Individual interviews were conducted to collect data. Findings: The findings revealed that mentorship in nursing education and training remains an integral part for student’s clinical learning experiences. The nature and vi quality of the relationship between the mentor and the student continues to be of vital important for an effective mentoring process. It emerged that the assistance and guidance that the clinical mentors are offering to students are most crucial for growth and the development of students and gain of quality clinical skills. While the befriending role of clinical mentors perceived as useful to facilitate students’ settling into the clinical milleu. The roles of mentors emerged as assisting, supporting, teaching, motivating, befriending and advising students. The ability to give feedback, experience, availability of time and a positive attitude were the elements considered important qualities for a good clinical mentor. The benefits of clinical mentoring outweighed the drawbacks. The benefits of mentoring were both for the student and for the mentor. For mentors, benefits were immaterial and included closer follow-up of new developments, teaching and sharing of experiences. For the students, benefits are based on the level and quality of grooming and nurturing students gets that help to bridge theory-practice gap, motivating students to be highly interested to what they do in the clinical settings. Challenges included limitations on time, shortage of resource, dual responsibilities of patient care and student teaching, high workload and lack of formalised mentoring programmes. Recommendations: This study suggests that the educational and clinical settings needs to work together to ensure that a formalised mentorship programme is put in place where clinical mentors will be trained for the role and formally appointed to the roles. Further research is suggested where the operational management staff of the organisations and academic college staff will participate to understand how mentoring is done in the clinical settings, and what criteria the clinical mentors use to measure the student performance who properly or poorly mentored. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2011.

Background: The gap between theory and practice in nursing has long been regarded as controversial and has been a much debated subject in literature. The disparity between theory and practice in nursing education has been attributed to, among other factors, the move of nursing education from hospital-based training to higher education. Attempts to bridge the gap have been recorded in literature, including the introduction and use of problem-solving learning approaches that are regarded as reflective; learner-centred and promote lifelong learning. With this transition, there is confusion concerning the role of the nurse educator in clinical teaching which further compounds the problem of integrating theory and practice in nursing education. Nursing education in Swaziland has also experienced the transition from the hospital-based model to higher education in the late nineties. Issues regarding the competence of nurses have emerged with complaints from the local media and the general public about nursing services declining in quality. Purpose: This study was aimed at exploring and describing the perceptions of students and nurse educators regarding the integration of theory and practice in nursing education in a Higher Education Institution in Swaziland. The ways in which theory and practice integration is facilitated in this university were explored with the perceived barriers that are thought to deter the integration. Methodology: A quantitative approach was employed in this study with a total of 167 participants. Of these, 151 were students and 16 were nurse educators. Two self-administered questionnaires were developed for each group. Reliability and validity of these instruments was measured and the α-coeffient of 0.74 and 0.83 were achieved for the students' and educators' instruments respectively. Data were collected and then analysed using the SSPS package, Version 15.0. Findings: Results of this study revealed the existence of the gap between theory and practice in nursing education in Swaziland. Clinical nursing education was found to be an essential component in the training of nurses, however the role of the nurse educator in the integration of theory and practice remained contentious. It was also discovered that no clear guidelines or protocol regarding clinical supervision were available in the country, hence nurse educators conducted clinical supervision as they saw fit. Barriers to the integration of theory and practice were explored, and it was established that the lack of resources and supplies, more particularly in the practice setting stood out as the primary obstacle. It emerged from the study that problem-solving pedagogic approaches are essential in the integration of theory and practice. Furthermore, inadequate student support structures in the clinical setting also emerged as barriers coupled with poor communication and professional relations between the university and the practice settings. Recommendations: The establishment of a university hospital or a partnership with a health care institution where the value of clinical practicum for students would be enforced was one of the recommendations. Furthermore, it was suggested that the nursing department use process-based curricular approaches to teaching and learning which may enable students to be more reflective and more self-directed in their learning process. It was also suggested that the clinical skills laboratory be more self-directed, with students learning how to conduct clinical skills with minimum guidance from the facilitator. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2011.