Against the perspectives of the mental health needs of the people of Africa, this study explored and compared the models of psychiatric-mental health nursing education in two sub-Saharan African countries - Botswana and Nigeria. The primary purpose of the study was to assess the design, the implementation, the factors that influence and the perceived usefulness of psychiatric-mental health nursing education programmes in developing African countries, using Nigeria and Botswana as examples. A self-reporting questionnaire, administered to psychiatric nurse educators from the two countries of concern, provided the primary source of data. A curriculum evaluation checklist based on Horan, Knight, McAtee and Westrick (1984) was used to assess the components of the existing psychiatric nursing education curricula from the two countries. Discussions were also held with practising psychiatric nurses and officials of the nursing regulatory bodies from the two countries. Data from both countries revealed that participants used various terms to describe the same model for psychiatric-mental health nursing education adopted in their countries. Botswana, however, adopted a more functional generalist basic diploma nursing education approach which encouraged a more advanced post-basic diploma specialisation and practice in community psychiatric-mental health nursing. Nigeria's model leaned towards a hospital centred basic specialisation with no defined role for the generalist nurse within the psychiatric-mental health nursing care system. Community theme occurred in both countries' curricula with varying degrees of emphasis, as all the programmes claimed the intent to make psychiatric-mental health nursing service available to individuals, families and the communities at all levels of care. Psychiatric-mental health nursing education programmes of the two countries had been influenced at different times by war, colonial history, changing standards of health care delivery, government health policies, economic status of the country, professional status of nursing and the changing standard of education. A model that streamlined psychiatric-mental health nursing education within the general system of education in both countries was proposed. It was stressed that one key concept that must underlie the development of psychiatric-mental health nursing education was the need to create a mental health nursing role that would be appropriate for people's health needs rather than the needs of the health care system. / Advanced Nursing Science / D.Litt. et Phil.

This qualitative study was aimed at exploring and describing the theoretical and practical experiences of second-year critical care nursing students. Purposive sampling was done, and unstructured interviews and narrative descriptions were used as data collection tools. An adaptation of Johns's Framework, the Guideline for the Facilitation of Reflection as Teaching Strategy, was used during interviews to guide participants in reflecting on theory-practice integration. Multiple strategies were used to ensure the trustworthiness of the study. Concerning patient data, communication, and the administration of life-saving medications, theory-practice integration did occur. Regarding treatment and the outcome of nursing interventions, it seemed that knowledge deficiencies and a lack of exposure to practical situations contributed to the inability to apply theory to practice. This apparent inability evoked negative feelings, such as guilt. Discrepancies between practice and theory taught led to confusion. Guided reflection assisted students in gaining a new perspective on nursing and theory-practice integration. / Health Studies / M.A. (Health Studies)

The purpose of this quantitative, descriptive study was to describe how registered nurses utilise teachable moments to enhance students' learning in the clinical setting. The research questions were: What are the problems faced by registered nurses when they teach students in the clinical setting? and How do registered nurses utilise teachable moments to teach students? A pilot study was conducted in the clinical setting involving the respondents who had similar characteristics than the population. The sample consisted of 45 registered nurses who provided direct patient care in the clinical setting. A self­ administered, structured questionnaire was used to collect data. Data analysis was done by using descriptive statistical tests. The findings brought to light strengths and weaknesses with regard to the utilisation of teachable moments by registered nurses, and problems faced by registered nurses with regard to clinical accompaniment in general. Recommendations to improve clinical accompaniment by registered nurses through effective utilisation of teachable moments were made. Further research was recommended to explore some problematic areas that emerged from this study. / Health Studies / M.A. (Nursing Science)

A quantative descriptive study was used to describe the factors that influence the output in the four (4) year nurse training programme. Data was collected by using a self administered questionnaire to 73 participants sampled by stratified random sampling in the Southern Campus of Free State School of Nursing in the Free State Province. Data was analysed by using SPSS computer version 15. The findings of this study revealed that there were difficult subjects like Fundamental Nursing Science, General Nursing Science, Basic Nursing Science, Psychiatric Nursing Science and Midwifery. These were identified per year level of study. The study revealed that difficulty experienced by students resulted in them failing the indicated subjects. Recommendations were made as to how to address the identified factors especially those regarding subjects that were failed in each level, different teaching strategies that could be used to improve the throughput. / M. A. (Health Studies) / Health Studies

Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in a frequently changing context. The purpose of the study was to explore and describe the role of nurse educators in the facilitation of reflective learning in students. The objectives were to explore the reflective teaching practices of nurse educators, describe the learning activities that could promote reflective learning in student nurses and to determine whether the learning environment is conducive to promote reflective teaching and learning. A quantitative, explorative, descriptive study was conducted in nursing education institutions in Gauteng. A total of 121 nurse educators completed a structured questionnaire. The findings revealed that, although nurse educators agree with the importance of reflective practices in the teaching and learning environment they do not necessarily place emphasis on developing their own reflective practices. Reflective learning was not identified as a formal learning approach in the programmes the nurse educators facilitated but the educators did attempt to include reflection in the teaching and learning activities planned. Not enough emphasis is placed on the creation of a teaching and learning environment that will enhance reflection in a non-threatening context. The deeper understanding of reflective learning comes with continued personal reflective practices. Nurse educators should be taught how to facilitate reflective learning activities and how to create an environment conducive to reflection. Through reflective teaching practices students could be supported in developing into critical thinkers hence reflective learning should be a formal teaching and learning approach in nursing curricula / Health Studies / M.A. (Health Studies)

Text in English / A descriptive survey was used in order to determine • whether professional nurses are capable of teaching student nurses the application of biophysics and biochemistry related to certain nursing activities/procedures in the surgical unit • student nurses' knowledge of biophysics and biochemistry related to nursing activities/procedures in the surgical unit. The two target groups consisted of student nurses of a Gauteng nursing college and the professional nurses working in the surgical units of the four hospital satellite campuses where these students do their practica. Accidental sampling was used. Two questionnaires were designed: one for each group. Findings revealed that student nurses felt that biophysics and biochemistry were often not applied by professional nurses during clinical teaching. Professional nurses felt they had problems in identifying and applying biophysics and biochemistry principles during clinical teaching. Recommendations were made for nursing practice, nursing education and further research. / Daar heers groot komer oor die toepassing van biofisika en biochemie in die kliniese opset. Voortspruitend uit hierdie probleemstelling is twee vrae gevra in hierdie studie, naamlik: • Is geregistreerde verpleegkundiges daartoe in staat om studentverpleegkundiges te help om die biofisika- en biochemie-konsepte wat hulle leer, toe te pas in die sjirurgiese eenheid? • Kan studentverpleegkundiges die biofisika- en biochemie-konsepte wat hulle leer, toepas in die sjirurgiese eenheid? Doelwitte van die studie was om • 'n oorsig te gee oor verbandhoudende literatuur • te bepaal oor watter biofisika- en biochemie-kennis studentverpleegkundiges beskik wat verband hou met verpleegaksies in sjirurgiese eenhede • te bepaal of geregistreerde verpleegkundiges studentverpleegkundiges kan onderrig in die toepassing van biofisika en biochemie wat verband hou met sekere verpleegaksies in sjirurgiese eenhede. Die navorsingsbenadering wat gebruik is, is die beskrywende opname. Teikengroepe vir die studie was fase II studentverpleegkundiges van 'n Gauteng Verpleegkollege en geregistreerde verpleegkundiges wat in die sjirurgiese eenhede werk van vier Gautengse hospitale wat dien as satelietkampusse vir hierdie verpleegkollege. Twee vraelyste, respektiewelik gerig aan die studentverpleegkundiges en die geregistreerde verpleegkundiges is gebruik as instrumente. Toevallige steekproeftrekking is gebruik. Analise van die data het getoon dat studentverpleegkundiges gevoel het hulle is nie betrek in die beplanning van kliniese onderrig nie en ook dat biofisika en biochernie dikwels nie toegepas is tydens kliniese onderrig deur geregistreerde verpleegkundiges nie. Geregistreerde verpleegkundiges het gevoel hulle het probleme in die identifisering en toepassing van biofisika- en biochemie-beginsels tydens kliniese onderrig. Bevindings kan nie veralgemeen word nie. Aanbevelings vir verpleegpraktyk, -ondenvys en verdere navorsing is gemaak. / Health Studies / M.A. (Nursing Science)--University of South Africa, 1999

Submitted in fulfillment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, Durban, South Africa, 2015. / Introduction Teenage pregnancy is a socioeconomic challenge and an important public health problem for communities in South Africa. Considerable research has been done on teenage pregnancy in South Africa but it focused mostly on teenage girls. Aim of the study The aim of the study was to explore and describe young males’ perceptions, to identify the roles they play in this phenomenon and to determine the factors that influence their perceptions as well as their practices regarding teenage pregnancy. Methodology A qualitative, explorative, descriptive design was used to conduct the study. The study was guided by the Johnson Behavioural Model System. The study population consisted of young males who were studying at the Free State School of Nursing. Data saturation was achieved after interviewing 10 participants. The four major themes emerged from data obtained were as follows: Theme 1: Perceptions regarding teenage pregnancies, Theme 2: Risk factors leading to teenage pregnancies, Theme 3: Cultural and traditional practices influencing perceptions about teenage pregnancies, Theme 4: Measures to prevent teenage pregnancies. Thematic analysis of data was done. Results The findings of this study revealed that young males were not involved in reproductive health programmes aiming to prevent teenage pregnancies. They lacked knowledge regarding the use of, and the available types of contraceptives. Cultural and traditional practices such as misinterpreting circumcision and cultural beliefs, including misconceptions about sexual practices, played a crucial role such as not using contraceptives during sexual intercourse that could lead to teenage pregnancy. This study recommends that young males need to be actively involved in reproductive health.

