The aim of this study was to investigate the role of the ward manager in creating a conducive clinical learning environment for nursing students. An explorative descriptive research method was employed. Findings reveal that the ward managers are generally satisfied with the way in which they handled the important role they play in facilitating teaching and learning for nursing students. They feel strongly, however, that the nursing students themselves need to be active in the learning process. While acknowledging the efforts of the ward managers in creating and maintaining the learning environment, nursing students were dissatisfied about several aspects that appeared to be lacking in the clinical environment, such as good interpersonal relations, support, exposure to practice administrative skills (for example, problem-solving and decision-making) and lack of feedback about their performance. There appears to be a need to develop more effective support structures within the learning environment so that nursing students can obtain sufficient exposure to learning opportunities. / Health Studies / M.A. (Advanced Nursing Sciences)

D.Cur. / The overall aim of the study is to describe a model to facilitate reflective thinking of learners in clinical nursing education. This aim is realised through exploration and description of the meaning of reflective thinking in phase one of the study using Wilson (1963). Theoretical validity was ensured. The results of phase one provided a conceptual framework to direct data collection in phase two by exploring and describing the perceptions of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education. An etic approach to qualitative data analysis as described by Morse (1994) was used, with matrices (Miles & Huberman, 1994) to provide meaningful categories, subcategories and themes. Both the results of phase one and two provided the main concepts, which were classified and defined within Dickoff, James and Wiedenbach (1968:435)'s six components of the survey list. Conceptualisation of the six components constitutes phase three of the study. Lastly phase four deals with the description and evaluation of the model with guidelines to operationalise the model. Nurse educators, who are facilitators, are challenged with the responsibility to establish quality clinical nursing education in line with the international norms, ethics, legal and professional standards. They are challenged with the creation of the environment conducive to facilitate reflective thinking through interaction. The facilitative interactive methods of teaching and assessment based on the constructivistic approach to learning demands dialogue, discourse and narratives, and therefore problem-based learning, outcomes-based education and community-based education using the PHC principles forms an integral aspect in creating the environment conducive to the facilitation of reflective thinking in clinical nursing education. These teaching and learning approaches needs active involvement of the learner in constructing his/her own clinical knowledge, skills, attitudes and values through collaborative, co-operative shared activities in partnership with all other stakeholders responsible to provide clinical learning opportunities for learners to integrate theory to practice. The affective component of both the facilitator and the learner actually drives the process of reflective thinking in a specific cultural context. The traditional methods of teaching and evaluation hinder the facilitation of reflective thinking. Models and conceptual frameworks that address reflective thinking in nursing does not address how reflective thinking can be facilitated, hence the research question is "how can reflective thinking of learners be facilitated in clinical nursing education"? The explorative, descriptive, qualitative, theory generative and contextual design is used to describe a model to facilitate reflective thinking of learners in clinical nursing education, with guidelines to operationalise the model. Paradigmatic perspective with regard to man (facilitator and the learner), environment (clinical nursing education), reflective thinking (purpose) and the interactive facilitation as the dynamic of the study are described within Theory for Health Promotion in Nursing (1991). The constructivistic perspective provides the theoretical framework. The qualitative approach that is exploratory and descriptive for theory generation provides the methodological assumption. The results of concept analysis and the results of the perceptions of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education provide conceptual meaning and identification. The identified major and minor concepts are classified and defined using Dickoff, James and Wiedenbach (1968:435)'s six components of the survey list. Through synthesis, at the end of each conceptualisation, concluding relational statements are described from which the model is inferred. The model is described using Chinn and Kramer (1991:107-125)'s method of theory generation and evaluation. Experts in qualitative research and model development do refinement of the model. The facilitator is responsible to create the environment that is stimulating and conducive for learning. The learner on the other hand is responsible for selfdirected, self-regulatory learning where active participation in the construction of own learning through interaction is the hallmark, in order to facilitate reflective thinking in clinical nursing education. Interactive facilitation is the dynamic through which reflective thinking has to be facilitated. Clinical nursing education provides the context. The procedure to facilitate reflective thinking of learners in clinical nursing education is through the three phases of reflective thinking guided by the adapted educational process in the format of the nursing process. Once the purpose of the model is achieved (reflective thinking), the learners will be expected to improve practice through rational decision making and solving of problems. They will be expected to practice independently and autonomously, and to view clinical situations holistically with changed perspective based on the existing conception. Learners will have acquired skills for lifelong learning. The described guidelines will assist nurse educators with the operationalization of the model in order to provide quality assurance in clinical nursing education, with subsequent provision of quality nursing care and the improvement of the credibility of the profession.

