The purpose of the study was to analyse if the two year upgrading programme done at Malawi College of Health Sciences attended by Nurse Midwife Technicians (NMTs) is able to improve the competencies, knowledge, skills and attitude of the graduates when providing comprehensive nursing and midwifery care. The main objectives of this study were • to determine the effectiveness of the Upgrading Diploma in Nursing and Midwifery programme in preparing the competencies of State Registered Nurse Midwifes (SRNMs) • to make recommendations on the training of Upgrading Diploma in Nursing and Midwifery programme The researcher used a quantitative, exploratory, descriptive design. A questionnaire with closed and open-ended questions was used to collect data from SRNMs who completed the upgrading programme. The findings indicated that the upgrading programme has a significant impact to improve the competencies of the NMTs to work as SRNMs. / Health Studies / M.A. (Health Studies)

An exploratory, descriptive design in the phenomenological approach was used to describe and explore how student tutors' experienced the process of evaluation of their clinical teaching in a specific distance-learning programme. The researcher conducted a tape-recorded focus group interview with seven participants who voluntarily agreed to participate. After transcription, the data was analysed using Tesch's (1992:92) method of analysis to code the data into themes in order to identify commonalities. The findings of this study indicated that participants experienced the evaluation process positively and negatively. The negative experiences included difficulty in obtaining access to evaluators, practica facilities, and inconsistencies of evaluators. Recommendations were made for improving evaluation of teaching skills of student tutors in this distance programme. / Health Studies / M. A. (Health Studies)

Quality assurance forms an integral part of education and training programme delivery. The purpose of this research was to determine whether the quality management systems (QMS) used by nursing education institutions in Gauteng are aligned to the SAQA criteria and guidelines for education and training providers. A quantitative, descriptive and exploratory design was followed using a self-administered questionnaire as data gathering instrument. A total of 32 respondents from three selected nursing education institutions completed the questionnaire. The data were analysed by using the Statistical Package for Social Sciences (SPSS) program. The findings revealed that the nursing education institutions only partially comply with SAQA’s core criteria for quality management systems. Recommendations to improve the current QMS were made. / Health Studies / M.A. (Health Studies)

A qualitative exploratory, descriptive and contextual research design was used to conduct a study. In-depth individual phenomenological interviews with students purposively selected were conducted. Data saturation was reached after interviewing eight students. The following categories emerged: the participants experienced problem-based learning (PBL) as challenging, problematic group collaboration and cohesion, PBL as a good strategy. The challenges experienced included: unfamiliarity with the strategy, inadequate resources in the library, inaccessible computer laboratories because of limited space and operational hours, time pressures and overload. Clinical learning is not given adequate attention and some professional nurses in the clinical areas are not supportive to the university students as compared to college students. Positive conclusions about PBL include that students need the strategy as it promoted critical thinking, improved communication and presentation skills, helped teamwork and learning from others. / Health Studies / M.A. (Health studies)

Text in English / In this study an attempt has been made to reflect upon T.G. Mashaba's transcultural themes. For the purpose of this study, the researcher had to differentiate between traditional and professional cultural themes. All of these were mirrored in some of Mashaba's works through the employment of descriptive devices in a manner that enables one to picture her philosophy of transcultural nursing care, her ideas and ideals, conceptions, opinions and beliefs. The chief aim of this study was to survey the significance and contribution of Mashaba transcultural themes to nursing. In identifying the two systems, Mashaba was attempting not only to help nurses to become aware of these systems, but to consider ways to make reciprocal interfaces with the two systems. Marked caring differences among health care systems exist as well as similar features. Efforts were made - by Mashaba - to explicate these caring aspects in order to provide a sound rationale and therapeutic nursing care. The design used in this study was purely descriptive, investigative, interpretive and analytic with the specific aim of elucidating Mashaba's ideas, ideals and thoughts. This approach helped in bringing to light the value of the themes while at the same time focusing attention on their transcultural nature. Leininger's Cultural Theoretical Model was applied - as a conceptual Model - for the analysis of transcultural themes. This research study gives us a picture of a gifted and hardworking woman. She was ambitious and had set definite goals for herself. Her sense of cultural observation and imaginativeness elevate her as- a spokesperson for the underprivileged, not only of her race, but of any nationality. In her efforts, she was a moderate who believed that engagement in a dialogue would bring better and more lasting solutions than war. This gives her work the universal relevance and appeal. / Health Studies / D.Litt. et Phil. (Advanced Nursing Sciences)

Text in English / The question the researcher set out to answer during this research study was: "What is the Educational Focus of a Nursing College, when viewed within Bevis and Watson's Humanistic·Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" To answer this question, an exploratory, descriptive and contextual study was undertaken. The population consisted of tutors employed at a College of Nursing. From this population a purposive sample was drawn. Data was collected by means of formal, semi-structured interviews and a questionnaire. Content analysis was used to analyse the data. It was found that during the first year of students' education and training, the Educational Focus of the College was on training but during the second year, the focus changed to the transitional phase. The transitional phase is situated between training and education. During the third and fourth year, the focus was also in transition, but the way students learn was at the training phase. / Health Studies / M.A. (Advanced Nursing Sciences)