The purpose of this study was to explore the practices, perceptions and needs of nurses in relation to their participation in continuing professional development. A quantitative descriptive study was conducted guided by Knowles’ Adult Learning Theory as the conceptual framework. Data collection was done using a structured self-administered questionnaire with a sample of 178 nurses. The findings revealed that the respondents perceived continuing professional development as important. However the study found minimal involvement of nurses during the initial stages of designing continuing professional development programmes and this may lead to incorrect identification of learning needs. Personal, organisational and professional factors were identified as barriers to nurses’ participation in continuing professional development. Preparation of nurses in advance and the use of teaching strategies that recognise past experience and adults as resources were found to increase nurses’ participation in continuing professional development programmes / Health Studies / M.A. (Health Studies)

The aim of this study is to determine the effectiveness of simulation training in improving the clinical competence of pupil nurses. A quantitative, quasi-experimental, non-equivalent control group before-after design is used. The method of data collection is observation using check lists. The population for this study includes the second-year pupil nurses (N=43) following the two-year programme leading to enrolment as a nurse at the Gauteng learning centre of a private hospital group during 2011-2012. The results reveal that although there is proof that clinical training in simulation improves the competence levels of the experimental group in the procedure administration of oral medication over a period of time, there is no proof that this is true for the procedure observation of patients’ neurological functions and, therefore, the researcher cannot come to a definite conclusion about the effectiveness of simulation training / Health Studies / M.A. (Health Studies)