M.Cur. / The study started by establishing that there Is a need for further education for nurses in general. It'was further stated that due to increased technology and the need for patient care, effective further education becomes a priority. But the problem that remains Is how nurses could further their education In the circumstances of the current nature of their work, I.e. the lack of accessibility to flexible learning programmes, long working hours, staff shortfall, low staff morale and institutional constraints. The aim of this study Is to Investigate and report on the Web-based Instruction environment programme in Critical Care Nursing Science Education presented by Technikon Pretoria for nurses. The rationale led to .the formulation of the research question as: "To what extent can Web-based Instruction be used to facilitate a course in Critical Care Nursing Science Education at the Technikon Pretoria?" A literature review of the field of Web-based Instruction was undertaken. It was established that Web-based Instruction is an instructional strategy where the course presenter and the students are not in contact, and it can bridge the gap in tenns of time and space because of its flexibility and accessibility. The students and the course presenter generally reported positive experiences in the Web-based Instruction environment. Web-based Instruction is certainly not the only method for.all our teaching strategies, but it is a strategy that could be used tohelp course presenters to teach more effectively. In terms of the experiences of the students and the course presenter with regard to the Web-based Instruction environment as reported in this study, as well as the technological changes In education. it must be concluded that Web-based Instruction could be considered an acceptable Instructional method and that Critical Care Nursing Science education can be presented in this way...

M.Cur. / The manager is responsible for quality education, research and appropriate community service. The aim of this study is to provide guidelines for the purpose of excellent management of a nursing department at a distance education technikon with a view to facilitating the achievement of one of these responsibilities, that is to provide quality education. In South Africa increasing demands are being made on educational structures as everyone needs to be afforded the opportunity for education and training. This also implies demands on the training of nursing staff. Theoretical and vocational training are combined in technikon training. Therefore a nursing department at a distance education technikon should be managed excellent to meet all the demands. In an attempt to make nurse training more accessible, this study focuses on management in the context of a distance education technikon. The paradigmatic perspective guiding this study is described by means of metatheoretical, theoretical and methodological assumptions. The Nursing Theory for the Whole Person is used to state the methodological and theoretical assumptions. The methodological assumptions of this study are based on Botes's research model (1994), which implies that a functional approach has been used. In phase I of the research the experience of managers of distance education nursing departments are investigated and described on the basis of individual interviews. The data is used to formulate propositions to create a tentative conceptual framework. In phase II the experience of managers of departments at a distance education technikon is investigated and described by using a focus group interview. Propositions are formulated by using the data and, together with the statements from phase I, serve as a basis for creating a refined conceptual framework. In phase III of the research a conceptual framework based on the propositions from phase I and II as well as other literature, is described. From this the final conceptual framework is formulated. Phase IV, derived from phase III, sets out guidelines for managing a nursing department at a distance education technikon.

D.Cur. (Professional Nursing Science ) / The nursing practice needs critical thinkers because of diverse and rapidly changing developments and desired outcomes in health care. These developments are based on health and informational changes, organisational and cultural change sin nursing education, changes in the scope o fpractice, and increasing patient acuity and the movement of patient care from acute care facility to community selling have increased demands for nurses to think critically, evaluate and quickly choose patient strategy. a need for effective clinical decision making and a need for clinical judgement (Sedlack, 1997:11). Old standards of simply being able to score well on standardized test of basic skills, though still appropriate. cannot be the sole means by which we judge the academic success or failure students. The implication of SAQA Act (/995) and the Education White Paper(1997) on transformation of higher education bring with them challenges for reaching and assessment of tertiary education graduates. The white paper stressed the importance of the development of the ability to think independently and with innovation. The South African Nursing Council (SANe, 1984:3) states explicitly in the philosophy about nursing education, that the development of critical analytically thinking is imperative. Therefore it is imperative for nurse educators to use specific assessment strategies that will assess if students have acquired critical thinking skills. The purpose of this study is to explore and describe strategies to assess critical thinking in a four year program leading to registration as a nurse (General, Psychiatry and Community) and Midwifery in South Africa)

Thesis (D.Tech.: Postgraduate Nursing Studies)-Dept. of Postgraduate Nursing Studies, Durban Institute of Technology, 2006. / An educational course for post-basic multi-cultural South African nurses, based on a model for critical reflective practice, forms the case study for a participatory action research paradigm that frames this qualitative study / D

Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.

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.