Significant changes have taken place in higher education over dte past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate Ieamer needs and dte process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Active Ieamer participation in dte learning process is necessary for effective learning to take place. Only dten can the desired outcome be reached. For a Ieamer to actively participate in the learning process, the Ieamer must know how to learn, and how to function as an independent Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is necessary. The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updatlng or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative. Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning process and provide for systematic education. Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning st;ytes and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education. / Health Studes / D. Litt. et Phil. (Advanced Nursing Sciences)

The study investigated the perceptions of student nurses and supervisors with regard to the block system used in the general nurse diploma programme in Zimbabwe. Their perceptions were elicited so that the researcher could identify the positive and negative aspects of the blook system which respectively promote and inhibit or obstruct the teaching and learning of student nurses. The study was conducted at the Harare, Parirenyatwa, Mpilo and United Bulawayo Schools of Nursing and in Mashonaland East province. A cross·sectional descriptive survey research design was used to obtain accurate information about the block system. Data was collected from nurse teachers, clinical teachers and sisters in charge of wards/units by means of structured interviews and from community health nurses and student nurses by means of self-administered questionnaires. The following positive aspects of study blocks were identified: the availability of time for student nurses to acquire knowledge, skills and attitudes without fear of hurting patients, the availability and willingness of nurse teachers to teach, the attendance of study blocks as groups and straight off duties. During clinical area placements, the integration of theory and practice took place, and there were opportunities for student nurses to apply the knowledge and skills they learnt during study blocks and to work as members of health teams. The negative aspects of the study blocks that were identified included too much theory content taught in each study block, inadequate demonstrations, a shortage of nurse teachers, no periods for individual study, a theory-practice gap and the too-frequent use of the formal lecture teaching method. The negative aspects of the clinical area placements included the inadequate teaching/supervision of student nurses, excessive night duties for student nurses, a shortage of qualified staff: clinical allocation of student nurses not based on study block content, inadequate clinical teaching by nurse teachers, and unplanned clinical teaching. Most clinical teaching was performed by peers and the most junior professional nurses. / Health Studies / D.Litt. et Phil. (Advanced Nursing Sciences)

The lecture room instructional management competence of novice nurse educators (NNEs) in the Republic of South Africa (RSA) was investigated. No comprehensive set of generic roles, outcomes and competences for instructional management of nurse educators could be traced in the literature, therefore an analytical study was undertaken. Adhering to the principles for outcomes-based education, three models were established: Q a model for the professional development of nurse educators Q an Education, Training and Development nurse practitioner model, consisting of roles and outcomes for lecture room instructional management Q a model for lecture room instructional management that served as evaluation criteria used in the instrument during the quantitative survey These models were presented to, and evaluated by nurse educators of five universities. The influence of mentorship, reality shock, and professional development on the NNEs' lecture room competence was investigated. The target group consisted of NNEs, their mentors and students in nursing schools in the RSA. A number of respondents were also interviewed and observed. The analysed data indicated that NNEs were not competent when they started teaching, and needed support and supervision from mentors. Findings also indicated the positive influence of mentorship and professional development on competence acquisition. NNEs experienced reality shock requiring support to acquire competence. These aspects justify further research. The recommendations based on this study include that nursing schools use specific evaluation criteria for le<,1ure room competence and for in-service training of NNEs and mentors. Nursing schools should take a more active role in mentoring programmes. / Health Studies / D. Litt. et Phil. (Advanced Nursing Sciences)

Submitted in fulfilment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2013. / South Africa is one of 12 countries where the under-five child mortality rate has increased. In response to this challenge, the WHO and UNICEF in the 1990s developed Integrated Management of Childhood Illness (IMCI), a strategy to reduce child mortality and morbidity. IMCI training was launched in South Africa in 1998. Health care workers trained in IMCI face many challenges when applying the new integrated case management approach. Training settings tend to differ from the actual work environment. Simulation is practiced in an enclosed environment and certain assessments are not possible for example chest in drawing, level of consciousness, oedema amongst others. In South Africa, there has been limited research on IMCI in-service and pre-service training and no research has been conducted regarding the training of student nurses on IMCI and follow up of these learners in the clinical field. Purpose of the study The purpose of this study was to evaluate the IMCI training of learners in the use of IMCI Guidelines in the KwaZulu-Natal College of Nursing (KZNCN). Methodology This study followed a descriptive quantitative approach and evaluates the training of the learners and the facilitation and training of lecturers with regards to IMCI in the KZNCN campuses. Data was collected using questionnaires for facilitators and learners on the three campuses. Results The findings of this study revealed that teaching and learning approaches used to facilitate IMCI were adequate except for clinical practice and theory which was reported to be insufficient.