Thesis (MCurr)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The Human Immunodeficiency Virus infection (HIV) and Acquired Immunodeficiency Syndrome (AIDS) are critical concerns worldwide; this is particularly true of South Africa. The consequences of HIV infection and complications of AIDS are a challenge that extends into the nursing profession and into the community of student nurses. Support groups can form an important part in educating nursing students about HIV and AIDS, as well as in supporting nursing students through the processes of counselling, testing and managing the physical, as well as other impacts of this syndrome. When considering the current situation at an Eastern Cape nursing college and the literature reviewed on this topic, the research question posed for this study was: ‘Why is the support offered by the HIV support group to the nursing students having such a limited effect on the students’ motivation to participate in HIV counselling and testing (HCT) and support activities to de-stigmatise HIV/AIDS?’ The aim of this study was to explore and describe the nursing students’ experiences and perceptions of the support group activities in order to improve the relevance of this initiative for students. The objectives of this study were to - Explore and describe the student’s experiences and perceptions of the support group activities - Identify and describe the student’s expectations of the support group. A qualitative approach with an exploratory and descriptive design was used to elicit data to answer the research question. Ethical approval was obtained from the Health Research Ethics Committee and access to the college campus was obtained through the appropriate authorities. The accessible population for this study were 1st, 2nd, 3rd, and 4th year students at one campus of the provincial nursing college in the Eastern Cape. In-depth individual interviews were conducted with eight participants who met the study inclusion criteria of having had experience of the support group and its activities. Interviews were recorded and transcribed by the researcher. Content analysis was used to analyse the interview data through applying Tesch’s eight steps of analysis. Data analysis revealed that participants did not experience the support group as helpful; although they had joined the support group they remained fearful of receiving test results and what their future may hold should they be diagnosed as being HIV positive. The participants experienced rejection and discrimination by the support group committee members; they also identified that the committee displayed hypocritical behaviours and a lack of respect for confidentiality of information which further undermined the functioning and influence of the group. Results revealed that joining the support group means one is automatically stigmatised as being HIV positive. The support group committee members were seen to be inaccessible having only limited communication with participants. Recommendations from the study were to hold personal and group development sessions for the committee and interested students to assist them in learning how to manage ethical issues related to counselling and testing, how to conduct effective campaigns to de-stigmatize HIV/AIDS, and to determine clearly what the purpose of this particular group is that it may better meet the needs of the student group. Limitations of this study were that the qualitative research approach that was applied limited the generalisation of the findings. The study focused only on experiences and perceptions of the undergraduate nursing students on one campus of the nursing college about the support group and its activities. Thus, the study offered an initial insight into the current negative perceptions of students towards the support group and offered a foundation for further investigation. In conclusion, experiences and perceptions of the support group were explored and elaborated on. Currently, the support group does not offer the support the students would like to be available as the fundamental functioning of the group is compromised by a lack of trust between students and the committee members. / AFRIKAANSE OPSOMMING: Die menslike immuungebreksvirus (MIV) en verworwe immuniteitsgebreksindroom (VIGS) is wêreldwyd kommerwekkende aangeleenthede, veral met betrekking tot Suid-Afrika. Die gevolge van MIV-infeksie en komplikasies van VIGS is uitdagings wat die verpleegberoep en die verpleegstudente-gemeenskap met verreikende gevolge raak. Ondersteuningsgroepe kan ’n belangrike rol speel om verpleegstudente in verband met MIV en VIGS op te lei, asook om ondersteuning te bied deur middel van die prosesse van berading, toetsing en die bestuur van die fisiese en ander gevolge van die sindroom. Toe die huidige situasie by ’n Oos-Kaapse verpleegkollege, asook die literatuuroorsig oor die onderwerp in oënskou geneem is, is die navorsingsvraag vir die studie gestel: “Waarom het die ondersteuning wat deur die ondersteuningsgroep aan die studentverpleegsters aangebied word so ’n beperkte effek op die studente se motivering om deel te neem aan MIV-berading en toetsing, asook ondersteuningsaktiwiteite om MIV/VIGS te destigmatiseer?” Die doel van hierdie studie was om die verpleegstudente se ervaringe en persepsies van die ondersteuningsgroep se aktiwiteite te ondersoek en te beskryf, ten einde die relevansie van hierdie inisiatief vir die studente te verbeter. Die doelwitte van hierdie studie was om die student se: - ervaringe en persepsies van die ondersteuningsgroep se aktiwiteite te ondersoek en te beskryf - verwagtinge van die ondersteuningsgroep te identifiseer en te beskryf. ’n Kwalitatiewe benadering met ’n ondersoekende en beskrywende ontwerp is gebruik om die data aan die lig te bring om sodoende die navorsingsvraag te beantwoord. Etiese goedkeuring is van die Universiteit van Stellenbosch se Gesondheidsnavorsingsetiekkomitee verkry en toegang tot die kollege-kampus is deur die betrokke owerhede verleen. Die toeganklike bevolking vir die studie was eerste-, tweede-, derde- en vierdejaarstudente by een kampus van die provinsiale verpleegkollege in die Oos-Kaap. Deurtastende individuele onderhoude is met agt deelnemers gevoer wat aan die studie se inklusiewe kriteria voldoen het en wat ondervinding het van die ondersteuningsgroep en hul aktiwiteite. Data is deur die navorser opgeneem en getranskribeer. Inhoudelike analise is gebruik om die data van die onderhoud te analiseer deur Tesch se ag stappe van analise toe te pas. Analise van die data het aan die lig gebring dat deelnemers nie die ondersteuningsgroep as behulpsaam ervaar nie. Ten spyte van aansluiting by die ondersteuningsgroep bly hulle angstig vir wanneer toetsresultate ontvang moet word en wat dit vir hul toekoms mag inhou indien hulle MIV-positief gediagnoseer word. Die deelnemers het verwerping en diskriminasie deur die ondersteuningsgroep se komitee-lede ervaar; hulle het ook skynheilige optredes en ’n gebrek aan respek vir vertroulikheid van inligting wat die funksionering en invloed van die groep verder ondermyn, geïdentifiseer. Resultate het aan die lig gebring dat aansluiting by die ondersteuningsgroep beteken dat hulle outomaties gestigmatiseer word as MIVpositief. Die komitee van die ondersteuningsgroep word gesien as ontoeganklik met beperkte kommunikasie met die deelnemers. Aanbevelings vanuit die studie sluit in die opvoeding en die ontwikkeling van ’n komitee en belangstellende studente om etiese kwessies te bestuur wat verband hou met berading en toetsing, veldtogte om MIV/VIGS te destigmatiseer en om duidelik te bepaal watter tipe ondersteuningsgroep hierdie betrokke groep moet nastreef om te wees. Beperkinge van hierdie studie is dat ’n kwalitatiewe navorsingsbenadering toegepas is wat die veralgemening van die bevindings beperk het. Die studie het slegs gefokus op ervaringe en persepsies van die voorgraadse verpleegstudente op een kampus van die verpleegkollege aangaande die ondersteuningsgroep en hul aktiwiteite. Sodoende, gee die studie ’n aanvanklike insig in die huidige negatiewe persepsies van studente oor die ondersteuningsgroep en bied ook ’n grondslag vir verdere ondersoeke. Ten slotte, ervaringe en persepsies van die ondersteuningsgroep is ondersoek en daarop uitgebrei. Tans bied die ondersteuningsgroep nie die ondersteuning wat die studente benodig nie, vanweë die fundamentele funksionering van die groep se gebrek aan vertroue deur studente in die komitee-lede.